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Lawrence Kohlberg's approach to values education based upon his moral developmental stages has, since the seventies, dominated the field of moral education where it has often become a substitute for traditional and direct moral teaching. / This thesis will attempt to demonstrate that Kohlberg's approach to moral education cannot, by its very nature, be a viable alternative for moral education in regard to either individual or societal moral needs. / Although Kohlberg's system has been defended for its "classroom dilemmas", associated pedagogical techniques and its "just community" approach to problem solving, this thesis will attempt to show that these approaches have consequences which are in themselves detrimental to the development of a positive moral standard. The use of Kohlberg's system would result in extreme subjectivism and relativism which are destructive to a basic objective moral standard for society.

This thesis expands upon the discussions of Martha Nussbaum (1991) regarding scientific and Aristotelian conceptions of rationality and how each treats issues of moral reasoning and moral education. It posits that this scientific rationality provides an inherently flawed and limiting conception of the practical reasoner, and that its prevalence within the field of education, as well as in educational research has had damaging effects upon students and educators alike. Thus, it advocates the adoption of an Aristotelian view of reason, one which characterizes the person of practical reason as one who possesses a rich awareness of detail, emotion, context and complexity. Further, it examines the current and potential roles that educational researchers play in either the affirmation or questioning of these conceptions of rationality, and in turn, how these researchers affect change in education, and in society in general.

Because education is a moral endeavour, the aims of education must deliberately reflect this effort and help students develop the values and sensibilities toward this end. This thesis has arisen out of my desire to explore what teachers and educators can do to develop and integrate a curriculum that is informed by ethical consciousness: a mindfulness for human dignity, aesthetic beauty, and appreciation for the natural environment, and a spirit of respect for all living things. Using my own background to set the site for reflective discourse, I have attempted to invite educators to explore what is currently being applied as aspects of moral education; critically reassess their own practices; and re-orient their thinking so that curriculum can become more connective, engaging, inspirited, and ethically conscious. / Graduate

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Dennis Thiessen.

Thesis (Ed.D.)--Liberty University, 2000.

Thesis (Ph. D.)--University of Pennsylvania, 1927. / Bibliography: p. 103-109.

Thesis (Ph. D.)--University of Chicago, Dept. of Education, March 1999. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of Pennsylvania, 1929. / Bibliography: p. 144-147.

Thesis (Ph. D.)--Oregon State University, 1994. / Typescript (photocopy). Includes bibliographical references (leaves 191-194). Also available via the World Wide Web.