Comparative analysis of moral development and responsibility from the perspective of developmental psychology, moral duty, and Islamic innate morality: Designing an applied model of moral education for adolescents

Authors

1 University of Religions and Denominations

2 ozv cpeeyat elmi garveh felsefeh akhlagh daneshgah adian ve mozanpab

Abstract

The present study, using an analytical-comparative approach, examines the relationship between moral development and moral responsibility in three prominent theoretical traditions: developmental psychology (focusing on the theories of Piaget and Kohlberg), moral deontology (based on Kant's practical philosophy), and Islamic innate ethics (based on the views of Allameh Tabataba'i and Ayatollah Javadi Amoli). The main goal of the study is to design an applied model for the moral education of adolescents by combining the theoretical foundations of these schools. The findings show that each school has a different conceptual precedence: developmental psychology considers moral responsibility to be the result of cognitive-social development; Kant introduces responsibility as a prerequisite for moral development; and Islam sees responsibility as arising from divine nature and revelational guidance. The innovation of the study lies in synthesizing these perspectives and presenting a three-level model that includes cognitive-social development, rational autonomy, and guidance of spiritual nature. By combining external methods and internalizing ethics, this model provides a theoretical and practical infrastructure for raising a responsible, ethical, and insightful generation.

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Quarterly Scientific Journal of Applied Ethics Studies
Volume 21, Issue 4 - Serial Number 82
February 2026
Pages 160-199

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  • Receive Date: 06 September 2025
  • Revise Date: 14 October 2025
  • Accept Date: 16 October 2025

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