Dissertations / Theses: 'Kohlberg'

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas, Programa de Pós-Graduação em Filosofia, Florianópolis, 2013.
Made available in DSpace on 2014-08-06T17:21:03Z (GMT). No. of bitstreams: 1 323448.pdf: 875839 bytes, checksum: 2db57f8f9dc9b67a796f4ea088a7833e (MD5) Previous issue date: 2013
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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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/.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

Made available in DSpace on 2013-08-07T18:51:03Z (GMT). No. of bitstreams: 1 000416193-Texto+Completo-0.pdf: 1346951 bytes, checksum: 9c958ad74cbe31c1bcab19f8ccb664eb (MD5) Previous issue date: 2009
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.

APA, Harvard, Vancouver, ISO, and other styles

11

Horan, Patrick James. "She said, hey! put your self in my shoes : moral theory and the Gilligan-Kohlberg controversy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0014/MQ32928.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Martin, Ryan. "Kohlberg and the Social Contract: Human Moral Development In Light of Various Formulations of Social Contract Theory." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/777.

Full text

Abstract:

This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Arts and Sciences
Philosophy

APA, Harvard, Vancouver, ISO, and other styles

13

Mayer, Michaela Christine [Verfasser], and Guido [Akademischer Betreuer] Pollak. "Soziomoralischer Kompetenzvergleich von Regel- und Waldorfschülern nach Grundlagen des Kohlberg-Modells / Michaela Christine Mayer. Betreuer: Guido Pollak." Passau : Universität Passau, 2007. http://d-nb.info/1068500662/34.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Granlund, Anne, Daniela Sundberg, and Linnea Wallgren. "Att växa som individ i ett könsfokuserat samhälle : Perspektiv på moralutveckling och ART." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-27883.

Full text

Abstract:

Moral och moralutveckling är ett komplext område som kan vara viktigt att belysa i socialt arbete, då det visat sig att ungdomar med ett normbrytande beteende ofta har en lägre moralnivå än andra ungdomar. Det kan därför hävdas att det finns ett behov av moralfrämjande insatser inom ramen för behandling. Studiens syfte är att undersöka moralutveckling och ställa detta mot behandlingsprogrammet Aggression Replacement Training för att se hur de moralbildande komponenterna är tänkta att främja normbrytande ungdomars moralutveckling. Ett vidare syfte är att undersöka hur moralteorier och ART kan förstås ur ett genusperspektiv. I Studien används scoping samt en riktad innehållsanalys för att tematisera manual, forskning och litteratur. Resultatet visar att ART:s syfte med moralträning är att ungdomar ska ledas framåt i sin moralutveckling och nå en medvetenhet kring ömsesidigt beroende mellan individ och samhälle. Behandlingsutfallet påverkas av en kombination av olika faktorer, inom och utanför behandlingsprogrammets ramar. Det är oklart huruvida det finns ett behov av att anpassa behandling utefter kön, dock kan det hävdas att det utifrån ett genusperspektiv krävs individanpassning. Diskussionen belyser att det kan finnas ett behov av att göra en distinktion mellan moraliskt resonerande och moraliskt handlande, samt så diskuteras genusperspektivets betydelse i relation till könsroller och socialisering.
Morality and moral development are complex topics that may be important to social work, as it has been found that adolescents with antisocial behavior often has a lower moral level than other juveniles. It can therefore be argued that there is a need for moral interventions when different interventions are organized. The purpose of this study is to explore moral development in relation to the treatment program Aggression Replacement Training, how the components in moral skill training are meant to promote moral development in juvenile delinquents. A further aim is to examine how moral theories and ART can be understood from a gender perspective. Methods used in this study are scoping and directed content analysis. The results show that ART:s aim with moral training is to lead juveniles forward in their moral development. A combination of factors, both within and outside the treatment program affects the treatment outcome. Whether there is a need to adjust treatment to sex is unclear, thus it can be argued that there from a gender perspective may exist a need for more personalized treatment. The discussion illuminates a need to make a distinction between moral reasoning and moral action in treatment. Furthermore the discussion considers gender perspective in relation to gender role and socialization.

APA, Harvard, Vancouver, ISO, and other styles

15

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, 2006. http://www.verlagdrkovac.de/978-3-8300-2973-1.htm.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Daniels, Dianne M. "Ethical Leadership And Moral Reasoning: An Empirical Investigation." NSUWorks, 2009. http://nsuworks.nova.edu/hsbe_etd/25.

