Abstract
Abstract Two intensive ll‐week moral education programmes were designed to develop the maturity of moral reasoning stages of medium‐security prison inmates. One programme was based on the cognitive disequilibrium induction techniques of the Kohlberg orientation; the other was based on the adequacy of moral reasoning competencies approach advocated by the Association for Values Education and Research (AVER). Both programmes resulted in significant and non‐differential advances in moral reasoning abilities, while inmates in a comparison group showed no advance. Results are discussed in terms of programme advantages and design needs for effective moral reasoning education in prison institutions.
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