Abstract
Authors in the cognitive developmental tradition (e.g. Damon & Hart, 1988; Snyder & Feldman, 1984; Turiel, 1983) have created models to explain transition between stages of development. This study introduces consistency and inconsistency of moral reasoning as patterns of moral thinking and presents implications for moral education. Consistency and inconsistency are determined by the level of ''stage mixture" scored on the Defining Issues Test. A 2 2 quasi-experimental design was created. Participants were 52, 15-year-old male high school students. Moral judgement was the dependent variable. Consistency, inconsistency, and the experimental procedures were independent variables. Results showed a significant interaction between levels of consistency and educational methods (P .014), a developmental progression for the condition inconsistent experimental (P .004), and a predicted pattern of change for the condition consistent experimental (P .001). The authors concluded that consistency and inconsistency of moral reasoning require different assumptions for the promotion of moral development.