Gifted children have unique emotional needs and cognitive developmental potential which can be met only be an adequate program of moral education; however, none of the present forms of moral education is sufficient to meet those needs. Only a program of moral education which is based on the unique cognitive and affective needs of gifted children will respect the autonomy of the child. Thus a confluent model for moral development is described in which cognitive and affective goals and appropriate instructional strategies are defined. Both cognitive and affective goals may be achieved through choice of any number of instructional strategies in any particular subject area. Appropriate strategies focus on discussion and problem solving through use of reasoning in an atmosphere of openness, tolerance, and concern for others.
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