and finally, stage movement is motivated bycognitive disequilibrium. The cognitive-developmental approach is supported by research done by Kohlberg andother researchers who have attempted to replicate Kohlbergs findings. One study conducted byJohn Snarey and Joseph Reimer attempted to prove the cultural universality of Kohlbergsstages. The study, conducted in Turkey, was a longitudinal study using ninety-two kibbutz-bornIsraelis. The results were consistent with Kohlbergs studies done in both the United States andTurkey, making the cultural universality argument stronger.Contradicting the cognitive-developmental approach is the cognitive-behavioralapproach, which is the position taken by Robert Liebert. This approach asserts that there areuniversal moral principles, found at the end of the progression, the cultivation of which willelevate the human condition. (Liebert 1984) The relativist approach is expressed throughcognitive-behaviorism, believing that there are no absolute truths. Moral development isapproached on an individual, case-by-case basis, and the development of morals is thedevelopment of moral sophistication. Individuals actions are determined by cues taken fromtheir surroundings. Research done to support the cognitive-behaviorist approach have been done bypsychologists Liebert and Lickona. When writing about moral education in children, Liebertstates the best way to ensure that the child will display any desired response is to teach theresponse explicitly, model it consistently, and reinforce it reliably. (Liebert 1984) Lickonafound that simply telling the child straight out that a judgment based on intentions was right,and explaining why this was so was more effective than any of three more elaborate methodsdesigned to stimulate underlying moral structures. (Lickona 1971, cited in Liebert 1984) The most compelling argument for the cognitive-developmental approach is theextensive research is the cross-cultu...
