Relevant bibliographies by topics / Kohlberg

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  2. Dissertations / Theses
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Academic literature on the topic 'Kohlberg'

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Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Kohlberg"

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Leahy, Stephen M. "Alfred J. Kohlberg and the Chaoshan embroidered handkerchief industry, 1922-1957." Social Transformations in Chinese Societies 14, no. 2 (September 3, 2018): 45–59. http://dx.doi.org/10.1108/stics-04-2018-0006.

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Purpose This scholarly work aims to investigate the business career of Alfred J. Kohlberg, an American importer of hand-embroidered handkerchiefs in 1922-1957. Design/methodology/approach This paper uses archival resources from the National Archives, the Herbert Hoover Presidential Library, the Hoover Institution Archives, the Federal Bureau of Investigation, Custom Courts records, Japanese Government records and other government documents. Findings Scholars have focused on how Kohlberg’s political activities paved the way for McCarthyism. The sources of his vast wealth have not received attention. Kohlberg parlayed a 1922 trip to Asia into a highly lucrative importing business specializing in Chinese napery. By 1930, he mostly imported hand-embroidered handkerchiefs for sale in upscale American department stores. He employed as many 12,000 people in his Shantou godown and contracted for the employment of at least 100,000 embroiderers and perhaps many hundreds of thousands more. Despite American Government policy and the wishes of other importers, Japanese occupation authority documents show that Kohlberg negotiated a bribe to keep the port open. This paper concludes that Kohlberg’s business reflected traditional Chinese business organization. While he stressed his patriotic activities during the Second World War, Kohlberg promoted his business interest over the national interest. Finally, the Chaoshan Region prospered by providing the modern world with traditional hand-produced goods. Research limitations/implications This work explains how the Chaoshan Region functioned in the global economy. It calls for a deeper examination of this entire industry in China and around the world. Originality/value This work uses documents from multiple archives, including Japan and the USA. It also includes declassified documents from the Federal Bureau Investigation. This work constitutes a template for international business history.
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Collins Reed, Don. "Kohlberg revisited." Journal of Moral Education 45, no. 1 (January 2, 2016): 107–9. http://dx.doi.org/10.1080/03057240.2016.1138836.

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Linn, Ruth. "THE HEART HAS ITS REASON AND THE REASON HAS ITS HEART: THE INSIGHT OF KOHLBERG AND GILLIGAN IN MORAL DEVELOPMENT AND COUNSELING." Social Behavior and Personality: an international journal 29, no. 6 (January 1, 2001): 593–600. http://dx.doi.org/10.2224/sbp.2001.29.6.593.

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This paper reflects on the work of Lawrence Kohlberg and Carol Gilligan as a missing chapter in the counseling curricula, and discusses the explanatory power of each theory. The paper illustrates how Kohlberg's theory mirrors the “separate” truth of theories of development, and the alternative truths suggested by Gilligan.
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Moheghi, Mohammadanwar, Mohammad Ghorbanzadeh, and Jalil Abedi. "The Investigation and Criticism Moral Development Ideas of Kohlberg, Piaget and Gilligan." International Journal of Multicultural and Multireligious Understanding 7, no. 2 (March 24, 2020): 362. http://dx.doi.org/10.18415/ijmmu.v7i2.1516.

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Ethical growth means the change in how children reason in ethics, their attitude toward law-breaking and, their behavior in dealing with ethical issues. In this article, Kohlberg, Piaget and, Gilligan's views on moral development are mentioned, and their purpose is to compare and critique the views of the scholars mentioned above, together with Muslim scholars on moral development. Although Kohlberg believes that there is no prophecy about the relationship between age and moral development, in his studies ethical growth can be seen as a stage and limited to the age, in his opinion, each individual is at a particular stage in its own, and some His ethical judgments relate to the next stage and the pre-existing stage. Although Kohlberg has been a follower of Piaget in explaining moral development, there are significant differences with his view as Kohlberg extends moral development to the age of twelve. Gilligan's gender criticism of Kohlberg's theory considers the moral ends of his theory masculine. It does not pay attention to eternal moral fundamentals, moral motivation and feeling, good faith and culture, and objective moral behavior and reactions. The results of the verses and narrations indicate that in Islam too, human beings go through stages with their specific characteristics and must take into account their specific stage and conditions but do not specify a specific age range for their moral behavior and judgments, Rather, he views moral development as equivalent to the growth of knowledge and understanding of individuals.
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Lourenço, Orlando. "Why be moral? In defense of a Kohlbergian approach." Psychologica 56 (March 28, 2014): 25–42. http://dx.doi.org/10.14195/1647-8606_56_2.

