Harvard Educational Review
  1. Winter 1972 Issue »

    Development as the Aim of Education

    Lawrence Kohlberg, Rochelle Mayer
    The authors offer an explanation of the psychological and philosophical positions underlying aspects of educational progressivism. They contrast tenets of progressivism, most clearly identified with the work of John Dewey, with two other educational ideologies, the romantic and the cultural transmission conceptions, which historically have competed in the minds of educators as rationales for the choice of educational goals and practices. Kohlberg and Mayer maintain that only progressivism, with its cognitive-developmental psychology, its interactionist epistemology, and its philosophically examined ethics, provides an adequate basis for our understanding of the process of education.

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    Winter 1972 Issue

    Abstracts

    Development as the Aim of Education
    Lawrence Kohlberg, Rochelle Mayer
    Highlander Folk School
    Getting Information, Going Back and Teaching It
    Frank Adams
    Community Colleges and Social Stratification
    Jerome Karabel
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