Full text

Abstract:

The study of ethical behavior and moral reasoning is an important area of concentration in a period of changing technology and with the dynamics of globalization. Shareholder wealth, profitability, and organizational success have been linked to successful leadership. Corporate success can be found through strategies that capitalize on the opportunities globalization provides, and yet can be eroded by unethical behavior or poor moral decision-making. The primary purpose of this study is to explore the relationship between ethical leadership and levels of moral reasoning. Through the use of the Ethical Leadership Scale and the Managerial Moral Judgment Test, an empirical investigation of ethical leadership and moral reasoning is made. There is a very small element of literature on ethics that discusses leadership in the context of moral decision-making. There is little testing of ethical leadership as a construct (Brown, Trevino, & Harrison, 2005), and it generally is assumed in the literature that an ethical leader exhibits conventional or post-conventional levels of moral reasoning when faced with an ethical dilemma. This study finds the internal reliability of the Ethical Leadership Scale to be significant (r = 0.998). This research does not support the general assumption that ethical leaders exhibit conventional or post-conventional levels of moral reasoning. The Ethical Leader's age, gender, level of education, and amount of ethics training is not shown to be related to level of moral reasoning in this study.

APA, Harvard, Vancouver, ISO, and other styles

17

Lind, Georg. "Ist Moral lehrbar? Ergebnisse der modernen moralpsychologischen Forschung /." [S.l.] : Universität Konstanz , Sozialwissenschaftliche Fakultät, Fachgruppe Psychologie, 2000. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB8500971.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Kavathatzopoulos, Iordanis. "Instruction and the development of moral judgment /." Stockholm : Almqvist och Wiksell, 1988. http://catalogue.bnf.fr/ark:/12148/cb35515344s.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Andrews, Lauren Lee. "Lawrence Kohlberg and Carol Gilligan an analysis of their moral development theories in relation to the understanding of the nature of self /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Bohnett, Earl Marcus. "An attempt to measure change in levels of spiritual maturity among Christian young adults." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Bordignon, Nelson Antonio. "Implica??es dos n?veis de desenvolvimento moral de Kohlberg na educa??o superior : um estudo de caso." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2009. http://tede2.pucrs.br/tede2/handle/tede/3615.

Full text

Abstract:

Made available in DSpace on 2015-04-14T14:22:58Z (GMT). No. of bitstreams: 1 416193.pdf: 1346951 bytes, checksum: 9c958ad74cbe31c1bcab19f8ccb664eb (MD5) Previous issue date: 2009-07-16
Esta tese em educa??o tem por objetivo identificar o n?vel e o est?gio de desenvolvimento moral, em um Estudo de Caso, de um grupo de professores da Educa??o Superior. O referencial te?rico que fundamenta a pesquisa ? a teoria do Desenvolvimento Moral de Lawrence Kohlberg (1927-1987). A investiga??o emp?rica se realiza no Centro Universit?rio La Salle Unilasalle Canoas, Rio Grande do Sul/Brasil. Os sujeitos da pesquisa s?o professores de Educa??o Superior com idade que varia de 33 a 65 anos, com tempo de magist?rio de 6 a 30 anos de experi?ncia nas ?reas de ensino, pesquisa, extens?o e administra??o universit?ria, atuam em 17 cursos de gradua??o dos 28 oferecidos pela Institui??o. A metodologia usada ? a discuss?o de dilemas morais de Kohlberg, sendo usados tr?s deles: o Dilema de Heinz, o Dilema de Joe e o Dilema do Dr. Jeferson (AP?NDICE E). Cada dilema compreende uma sucess?o de situa??es ?s quais o pesquisado respondeu, apresentando sua justificativa para cada uma delas. Uma entrevista semiestruturada com cada um dos professores completou a avalia??o dos dilemas morais. A an?lise dos dados coletados foi realizada com base na metodologia de Bardin, considerando-se as categorias de identifica??o, os n?veis e est?gios de desenvolvimento moral de Kohlberg. Os 17 sujeitos foram identificados, sendo 11 (64,70%) no N?vel Convencional 5 (29,40%) no est?gio 3 Das Expectativas, Rela??es e Conformidades Interpessoais e 6 (35,30%) no Est?gio 4 Da Preserva??o do Sistema Social e da Consci?ncia; e 6 (35,30%) sujeitos no N?vel P?s-convencional, todos no est?gio 5 Do Contrato Social ou da Utilidade e Direitos Individuais. Os resultados e as conclus?es da pesquisa discutem as interfaces das respostas dos sujeitos relativas ao est?gio de desenvolvimento moral, ? sua viv?ncia educativa e aos reflexos na educa??o, al?m de realizar uma s?ntese do que pensam e como atuam em rela??o ? educa??o moral na educa??o superior. Apresenta-se, tamb?m, uma proposta de educa??o moral a partir da teoria do desenvolvimento moral de Kohlberg como possibilidade e potencialidade na perspectiva da forma??o moral de educadores.