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This article revolves around the “Why be moral?” question, a fundamental ethical question raised by Kohlberg and Ryncarz (1990) in the field of moral development. The study is in three parts. In the first part, Introduction, I refer to this fundamental ethical question and the questions related to it. In the second part, I compare Kohlberg’s response to that question and the questions related to it with those given, implicitly or explicitly, by other relevant figures of developmental psychology. Contrary to other developmental psychologists, I argue that, for several reasons, Kohlberg’s response to the why be moral question is more complete and deeper than that presented by the relevant developmental figures analyzed in this article. Despite this, I recognize that, as far as the other questions associated with the why be moral question are concerned, all those figures made important contributions to a better understanding of one’s moral functioning, and that some of them explored moral issues, which, to some extent, were overlooked by Kohlberg. In the third part, Final Words, I summarize the main ideas of the paper and enumerate several reasons why Kohlberg’s answer to the why be moral question is the most complete and deepest one among those presented so far in the field of moral development.
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Bahri, Saiful. "KOMPARASI PERKEMBANGAN POTENSI ANAK USIA DINI MENURUT ISLAM DENGAN TEORI KOHLBERG." Ta'allum: Jurnal Pendidikan Islam 9, no. 1 (July 14, 2021): 185–204. http://dx.doi.org/10.21274/taalum.2021.9.1.185-204.

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Abstrak: Kohlberg sangat memperdulikan perkembangan manusia, sehingga dia mengemukakan tiga tahapan perkembangan potensi manusia, sedangkan Islam sebagai agama yang rahmatan lil ‘alamiin sangat memperdulikan perkembangan manusia, sehingga mengemukakan konsep tentang perkembangan tersebut dalam hadits dan al-Qur’an. Persamaan antara kedua teori tersebut adalah sama-sama mengungkapkan tahapan-tahapan perkembangan anak dan perkembangan potensi anak. Kemudian juga mengungkapkan tahapan pendidikan yang harus dilaksanakan kepada anak supaya anak dapat berkembang sesuai dengan bakat alaminya. Perbedaannya mulai dari perbedaan epistemologi dan juga perbedaan pengembangan konsep fitrah. Kata kunci: Potensi Anak Usia Dini, Teori Kohlberg Abstract: Kohlberg really cares about human development, so he put forward three stages of human potential development, while Islam as a religion which is rahmatan lil 'alamin really cares about human development, so he put forward the concept of this development in the hadith and the Qur'an. The similarities between the two theories are that they both reveal the stages of child development and the development of children's potential. Then also reveal the stages of education that must be carried out to children so that children can develop according to their natural talents. The differences start from differences in epistemology and also differences in the development of the concept of fitrah. Keywords: Early Childhood Potential, Kohlberg's Theory
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Bahri, Saiful. "KOMPARASI PERKEMBANGAN POTENSI ANAK USIA DINI MENURUT ISLAM DENGAN TEORI KOHLBERG." Ta'allum: Jurnal Pendidikan Islam 9, no. 1 (July 14, 2021): 185–204. http://dx.doi.org/10.21274/taalum.2021.9.1.207-226.

