Correctional education to date has largely ignored the role that moral values play in an individual's decision whether to commit a crime and should incorporate moral development theory into programs.
From this perspective, the correctional educator's task is not one of conversion or rehabilitation, but development of a moral reasoning framework which offenders, for some reason in their developmental history, have not acquired. The cognitive development model proposes that moral judgments are constructed by the individual in a series of sequential, hierarchically integrated stages, rather than passively received in prepackaged forms from parents or teachers. These stages are broadly categorized as preconventional, conventional, and postconventional, and progress is dependent on many factors including basic cognitive capabilities and quality of one's interactions with the social environment. Several research studies on juvenile and adult offenders show that such individuals often are characterized by low levels of moral reasoning, where right behavior is perceived as that which serves one's interests and fairness is strict and rigid. Little if any concern exists for the rights and expectations of others or the role of law in society. Moral development intervention efforts with juveniles have produced positive outcomes in terms of improved moral reasoning abilities, improved school performance, and reduced police contacts. The few studies conducted with adult offenders suggest that moral development education also produces positive results. Research indicates that this approach can be used effectively with all types of inmates and that educators can easily master the method with appropriate training. For such programs to be successful, the institution itself must provide environments in which inmates can practice and see practiced social systems based on democratic principles. Charts, footnotes, and 29 references are supplied.