The Effects of Values Clarification and Moral Development Curricula on School-Age Subjects: A Critical Review of Recent Research

Abstract

Currently, the two most widely discussed approaches to values education are the Values Clarification approach, originally espoused by Raths, Harmin, and Simon (1966), and the Moral Development approach, derived from the work of Kohlberg (Kohlberg & Turiel, 1971). Most debate and discussion about these approaches have been at a theoretical or conceptual level; relatively little discussion has dealt with the demonstrated effects of these approaches on students. A major reason for this is that research on the effects of these approaches has not been frequently or systematically reported. This review is an attempt to summarize and criticize recent research on these approaches. Although I hope this review will contribute new information and ideas for continued debate over the merits of these approaches, this article is not intended to compare the two approaches. In effect, this article is two separate reviews. They are both included in one article because the method of description and evaluation, described in some detail below, was the same for both sets of research. The review is organized into the following sections: first, a description of the methodology employed in obtaining, selecting, summarizing, and evaluating the studies; second, critical reviews of the research on each approach; and third, recommendations for future research.