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Abstrak: Kohlberg sangat memperdulikan perkembangan manusia, sehingga dia mengemukakan tiga tahapan perkembangan potensi manusia, sedangkan Islam sebagai agama yang rahmatan lil ‘alamiin sangat memperdulikan perkembangan manusia, sehingga mengemukakan konsep tentang perkembangan tersebut dalam hadits dan al-Qur’an. Persamaan antara kedua teori tersebut adalah sama-sama mengungkapkan tahapan-tahapan perkembangan anak dan perkembangan potensi anak. Kemudian juga mengungkapkan tahapan pendidikan yang harus dilaksanakan kepada anak supaya anak dapat berkembang sesuai dengan bakat alaminya. Perbedaannya mulai dari perbedaan epistemologi dan juga perbedaan pengembangan konsep fitrah. Kata kunci: Potensi Anak Usia Dini, Teori Kohlberg Abstract: Kohlberg really cares about human development, so he put forward three stages of human potential development, while Islam as a religion which is rahmatan lil 'alamin really cares about human development, so he put forward the concept of this development in the hadith and the Qur'an. The similarities between the two theories are that they both reveal the stages of child development and the development of children's potential. Then also reveal the stages of education that must be carried out to children so that children can develop according to their natural talents. The differences start from differences in epistemology and also differences in the development of the concept of fitrah. Keywords: Early Childhood Potential, Kohlberg's Theory
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Rizvi, Sajjad H. "Etan Kohlberg, Shīcism." Journal of Qur'anic Studies 7, no. 1 (April 2005): 105–8. http://dx.doi.org/10.3366/jqs.2005.7.1.105.

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Tellings, Agnes, and Wouter van Haaften. "Kohlberg and Freud." Theory & Psychology 11, no. 4 (August 2001): 548–68. http://dx.doi.org/10.1177/0959354301114007.

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Eddy, Philip. "Kohlberg and Dewey." Educational Theory 38, no. 4 (September 1988): 405–13. http://dx.doi.org/10.1111/j.1741-5446.1988.00405.x.

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Dissertations / Theses on the topic "Kohlberg"

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Yeung, Kwok Wing Anthony. "Kohlberg and ethical universalism." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0028/NQ34648.pdf.

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Kislowicz, Barry. "Appropriating Kohlberg for traditional Jewish high schools /." Ann Arbor, MI : University Microfilms, 2004. http://wwwlib.umi.com/dissertations/fullcit/3135356.

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Silva, Edna de Santana Melo e. "O desenvolvimento moral em Habermas e Kohlberg." reponame:Repositório Institucional da UFSC, 2013. https://repositorio.ufsc.br/xmlui/handle/123456789/122767.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas, Programa de Pós-Graduação em Filosofia, Florianópolis, 2013.
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A presente dissertação pretende analisar o desenvolvimento da consciência moral nas teorias de Habermas e Kohlberg, especialmente no que se refere à questão sobre se uma teoria psicológica empírica, como a teoria do desenvolvimento da consciência moral de Kohlberg, pode determinar a validade das distintas concepções éticas na medida em que recorre a experimentos que mostram como algumas concepções éticas são superadas ao longo da evolução da consciência moral por outras que surgem nos estágios finais desta evolução, o que pode gerar a suspeita de incorrer em uma falácia naturalista bem como se a ética discursiva de Habermas, ainda que assuma os pressupostos da teoria empírica de Kohlberg, evita este problema, uma vez que o discurso prático, que permite a formação argumentativa da razão e da vontade, constitui a garantia de correção de todo acordo normativo apoiado nos pressupostos universais da comunicação e nas suposições idealizantes, em que todos os afetados participam como livres e iguais, em uma busca cooperativa da verdade na qual a única força permitida é a do melhor argumento.

Abstract : The present dissertation intends to analyze the development of moral conscience in the theories of Habermas and Kohlberg, especially focused to the question of being an empirical psychological theory, as the theory of Kohlberg's moral consciousness development, can determine the validity of the different ethical views - according as uses experiments that show how some ethical views are overcome during the evolution of moral consciousness by others that arise in the final stages of this evolution, which can lead to the suspicion of incurring to a naturalistic fallacy - well as the discourse ethics of Habermas - though assume that the presuppositions of the Kohlberg's empirical theory - avoids this problem, since the practical discourse, which allows the formation of argumentative reason and will, is the guarantee of correctness of every normative agreement supported in universal assumptions of communication and in the idealizing assumptions, which all the affected participate as free and equal, in a cooperative search for truth, in which the only force permitted is the best argument.
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Racine, Timothy Philip. "Effects of counterattitudinal advocacy, reflection, and trait self-deception on attitude towards actors in Kohlberg's Heinz dilemma (Lawrence Kohlberg)." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ61483.pdf.