APA, Harvard, Vancouver, ISO, and other styles

22

Pontes, Rafaela Batista Domingues. "Formação moral: uma análise da teoria do desenvolvimento moral de Piaget e Kohlberg à luz de perspectivas divergentes." Universidade Federal da Paraíba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/4629.

Full text

Abstract:

Made available in DSpace on 2015-05-07T15:08:18Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 751890 bytes, checksum: 1c509e025a4e66448d092bac40fb51a4 (MD5) Previous issue date: 2010-09-30
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The question of learning of values in the roll of human behavior has aroused the interest of scholars of many specialities. In the context of education, the search to understand the formation of beliefs and values, the reason for aggressive, unfair, solidary and compassionated attitudes, has been constantly searched by researchers. But, is there really a crisis of values, or are the values in crisis? More than stick to this question, this study aims to understand a little more about the moral formation in its theoretical essence. Therefore, was sought in Jean Piaget and Lawrence Kohlberg's cognitive evolutionary perspective about the moral development, to highlight the points on which these have contributed to the advancement of the understanding of moral formation. A critical analysis is made of such perspective when thoughts of Richard Shweder and Jonathan Haidt are evidenced. Besides this extreme criticism of the evolutionary cognitive perspective, shall be also placed the contributions of Michel Foucault about the understanding of moral formation in the school environment, that in a characteristically particular way about the microphysics of Power, shows the micro relations in this same, and that goes through moral attitudes developed in such institutions. In this study about the theme of moral formation, the Brazilian National Curriculum Parameters must be analyzed, particularly what this document proposes on morality as Transversal Theme Ethics. The aim of this study is to analyze critically Piaget and Kohlberg's theory of moral development and compare it to other authors with different and divergent perspectives from evolutionary cognitive, through documentary analysis of the National Curriculum Parameters - Transversal Theme Ethics. Starting from this movement of documents analysis of Piaget and Kolhberg s theories observation, some results are shown on the understanding of how useful this can be to moral formation during the educational process in the school environment, as well as can contribute with new possibilities to act, to think and to live; way of life that goes beyond the walls of the school. Understanding the mechanisms of how the morality is being produced and aware of micro power relations existing in school institutions is fundamental to find new ways or even to have greater awareness of the path that everyone, or the great majority of society, is following. This study gives the opportunity to reflect about theories established, with the intent of producing new information networks, that may indicate new paths for the understanding of the process of moral formation.
A questão da aprendizagem de valores no campo dos comportamentos humanos vem despertando o interesse de estudiosos de variadas especialidades. No âmbito da educação a busca por entender a formação de crenças e valores, o porquê de atitudes agressivas, injustas, solidárias, compassivas, tem sido busca constante dos pesquisadores. Mas, será mesmo que há uma crise de valores, ou será que os valores em si estão em crise? Mais que se ater a este questionamento, o presente estudo procura compreender um pouco mais sobre a formação moral em seu cerne teórico. Para tanto, buscou-se, na perspectiva cognitiva evolutiva de Jean Piaget e Lawrence Kohlberg acerca do desenvolvimento moral ressaltar os pontos em que estas contribuíram no avanço do entendimento da formação moral. É feita uma análise crítica de tal perspectiva quando pensamentos de Richard Shweder e Jonathan Haidt são evidenciados. Além dessa crítica extremista à perspectiva cognitiva evolutiva, ainda serão colocadas, as contribuições de Michel Foucault acerca do entendimento da formação moral no ambiente escolar, que de maneira caracteristicamente particular acerca da microfísica do poder, evidencia as microrrelações existentes nas mesmas, e que ultrapassam atitudes morais desenvolvidas em tais instituições. Nesse mergulho à temática da formação moral, não se poderia deixar de analisar também os Parâmetros Curriculares Nacionais, mais particularmente no que este documento propõe no tocante à moralidade enquanto Tema Transversal Ética. O objetivo geral desse estudo é, então, analisar de maneira crítica, a teoria do desenvolvimento moral de Piaget e Kohlberg, colocando-as em diálogo com demais autores com perspectivas diferentes e divergentes à cognitiva evolutiva, através da análise documental dos Parâmetros Curriculares Nacionais - Tema Transversal Ética. A partir desse movimento, que não se encerra em si, de análise documentais, bem como de análise das teorias de Piaget e Kohlberg alguns resultados emergem no entendimento de como esta pode ser útil ao desenvolvimento moral durante o processo educativo no ambiente escolar, bem como pode comprometer novas possibilidades de agir, pensar e viver; forma de vida, estas, inclusive, que extrapolam os muros da escola. Entender os mecanismos de como a moralidade está sendo produzida e ter noção das relações de micro-poder existentes nas instituições escolares é fundamental para buscar novos caminhos ou mesmo ter maior consciência do caminho a que todos, ou a grande maioria da sociedade vêm seguindo. Este estudo oportuniza fazer uma reflexão sobre as teorizações estabelecidas, a fim de se produzir novas redes de informação, que possam sugerir novos caminhos à compreensão do processo de formação moral.

