Abstract
This paper views ‘conscience’ in the context of society and education. Modern states, in particular democratic ones which rely on the rule of law and popular voting, require an adequate stage of moral-cognitive development in their citizens. Schooling is widely thought to be a necessary and indispensable means for achieving this, although it may not be a sufficient one and other social institutions may be equally necessary. Our main question is: Do institutions of education in our societies foster moral judgment competence? After reviewing a large body of research findings related to this questions, the answer is that yes, by and large education does facilitate cognitive-moral development. This seems to hold true at least for secondary and university education. Before beginning this review, I would like to comment briefly on the salience of moral-cognitive development and education for the survival and development of a democratic society, and on problems of definition and measurement.
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