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Franz, Karen. "Handlungstheoretische Überlegungen zum "Sechs-Stufen-Modell des moralischen Urteils" von Lawrence Kohlberg /." Frankfurt am Main : P. Lang, 1996. http://catalogue.bnf.fr/ark:/12148/cb372023887.

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Vidigal, Sonia Maria Pereira. "Formação de personalidade ética: as contribuições de Kohlberg e van Hiele." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-23052011-155307/.

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Tendo em vista a questão de como formar uma personalidade ética, o objetivo deste trabalho foi o de realizar uma investigação teórica visando à compreensão de como se desenvolvem dois aspectos que compõem tal formação: a moral e a cognição. Buscou-se ainda comparar as semelhanças entre esses aspectos e observar intervenções pedagógicas que propiciassem o desenvolvimento de ambos. Para o estudo do desenvolvimento moral, analisaram-se os trabalhos do psicólogo americano Lawrence Kohlberg, que baseou sua investigação nos estudos de Dewey e Piaget, aprimorando uma sequência de etapas pelas quais as pessoas passam em sua formação. Além disso, o psicólogo e seus colaboradores pesquisaram quais condições favoreciam esse avanço de forma a propiciar que níveis mais elevados de desenvolvimento fossem atingidos. Para o estudo dos aspectos cognitivos de tal questão, buscou-se um autor holandês, que elaborou, na área da matemática, um modelo para o desenvolvimento do pensar geométrico: Pierre van Hiele. Apesar de ele ter elaborado um modelo específico para o pensar geométrico, afirma ser possível utilizar esse modelo para o estudo da cognição em outras áreas do conhecimento, não se restringindo apenas à geometria. Ao se compararem as semelhanças entre os dois estudos, foram observados elementos comuns a ambos, entre eles, a necessidade de se favorecer a ocorrência de conflitos cognitivos para o avanço de uma etapa à outra. A partir da semelhança das teorias, buscaram-se ações possíveis de aplicação em sala de aula que propiciassem esses desenvolvimentos de forma eficaz. Quanto às intervenções pedagógicas, foi destacado o diálogo a conversação, a argumentação e a discussão de dilemas morais como condição favorável em sala de aula. Verificou-se que a conversação apresenta o ganho de propiciar que os pensamentos dos alunos fiquem mais claros pela explicitação de suas ideias, além de enriquecer seu repertório a partir da visão alheia; a argumentação acresce, aos proveitos da conversação, a tomada de decisão, pois exige do aluno o posicionamento e uma escolha; a discussão de dilemas morais acrescenta, às intervenções anteriores, o benefício do trabalho com os valores pessoais de cada um e da exigência de uma hierarquização desses valores. Essas intervenções buscam o aumento do nível de consciência dos alunos, essencial para a formação da personalidade ética.
Aiming at forming an ethical personality, this paper carries out a theoretical investigation designed to understand how to develop two aspects that make up such formation: morality and cognition. It also compares the similarities between these aspects and the observed pedagogical interventions that provide for the development of both such aspects. For the study of moral development, the American psychologist Lawrence Kohlbergs work was looked into. He based his research on the studies of Dewey and Piaget, by improving a sequence of stages through which people undergo their formation. In addition the psychologist and his colleagues investigated what conditions favored this advance in order to allow for higher levels of development. In order to study the cognitive aspects of this question, Pierre van Hiele, a Dutch author in the field of mathematics, was studied. He developed a model for the development of geometric thinking. Although this author has prepared a specific model for geometric thinking, he claims one should be able to apply it to cognition studies not only in Geometry but also in regard with other fields. When comparing the similarities between the two studies, elements common to both were observed - among them the need to enable cognitive conflicts to advance from one stage to another. Based on the similarity of theories, the paper looked into other possible actions for implementation in the classroom that could effectively provide such development. Regarding the pedagogical interventions, dialogue (conversation, argument and debate on moral dilemmas) was highlighted as a favorable condition in the classroom. One observes that conversation includes the benefit to provide for clearer thoughts on the part of the students when elucidating their ideas. Also, it enriches their repertoire based on the view of others. To the advantage of conversation, argument adds decision making, for it requires the student\'s attitude and choice. And, to the previous interventions, debating moral dilemmas adds the benefit of working with the personal values of each one and of the requirement of a hierarchy of those values. These interventions seek to increase the level of students awareness, which is essential for the formation of the ethical personality.
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Scheibenpflug, Helga. "Die höchste Stufe der Moral : Adäquate Beschreibung anhand des Stufenmodells der Moralentwicklung von Lawrence Kohlberg unter Weiterführung der Kritik der praktischen Vernunft Immanuel Kants : mit Kritik der Theorie religiöser Entwicklung Oser & Gmünders /." Hamburg : Kovač, 2007. http://www.verlagdrkovac.de/978-3-8300-2973-1.htm.