APA, Harvard, Vancouver, ISO, and other styles

23

Rauschenbach, Rolf [Verfasser]. "Mit direktdemokratischen Verfahren zu postkonventionellen politischen Kulturen. : Theoretische Überlegungen anhand von Jürgen Habermas und Lawrence Kohlberg. / Rolf Rauschenbach." Berlin : Duncker & Humblot, 2010. http://d-nb.info/123836439X/34.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Johansson, Elin. "Livselixir : En studie om Harry Potter, moralisk utveckling, livsfrågor och religionsundervisning." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-42912.

Full text

Abstract:

This bachelor's thesis examines three books in the Harry Potter series, Harry Potter and the Philosopher's Stone, Harry Potter and the Order of the Phoenix and Harry Potter and the Deathly Hallows. The aim is to increase understanding for what Harry Potter could contribute in terms of morality in religious studies, and how the story about Harry Potter, as a popular literary phenomenon, can be helpful for this. Lawrence Kohlberg's theory of moral development is central to this essay. I have used an hermeneutic method for the analysis of the Harry Potter books. The result shows that the main character, Harry Potter, can be seen as kind of a role model when it comes to moral development. Pupils may benefit by reading this book series because it can open their eyes to life questions and moral values. Identity formation, loyalty and fellowship are issues that the reader will be able to recognize and relate to in the Harry Potter books. Therefore it is relevant to use the Harry Potter books in teaching of religion. Life questions and moral values are also stressed in the syllabus for religious studies in junior high school. Furthermore the character Harry Potter does follow the moral development theory developed by Kohlberg, though it seems like the various stages are not separated, but rather integrated with each other. Harry Potter changes both intellectually and emotionally according to the magical world of Hogwarts school of wizardry and witchcraft.

APA, Harvard, Vancouver, ISO, and other styles

25

Gynnstam, Robin, and Kersti Åström. "Djuretik ur barn och ungdomars perspektiv." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34857.

Full text

Abstract:

Frågeställningen behandlar hur barn och ungdomar resonerar kring djurförsök. När eleverna resonerar kring djuretik, vad anser de då vara relevant? Vi analyserar elever från första- och niondeklass diskussioner kring djuretik. I vår undersökning ställs eleverna inför ett fiktivt dilemma och får svara på hur de skulle ha agerat i olika situationer. Deras svar avspeglar olika nivåer av moralutveckling och vilken förmåga de har till etiskt tänkande. Barnen känner oftast stor medkänsla får djuren medan majoriteten av ungdomarna finner djurförsök försvarbart, även om de vet ytterst lite om ämnet. Djurens storlek blir ofta den viktigaste faktorn för elevernas ställningstagande och vilket värde de tilldelas. De olika årskurserna har ibland liknande svar, som ofta bygger på olika grunder, vi utreder vad som kan tänkas ligga bakom deras resonemang. Vi analyserar elevernas resonemang utifrån Lawrence Kohlbergs teori om moralutveckling.
This report addresses how children and youths discuss the topic of animal research. When pupils discuss animal ethics, what do they perceive as relevant? We give pupils from first- and ninth grade questions about animal ethics. In our study we let pupils answer how they would act in a fictive dilemma, and why. Their answers reflects different levels of maturity and what ability they have for ethical reasoning. The children often show great pity for animals, while most of the youths accept animal research, even though they don’t know much about it. The size of the animals is one of the most important factors that will make pupils accept or disallow research. This is also important when pupils judge the value of different animals. Children and youths sometimes have similar answers, but they often have different grounds for them. We investigate what might lei behind their answers. We also analyze their answers and try to find out which level of Lawrence Kohlbergs theory of moral progress they would correlate to.

