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The following article tries to clarify and define the basicessentials of a particular understanding of moral education. To be exact thatdeveloped by the cognitive and dialogical paradigms in psycoiogy ana etmcsrespectively. Therefore the contributions of Habermas and Kohlberg will bebriefly described, and some of the criticism recieved will be presented, the considerationof which can complement the original contribuionts of both authors.The aim of this process is to note down the foundations of a moral educationbased on the respect for personal autonomy and on the capacity to generatevalues of justice and solidarity.

Aportaciones y Límites de los Paradigmas Cognitivo y Dialógico en Educación Moral