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Quammie, Arsinoée Salomon. "The case against the method and implications of Lawrence Kohlberg's system of teaching for moral education /." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56627.

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Lawrence Kohlberg's approach to values education based upon his moral developmental stages has, since the seventies, dominated the field of moral education where it has often become a substitute for traditional and direct moral teaching.
This thesis will attempt to demonstrate that Kohlberg's approach to moral education cannot, by its very nature, be a viable alternative for moral education in regard to either individual or societal moral needs.
Although Kohlberg's system has been defended for its "classroom dilemmas", associated pedagogical techniques and its "just community" approach to problem solving, this thesis will attempt to show that these approaches have consequences which are in themselves detrimental to the development of a positive moral standard. The use of Kohlberg's system would result in extreme subjectivism and relativism which are destructive to a basic objective moral standard for society.
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Josephine, Strandh. "Ensamhet och hjärtan av sten : En studie om moralisk utveckling, etikundervisning och Astrid Lindgrens böcker." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52485.

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This is a study about the following of Astrid Lindgren’s books The Brothers Lionheart and Mio, my son. The purpose of this study is to find out how moral development according to Lawrence Kohlberg’s theory may apply to the books protagonists. I have used a hermeneutic method for the analysis of Lindgren’s books. The books belong to the category children’s literature which is a valuable contribution to teaching from many aspects. The study shows that the books are well suited for teaching because there are many ethical questions to be discussed. The books may also help the pupils with their questions about life and help them to create their very own identity. Throughout the books the pupils get to learn about loneliness and how to handle it.
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Bordignon, Nelson Antonio. "Implicações dos níveis de desenvolvimento moral de Kohlberg na educação superior: um estudo de caso." Pontifícia Universidade Católica do Rio Grande do Sul, 2009. http://hdl.handle.net/10923/2897.

