id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
expositions-2088	none	Ethics after Kohlberg: Catholic Social Teaching as Example and Test	2016	7	.pdf	application/pdf	2120	156	58	According to this school, “morality […] is neither ‘taught’ nor ‘caught’ but is inexorably developed out of each individual’s personal struggle to make sense of the world”7—more technically, the personal struggle to come to terms with “problematic situations of conflict” in which a previously settled mode of structuring our relationships with others is found no longer to fit with, or quite literally to “do justice to,” new elements of our experience that we are invested in maintaining.8 In light of this conception of morality as developing out of our “structuring tendencies,” the aim of moral education, Kohlberg claims, “should be to stimulate people’s thinking ability over time in ways which will enable them to use more adequate and complex reasoning patterns to solve moral problems”9: reduced to a Ethics after Kohlberg 2 catchphrase, “stimulation of movement to the next stage of moral reasoning. This question is pressing in light of research finding that, in the words of a onetime representative of Kohlberg’s school, “there is only a weak link between moral reasoning and moral action.”11	cache/expositions-2088.pdf	txt/expositions-2088.txt