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This study examines possible relationships between moral judgements of 40 subjects from two cultures. The cognitive developmental theory of moral development proposed by Kohlberg was used both as a theoretical framework and as a basis for measuring moral reasoning.The population sample consisted of 40 students, male and female, between the ages of 14 and 15, 20 from Algeria and 20 from the United Kingdom. Each subject in the study was individually interviewed on two of Kohlberg's moral dilemmas. The interviews were taperecorded, transcribed and then coded for moral maturity scores (MMS) and moral stages of the subjects.The results showed significant differences in the mean scores of moral maturity between the two groups. Important differences were also found between the two groups in the level of the content of the subjects' responses.The data support the prediction that the cultural and religious values had an impact on Kohlberg's moral stages.

The purpose of this study was to measure the principled moral reasoning of 68 female graduate students in education at the University of Kuwait. Participants were recruited from three master programs: foundations of education (n=21), curriculum and method of teaching (29), and Administration and educational planning (18). Their moral reasoning was measured by the Defining Issues Test (DIT). The results indicate that the sample scored lower in principled moral reasoning than graduate students in general. However, they scored predominantly at stage 4 in Kohlberg's moral judgment theory. Results also indicate that there are no significant differences in principled moral reasoning of the participants according to their academic disciplines.

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