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This thesis in education aims to identify, in a Case Study, moral development level and stage of a group of Graduation professors. The base reference theory for the search is the Moral Development theory of Lawrence Kohlberg (1927-1987). The empirics investigation is performed in a Centro Universitário La Salle – Unilasalle – Canoas, Rio Grande do Sul State/Brasil. The aim subjects are Graduation professors in age between 33-65 years old, with teaching experience between 6-30 years in teaching, searching, extension and university administration areas, working in 17 graduation courses in the 28 which are offered by the institution. The methodology is the discussion of moral dilemmas of Kohlberg, using three of them: Heinz’s Dilemma, Joe’s Dilemma and Dr. Jeferson’s Dilemma (APENDICIS E). Each dilemma contains a succession of situations which the searched subjects answered, presenting their justification for each of them. A semi-structured interview with each one of the professors completed the evaluation of moral dilemma. The assay of collected data was done using the Bardin’s methodology, considering the identification categories, the moral development levels and stages of Kohlberg. The 17 subjects were identified in 11 (64,70%) in Conventional Level – 5 (29,40%) in Stage 3 – Expecting, Relations and Interpersonal Conformities and 6 (35,30%) in Stage 4 – Preservation of Social System and the Conscience; and 6 (35,30%) subjects in Post Conventional level, all of them in stage – The Social Contracts or the Utility and Individual Rights.The results and conclusions of the search discuss the interface of the subjects’ answers related to the moral development level, their educative experience and the reflexes in education; they also sum up what they think and how they act in moral education in the graduation level. It presents a proposal of moral education from Kohlberg’s moral development theory as possibility and potentiality in the perspective of moral formation of teachers.
Esta tese em educação tem por objetivo identificar o nível e o estágio de desenvolvimento moral, em um Estudo de Caso, de um grupo de professores da Educação Superior. O referencial teórico que fundamenta a pesquisa é a teoria do Desenvolvimento Moral de Lawrence Kohlberg (1927-1987). A investigação empírica se realiza no Centro Universitário La Salle – Unilasalle – Canoas, Rio Grande do Sul/Brasil. Os sujeitos da pesquisa são professores de Educação Superior com idade que varia de 33 a 65 anos, com tempo de magistério de 6 a 30 anos de experiência nas áreas de ensino, pesquisa, extensão e administração universitária, atuam em 17 cursos de graduação dos 28 oferecidos pela Instituição. A metodologia usada é a discussão de dilemas morais de Kohlberg, sendo usados três deles: o Dilema de Heinz, o Dilema de Joe e o Dilema do Dr. Jeferson (APÊNDICE E). Cada dilema compreende uma sucessão de situações às quais o pesquisado respondeu, apresentando sua justificativa para cada uma delas. Uma entrevista semiestruturada com cada um dos professores completou a avaliação dos dilemas morais. A análise dos dados coletados foi realizada com base na metodologia de Bardin, considerando-se as categorias de identificação, os níveis e estágios de desenvolvimento moral de Kohlberg. Os 17 sujeitos foram identificados, sendo 11 (64,70%) no Nível Convencional – 5 (29,40%) no estágio 3 – Das Expectativas, Relações e Conformidades Interpessoais e 6 (35,30%) no Estágio 4 – Da Preservação do Sistema Social e da Consciência; e 6 (35,30%) sujeitos no Nível Pós-convencional, todos no estágio 5 – Do Contrato Social ou da Utilidade e Direitos Individuais.Os resultados e as conclusões da pesquisa discutem as interfaces das respostas dos sujeitos relativas ao estágio de desenvolvimento moral, à sua vivência educativa e aos reflexos na educação, além de realizar uma síntese do que pensam e como atuam em relação à educação moral na educação superior. Apresenta-se, também, uma proposta de educação moral a partir da teoria do desenvolvimento moral de Kohlberg como possibilidade e potencialidade na perspectiva da formação moral de educadores.
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Books on the topic "Kohlberg"

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Zizek, Boris, Detlef Garz, and Ewa Nowak, eds. Kohlberg Revisited. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-079-6.

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Becker, Günter. Kohlberg und seine Kritiker: Die Aktualität von Kohlbergs Moralpsychologie. Wiesbaden: VS, 2011.

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Becker, Günter. Kohlberg und seine Kritiker. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-93049-7.

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Sohan, Modgil, Modgil Celia, and Kohlberg Lawrence 1927-, eds. Lawrence Kohlberg, consensus and controversy. Philadelphia: Falmer Press, 1986.

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Kohlberg, Sokrates und Platon: Sokratisch-platonische Elemente in Lawrence Kohlbergs Theorie des moralischen Urteils. Frankfurt, M: P. Lang, 2007.

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Hoffmann, Roland. La nécropole du Kohlberg au Herapel (Moselle). Metz: Université de Metz, Centre de recherche histoire et civilisation, 1995.

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1940-, Gielen Uwe P., and Hayes Richard L. 1946-, eds. The Kohlberg legacy for the helping professions. Birmingham, Ala: R.E.P. Books, 1991.

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Vreeke, G. J. Zorg en rechtvaardigheid: Analyse van de Kohlberg-Gilligandiscussie. Assen: Dekker & van de Vegt, 1992.

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Reed, Donald R. C. Following Kohlberg: Liberalism and the practice of democratic community. Notre Dame, Ind: University of Notre Dame Press, 1997.

