摘 要 本篇論文以"郭爾保道德
認知發展論及其德育涵義"為主題.目的有三;首先,探討郭爾保道德認知發
展論的淵源, 以作為理解其道德認知發展論的基礎.其次, 針對郭爾保的
道德認知發展論加以論述, 隨之分析郭爾保的道德認知論的應用, 進而
探究其在道德教育上的啟示, 最後則殿以綜合性的結論與評述, 俾有助於
掌握郭爾保的道德認知發展論的要義, 希冀對當前台灣的道德教育的辦
理, 提供芻蕘之獻. 本研究分為六章. 第一章敘述研究動機,目的,方
法,步驟,研究範圍與限制.第二章探討郭爾保道德認知發展論的淵源. 第
三章分析郭爾保道德認知發展論的三期六段觀念:成規前期, 成規期,成規
後期.成規前期包含懲罰與服從導向和工具性相對主義導向兩個階段.成規
期包括人際關係和諧導向與法律與秩序導向兩個階段.成規後期則有社會
契約合法性導向階段和普遍性倫理導向階段兩個階段.第四章就郭爾保的
道德認知發展論在道德兩難問題的討論, 道德教育課程的建構,以及正義
統體學校的創辦等方面的實施,作一說明.第五章從郭爾保的道德認知發展
論, 衍釋其對道德教育的目的,課程與教法,以及學校人員與行政的啟示.
第六章則總結各章的討論,並加以評析. 總結本篇論文的探討,郭爾保
所提出的道德認知發展論, 雖然日居月諸, 距今已有相當時日.然而他在
道德教育上所掀起的漣漪,至今仍餘波蕩漾.尤其他所主張的道德兩難問題
的討論,將道德兩難討論的精神融入課程中,以及正義統體學校的試驗,更
是值得我國道德教育實施時的參考.
A STUDY ON KOHLBERG'S COGNITIVE MORAL DEVELOPMENT THEORY
Po- Chuan Kao Abstract This study
aims at an analysis on Kohlberg's moral development theory. The
purposes of this research are, firstly, to find out the root of
moral develop-ment theory in order to understand accurately its
foundations, secondly, to e-laborate on moral development theory
and analyze its practical application, f-uthermore,to gain a
valuable insight into moral education, and finally, to end with
a comprehensive conclusion and comment. It is hoped that the
deep unders-tanding of moral development theory as gained
through this study can function as a reference in the
implementation of practice of moral education. There are six
chapters in this study . Chapter I describes the motivation and
objectives for this study, the methods and process adopted, as
well as the scope and limitations . Chapter II analyzes the root
of moral development the-ory. Chapter III exhaustively discusses
the levels of moral development ( pre-conventional level,
conventional level, and postconventional level). Preconve-
ntional level consists of the punishment and obedience
orientation as well asthe instrumental relativist orientation.
Conventional level is composed of th-e interpersonal concordance
orientation and society maintaining orientation.
Postconventional level is made up of the social contract
orientation and the universal ethical principle orientation.
Chapter IV goes into details of moraldevelopment theory applying
to the practice of moral dilemmas, moral curricul- um , and just
community schools . Chapter V seeks enlightment for the purposes
of moral education , moral curriculum and teaching , as well as
the staff and and adminstration of schools from moral
development theory . Chapter VI serves as a general conclusion
and comment. In conclusion, as time progresses, moral
development theory is kind of aw-ay its blosson time , yet it
has aroused surging waves of moral education and displayed the
afterglow of Kohlberg's achievement . This study can serve as a
reference in the implementation of practice of moral education ,
especially in the discussion of moral dilemmas , the integration
of the discussion into curr-iculum, and the experiment of just
community schools.