This article analyzes the epistemological and logical foundations of Kohlberg’s cognitive-developmental theory of moral development. Kohlberg’s understanding of dialectics is criticized and an attempt is made to introduce a dialectical materialist outlook on moral development. Philosophical tendencies in the cognitive-developmental theory of moral development such as apriorism, absolutism and formalism are unfavorably contrasted with the dialectical categories of historicism, double interactionism and reflection. In logic and epistemology the cognitive-developmental theory is shown to be based on a subjective idealist orientat
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