The Tensions Between Education and Development

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Abstract
Most scholars, including Lawrence Kohlberg, have maintained that the principles of human development can mesh readily with the goals of the educational system. However, children's intuitive theories and conceptions turn out to be so powerful that they often undermine the overt goals of education. Indeed, there is typically a disjunction between early forms of understanding, the forms that school attempts to inculcate, and the kinds of knowledge required for expert performance in a domain. Though the issue has not been investigated, such disjunctions may obtain in the moral domain as well. It should be possible to bridge the gap between developmental and educational concerns; but such connection can only take place if the robustness of early conceptions is fully acknowledged and appropriate interventions are designed.

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