The crowds, the praise, and the power are neither just nor unjust in themselves. As they are typically used in the schools, they represent the values of social order and of individual competitive achievement.
The unit of effectiveness of education is not the individual but the group. An individual's moral values are primarily important for society as they contribute to a moral social climate, not as they induce particular pieces of behavior.
The normative theoretical claim that a higher stage is philosophically a better stage is one necessary part of a psychological explanation of sequential stage movement.
Piaget is correct in assuming a culturally universal age development of a sense of justice, involving progressive concern for the needs and feelings of others and elaborated conceptions of reciprocity and equality.
It is hardly plausible to view a whole succession of logics as an evolutionary and functional program of innate wiring, particularly in light of the fact that the most mature logical structures are reached only by some adults.