APA, Harvard, Vancouver, ISO, and other styles

26

Ndjimbi-Tshiende, Olivier. "Réciprocité-coopération et le système palabrique africain : tradition et herméneutique dans les théories du développement de la conscience morale chez Piaget, Kohlberg et Habermas /." St. Ottilien : EOS-Verl, 1992. http://catalogue.bnf.fr/ark:/12148/cb35764881h.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Cole, Dennis. "An investigation into the effect of cognitive moral development on ethical judgments, intentions, and behavior." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-155707/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

CAMARA, LUIZ CLAUDIO DA SILVA. "MORAL EDUCATION OF HIGH SCHOOL STUDENTS: AN ANALYSIS OF THE RESOLUTION OF MORAL DILEMMAS FROM THE PERSPECTIVE OF KOHLBERG AND HABERMAS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=18247@1.

Full text

Abstract:

COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
A pesquisa analisa como estudantes de uma escola pública de ensino médio da Cidade do Rio de Janeiro discutem e resolvem dilemas morais que envolvem questões de justiça, dignidade humana e práticas de discriminação e preconceito em função das diferenças de gênero, etnia e orientação sexual, tendo como referencial teórico a ética do discurso (Jürgen Habermas) e a teoria do desenvolvimento moral (Lawrence Kohlberg). Os dilemas morais foram aplicados e analisados através da metodologia de grupos focais. O trabalho foi motivado pela constatação da existência de muitas relações conflitivas no cotidiano escolar, causadas, em grande parte, pela falta de reconhecimento e respeito às diferenças interpessoais, bem como, pelos limites na formação docente para lidar com esses conflitos. A pesquisa teve como objetivo caracterizar os dilemas morais e investigar o processo de aprendizagem de atitudes e valores, a partir do referencial teórico selecionado, privilegiando os temas relacionados à diversidade no cotidiano escolar. A investigação está inserida no projeto de pesquisa institucional Diversidade Cultural, Prática Pedagógica e Mínimos Éticos (2008-2010), que vem sendo desenvolvido pela linha de pesquisa Ética Intercultural e Prática Pedagógica, do Grupo de Estudos sobre Cotidiano, Educação e Culturas (GECEC), do Programa de Pós-graduação em Educação da PUC-Rio.
This research examines how students, from a public high school of Rio de Janeiro, discuss and resolve moral dilemmas involving issues of justice, human dignity and practices of discrimination and prejudice on the basis of gender differences, ethnicity and sexual orientation, having as theoretical background both the discourse’s ethics (Jürgen Habermas) and the theory of moral development (Lawrence Kohlberg). The moral dilemmas were applied and analyzed using the methodology of focal groups. This work was motivated by the finding of many conflicting relationships in school life, caused largely by lack of recognition and respect for interpersonal differences as well as because of the limits on teacher training to deal with these conflicts. The study aimed to characterize the moral dilemmas and investigate the learning process of attitudes and values from the selected theoretical framework, focusing on issues related to diversity in school life. This research is bound to an institutional research project entitled Cultural Diversity, Educational Practice and Ethical Minimum (2008- 2010), which is being developed by the research line Ethics and Intercultural Pedagogical Practice, from the Study Group on Everyday Life, Education and Cultures (GECEC), at the Graduate Program in Education at PUC-Rio.

APA, Harvard, Vancouver, ISO, and other styles

29

Hofmann, Bernhard F. "Kognitionspsychologische Stufentheorien und religiöses Lernen : zur (korrelations-)didaktischen Bedeutung der Entwicklungstheorien von J. Piaget, L. Kohlberg und F. Oser - P. Gmünder /." Freiburg : Herder, 1991. http://catalogue.bnf.fr/ark:/12148/cb36680340z.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Lima, Vanessa Aparecida Alves de. "A generosidade segundo sujeitos de 6, 9 e 12 anos." Universidade de São Paulo, 2000. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-26072007-151438/.

