This article, after briefly presenting moral development theory, analyzes the
theory from the perspective of small-group processes and behaviors. The
author hypothesizes that upper movement in the stages of moral reasoning is
more apt to occur under a combination condition of high interpersonal
competence and high role taking. The relationship between moral reasoning
and behavior is also examined. The author takes the position that moral
reasoning is perhaps necessary, but not sufficient, forschool endeavors and that
attention ought to focus equally on moral behavior and reasoning. The
bureaucratic and authoritarian nature of the school system, which mitigates
against such focus, is also discussed. He concludes that if schools accept the
charge of moral education toward action, such an outcome can develop only
within a context of general school structural/organizational change.
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