Abstract
Abstract: An attempt is made to describe the overall general process of moral development as consisting in the movement from heteronomy to autonomy through a period of socialization into conventional norms. Existing evidence suggests that schools are less than successful in fostering development to the autonomous stage. Using Kohlberg's developmental model as a reference point, the implications for moral education in schools are elaborated. The importance of developing ego‐strength, a factor neglected in moral development theory, is emphasised.
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