Full text

Abstract:

O objetivo da pesquisa nesta dissertação foi a de dar a conhecer o conceito de generosidade demonstrado pelas crianças aos 6, 9 e 12 anos de idade, e as diferenças apresentadas entre as crianças da escola pública e particular. Através de entrevista clínica e aplicação de dilemas, foram submetidas 120 crianças: 20 em cada faixa etária para cada classe social, dividida entre os dois sexos. Os dados demonstraram que o conceito de generosidade forma-se precocemente nos indivíduos, e que maior clareza de sua definição cresce dos 06 aos 12 anos, contudo, não foram encontradas diferenças no desenvolvimento moral entre as crianças das duas classes. Outras virtudes, como a amizade e a fidelidade, surgiram nos inquéritos como vivencias intrinsecamente relacionadas à formação do conceito de generosidade.
The objective of this research was to know the concept of generosity demonstrated by children who were 6, 9 and 12 years old, and the differences presented between children from public and private schools. Through clinical research and dilemma presenting, 120 children were analyzed. They were divided in two society class groups, 20 in each age group and divided between the two genders. Data have demonstrated that the generosity concept is formed early in individuals, and that the definition gets clearer between the ages of 6 and 12.|There were no moral development differences between the two classes however. Other virtues, like friendship and loyalty appeared in questionnaires as experiences intrinsically related to the formation of the generosity concept.

APA, Harvard, Vancouver, ISO, and other styles

31

Taylor, Rob, and n/a. "Moral education: a critique of stage development theory and the philosophy for children programme as a moral education alternative." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20050816.142025.

Full text

Abstract:

This thesis considers aspects of Piaget's and Kohlberg's theories of the moral development and education of children. It takes into consideration an old but valuable study of the development of character in children. As a possible alternative model to that provided by Kohlberg we suggest the inclusion of the Philosophy for Children programme into schools. Prior to the elaboration of this proposition we critically analyse certain philosophical concepts put forward by both Piaget and Kohlberg. Our aim here has been to suggest that there are underlying philosophical weaknesses which have a hidden but important impact on the acceptability of aspects of their work. We express our concern at the acceptance of Kohlberg's work in schools and point out why this is unsatisfactory. We put forward what we take to be an acceptable position in introducing moral education into schools and we put forward an approach where this can take place within the context of a broader educational programme and which includes the Philosophy for Children programme.

APA, Harvard, Vancouver, ISO, and other styles

32

Henningsson, William. "Läraren och metoden : En studie om ungdomars etiska och moraliskatänkande." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149131.

Full text

Abstract:

The introductory chapter in this study introduces the reader to the overall problem that concernsLawrence Kohlberg and Sven G. Hartman's moral education models. The purpose and questions ofthis studie specifies the overall problem in order to facilitate the process of answer the researchquestions, which is largely about which of Kohlberg's and Hartman's theory one can reasonablyadvocate in the context of, when teachers plan their lessons. Also how do the theories relate to eachother based on the source material. This chapter also describes the hermeneutical method anddocument analysis used to answer the questions. Both Kohlberg's and Hartman's theories aredescribed in this chapter, as well as a problematisation of them. Since the source material consistsof freely written texts of young people, this chapter also discuss ethical considerations. Chapter Twopresents the result, consisting of quoted texts written by the youngsters. The texts presents theirthoughts and arguments about different moral or ethical problems. These problems are divided intothree categories, material and resource distribution, power distribution (political) and solutions toinequality. This chapter also includes the analyses of the result by Kohlberg's and Hartman'stheories. Chapter three, analysis and discussion, answers the questions as to whether teachers haveany benefit from these theories, as well as what one can derive from comparing these theories witheach other. In conclusion, this chapter presents a discussion about which theory is most suitable touse by teachers in the schools, based on the source material. Although the chapter, analysis anddiscussion, mentioning advantages of both theories, the analysis suggests that Kohlberg's theoryweighs a little heavier in a school kontext than Hartman's theory.

APA, Harvard, Vancouver, ISO, and other styles

33

Bengtsson, Patrik, and Amela Orascanin. "Om godhet - Religion, moralutveckling och värdegrund." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33846.

