Lawrence Kohlberg's Approach to Moral Education (New York: Columbia University Press, 1989, with C. Power and A. Higgins). With A. Colby, Kohlberg authored a two-volume scoring manual, The Measurement of Moral Judgement (Cambridge, MA: Center for Moral Education, Harvard University, 1987). His empirical work is summarized in a research monograph, A Longitudinal Study of Moral Judgement (Chicago, IL: University of Chicago Press for the Society for Research in Child Development, 1983, with A. Colby, J. Gibbs, and M. Liebermann). A comprehensive review of the theory of moral development and synopses and replies to critics is contained in L. Kohlberg, C. Levine and A. Hewer, Moral Stages: A Current Formulation and Response to Critics (New York: Karger, 1983).
analytical philosophy of education…has…been marked by much re-assessment and re-working of the most fundamental issues within the discipline…(E)arlier work can now be seen to have presupposed without adequate critical examination many philosophical beliefs and forms of argument associated with the Enlightenment and particularly Kant. It is my personal view that philosophy of education is now steadily elucidating a new and more adequate characterization of education…[as]…not primarily education into theoretical academic disciplines but initiation into social practices in which we can…find a fulfilling life. 1
Paul Heywood Hirst has played a major role in the establishment of philosophy of education in the English-speaking world as a distinctive area of academic philosophy and as a contributory discipline within educational studies. He has also been highly influential in a number of institutional and policy-related developments in education and has commanded wide respect