Moral values ​​education through cognitive, social, and organizational learning

This article presents a theoretical and comparative analysis of the contributions of Jean Piaget, Lev Vygotsky, Lawrence Kohlberg, and Peter Senge, with the aim of understanding the formation of moral values ​​and attitudes from a holistic education perspective within educational contexts. Based on a literature review and conceptual analysis, the article examines the convergences and divergences between cognitive-developmental, sociocultural, and organizational approaches, highlighting their complementarity in interpreting moral learning in schools. The results of the analysis show that the construction of values ​​cannot be understood solely as an individual process, but rather as a progressive phenomenon that develops through social interaction, pedagogical mediation, and institutional coherence. Within this framework, Kohlberg's theory of moral development acts as a bridge between Piaget and Vygotsky, while Senge's organizational learning theory broadens the analysis to include school culture and leadership. It is concluded that the articulation of these approaches provides a robust theoretical framework for strengthening values ​​and attitudes education, especially within the context of the Integral Human and Religious Formation promoted by the Dominican Republic's educational curriculum.