Full text

Abstract:

Uppsatsens syfte är att undersöka förhållandet mellan skolans värdegrund och den bild av skolan som ungdomarna har. Nio elever med en religiös identitet och som identifierade sig som antingen ”muslimer” eller ”kristna” intervjuades för att se hur de resonerar kring moraliska frågor, med utgångspunkt från begreppet ”godhet”. Syftet var även att analysera de eventuella likheter och skillnader som fanns i deras sätt att resonera. Bland annat Kohlbergs moralutvecklingsteori användes för att strukturera empirin. Resultatet visade på de svårigheter som finns för skolan när det kommer till att arbeta med värdegrundsfrågor. Eleverna tenderar att befinna sig på en prekonventionell nivå när de resonerar om moraliska dilemman, men visar ansats till att tänka utifrån en konventionell nivå när det kommer till övergripande frågor om skolans värdegrund. Detta kan tolkas som att skolans värdegrund är medvetandegjord men inte levande. Uppsatsen samtalar även om behovet att diskutera godhet, för att främja den moraliska processen.

APA, Harvard, Vancouver, ISO, and other styles

34

Cunha, Halisson Mota. "A dimensÃo Ãtico-moral no contexto da educaÃÃo fÃsica no ensino mÃdio - diÃlogos com Kohlberg: o caso do Liceu do Conjunto CearÃ." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=19492.

Full text

Abstract:

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior
Compreender a dimensÃo Ãtico-Moral no Ãmbito da EducaÃÃo FÃsica no Ensino MÃdio, dialogando com Kohlberg, no contexto do Liceu do Conjunto CearÃ (LCC), foi o objetivo desta pesquisa. Partiu-se, para isso, do estudo do desenvolvimento da moralidade, por meio dos dilemas morais, na perspectiva de Kohlberg (1992), examinando-se questÃes que permeiam a vida dos jovens do Ensino MÃdio do LCC, no contexto do ensino da EducaÃÃo FÃsica. O LCC, tradicional centro formal de educaÃÃo pÃblica do Ensino MÃdio do estado do CearÃ, foi o locus desta pesquisa, que ateve-se Ã ver como os jovens compreendiam moralidade, tendo por baliza as referÃncias de Kohlberg (1992). Utilizou-se, metodologicamente, da teoria e dos questionÃrios de Kohlberg (1992) frente aos dilemas morais, como ponto norteador das prÃticas vividas nesta pesquisa e eixo epistemolÃgico fundante dos procedimentos que se sucederam; neste escopo, foi experienciado tambÃm o conceito de comunidade justa, de Kohlberg, que pÃde ser elaborado mediante os Jogos Cooperativos, concluindo-se que estas perspectivas teÃrico-prÃticas podem contribuir com uma abordagem sobre cooperaÃÃo de cunho experiencial, na EducaÃÃo FÃsica Escolar (EFE). Busquei neste trabalho, tambÃm: a) identificar os nÃveis e estÃgio morais dos alunos dos alunos do ensino mÃdio, segundo a teoria de Kohlberg; b) descrever o movimento Ãtico-Moral dos alunos do ensino mÃdio diante dos jogos cooperativos, segundo a teoria de Kolhberg. A reflexÃo sobre a dimensÃo Ãtico-Moral implica uma articulaÃÃo com a dimensÃo polÃtica e com a esfera dos valores humanos na EducaÃÃo. Profundamente imbricadas, a EducaÃÃo FÃsica no ensino mÃdio e a dimensÃo Ãtico-Moral, pÃde-se ver que sÃo confluentes, em particular quando a dimensÃo do corpo se articula no Ãmbito das culturas juvenis. Viu-se, tambÃm, que os dilemas morais efetivam movimentos reflexivos importantes, balizando um trabalho com as mÃltiplas dimensÃes do ser que se educa. Foi identificaado que o LCC confere um valor ao diÃlogo da escola pÃblica do Ensino MÃdio com a vida no bairro e frente a isso, recomenda-se um aprofundamento nesse sentido. Constatou-se que o cunho experiencial das prÃticas que consideram a dimensÃo Ãtico-Moral em EducaÃÃo FÃsica traz um componente reflexivo fundamental para as culturas juvenis, aspecto que pode ser referenciado no pensamento de Kohlberg. O conceito de comunidade justa, de Kohlberg, vivido de modo prÃtico por meio dos Jogos Cooperativos na EFE, mostrou-se pertinente e potente em possibilitar condiÃÃes para o desenvolvimento Ãtico-Moral dos alunos . Ainda, conclui-se que Ã vÃlido reflexionar sobre dilemas morais, utilizando-se a perspectiva de Kohlberg no contexto da EducaÃÃo FÃsica, ressaltando-se o valor do carÃter eminentemente prÃtico da cooperaÃÃo, feito de modo concreto nesta abordagem, junto ao coletivos dos educandos. Observou-se que estas categorias - Corpo e CooperaÃÃo, nesse construto, dialogam com o contexto experiencial das problemÃticas juvenis sendo, portanto, uma chave fundamental para um trabalho de elaboraÃÃo Ãtico-Moral.

