Abstract
Abstract Kohlberg's cognitive‐stage‐developmental theory is often described as a further development of Piaget's moral theory. In discussing the two theories, it is shown that Kohlberg attempts to describe the features of moral thought and not the formation of the independent moral function. Nevertheless, Kohlberg's later research, as well as research done by his disciples, approaches Piaget. In trying to study the issue of moral education in ‘just communities’, they reintroduce the Piagetian concept of cooperation in equality among the members of the group, and they use a collaborator or leader. However, their main interest remains in the description of the characteristics of the stages of individual moral reasoning and valuing of norms and community, and not the study of the process of acceleration towards the autonomous moral phase.
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