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Garz, Detlef. Sozialpsychologische Entwicklungstheorien: Von Mead, Piaget und Kohlberg bis zur Gegenwart. Opladen: Westdeutscher Verlag, 1989.

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Book chapters on the topic "Kohlberg"

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Zirfas, Jörg. "Kohlberg, Lawrence." In Kindlers Literatur Lexikon (KLL), 1. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_9219-1.

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Power, F. Clark. "Lawrence Kohlberg." In Kohlberg Revisited, 187–98. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-079-6_11.

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Swett, Brittany, Nava R. Silton, Ruth Anne Rehfeldt, David L. Seim, Jacqueline Liederman, Justine Cohen, Gail Donaldson, et al. "Kohlberg, Lawrence." In Encyclopedia of the History of Psychological Theories, 608–10. New York, NY: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-0463-8_335.

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Snarey, John, and Andrea Green. "Kohlberg, Lawrence." In Encyclopedia of Child Behavior and Development, 855–59. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1594.

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Stewart, Frank H. "Etan Kohlberg." In Le shīʿisme imāmite Quarante ans après, 11–23. Turnhout: Brepols Publishers, 2009. http://dx.doi.org/10.1484/m.behe-eb.5.100125.

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Zizek, Boris, Detlef Garz, and Ewa Nowak. "Introduction by the Editors." In Kohlberg Revisited, 1–6. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-079-6_1.

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Oser, Fritz. "Moral Change is not a Birthday Journey: The Stop-and-Change Model of Moral Education." In Kohlberg Revisited, 169–86. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-079-6_10.

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Weyers, Stefan, and Nils Köbel. "The Understanding of Human Rights and Rule of Law from the Perspective of Kohlberg’s Theory." In Kohlberg Revisited, 199–216. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-079-6_12.

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Schrader, Dawn E. "Evolutionary Paradigm Shifting in Moral Psychology in Kohlberg’s Penumbra." In Kohlberg Revisited, 7–26. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-079-6_2.

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D’alessandro, Ann Higgins. "Lawrence Kohlberg’s Legacy: Radicalizing The Educational Mainstream." In Kohlberg Revisited, 27–49. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-079-6_3.

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Conference papers on the topic "Kohlberg"

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Nainggolan, Mary Monalisa, and Lamhot Naibaho. "Morality Analysis of Students According to Kohlberg and Lickona Theory." In The Osaka Conference on Education 2020. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2436-1690.2021.14.

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Placencia, Greg. "Psychological and Cultural Components Affecting Rail Worker Culture: A Literature Review." In 2015 Joint Rail Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/jrc2015-5609.

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Abstract:
Developing and maintaining a healthy work environment is an important consideration to the rail industry. Several theories have been advanced to examine, understand, and influence how workers function and interact within their working environments. These include motivational theories such as Taylor’s Theory of Scientific Management and Maslow’s Hierarchy of Needs, models of moral develop such as developed by Kohlberg and Gilligan, theories of personality types like Myers–Brigg and Keirsey, and the theory of cultural dimensions developed by Hofstede. Positive work environments can contribute to safe and efficient operations, while negative work environments almost inevitably degrade performance and increase the potential for injury and accidents. Therefore understanding and managing these elements properly can greatly contribute to better organizational outcomes. This paper will then examine the underlying role of human behavior as determined by these theories appear to have played in 5 incidents at Metro–North Railroad in 2013–2014.
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Cuenca, Llanos, and Andrés Boza. "ETHICAL COMPETENCE ASSESSMENT IN HIGHER EDUCATION. THROUGH THE KOHLBERG’S THEORY." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2426.

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Winata, Suryadi, Tan Salikim, and Andy. "Phenomenon of the First Stage Kohlberg’s Theorem in Accounting Lecturer’s Ethical Decision Making." In 1st International Multidisciplinary Conference on Education, Technology, and Engineering (IMCETE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200303.062.

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"Enlightenment and Reference of Kohlberg's Moral Education Theory to the Moral Education Practice of Contemporary College Students." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000621.

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