APA, Harvard, Vancouver, ISO, and other styles

35

Cunha, Halisson Mota. "A dimensão ético-moral no contexto da educação física no ensino médio - diálogos com Kohlberg: o caso do Liceu do Conjunto Ceará." reponame:Repositório Institucional da UFC, 2017. http://www.repositorio.ufc.br/handle/riufc/22855.

Full text

Abstract:

CUNHA, Halisson Mota. A dimensão ético-moral no contexto da educação física no ensino médio - diálogos com Kohlberg: o caso do Liceu do Conjunto Ceará. 2017. 189f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2017.
Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-05-24T15:52:55Z No. of bitstreams: 1 2017_dis_hmcunha.pdf: 2221429 bytes, checksum: 5953dfded460ad893b0e45c9038ca8b8 (MD5)
Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-05-25T10:49:27Z (GMT) No. of bitstreams: 1 2017_dis_hmcunha.pdf: 2221429 bytes, checksum: 5953dfded460ad893b0e45c9038ca8b8 (MD5)
Made available in DSpace on 2017-05-25T10:49:27Z (GMT). No. of bitstreams: 1 2017_dis_hmcunha.pdf: 2221429 bytes, checksum: 5953dfded460ad893b0e45c9038ca8b8 (MD5) Previous issue date: 2017
Compreender a dimensão Ético-Moral no âmbito da Educação Física no Ensino Médio, dialogando com Kohlberg, no contexto do Liceu do Conjunto Ceará (LCC), foi o objetivo desta pesquisa. Partiu-se, para isso, do estudo do desenvolvimento da moralidade, por meio dos dilemas morais, na perspectiva de Kohlberg (1992), examinando-se questões que permeiam a vida dos jovens do Ensino Médio do LCC, no contexto do ensino da Educação Física. O LCC, tradicional centro formal de educação pública do Ensino Médio do estado do Ceará, foi o locus desta pesquisa, que ateve-se à ver como os jovens compreendiam moralidade, tendo por baliza as referências de Kohlberg (1992). Utilizou-se, metodologicamente, da teoria e dos questionários de Kohlberg (1992) frente aos dilemas morais, como ponto norteador das práticas vividas nesta pesquisa e eixo epistemológico fundante dos procedimentos que se sucederam; neste escopo, foi experienciado também o conceito de comunidade justa, de Kohlberg, que pôde ser elaborado mediante os Jogos Cooperativos, concluindo-se que estas perspectivas teórico-práticas podem contribuir com uma abordagem sobre cooperação de cunho experiencial, na Educação Física Escolar (EFE). Busquei neste trabalho, também: a) identificar os níveis e estágio morais dos alunos dos alunos do ensino médio, segundo a teoria de Kohlberg; b) descrever o movimento Ético-Moral dos alunos do ensino médio diante dos jogos cooperativos, segundo a teoria de Kolhberg. A reflexão sobre a dimensão Ético-Moral implica uma articulação com a dimensão política e com a esfera dos valores humanos na Educação. Profundamente imbricadas, a Educação Física no ensino médio e a dimensão Ético-Moral, pôde-se ver que são confluentes, em particular quando a dimensão do corpo se articula no âmbito das culturas juvenis. Viu-se, também, que os dilemas morais efetivam movimentos reflexivos importantes, balizando um trabalho com as múltiplas dimensões do ser que se educa. Foi identificaado que o LCC confere um valor ao diálogo da escola pública do Ensino Médio com a vida no bairro e frente a isso, recomenda-se um aprofundamento nesse sentido. Constatou-se que o cunho experiencial das práticas que consideram a dimensão Ético-Moral em Educação Física traz um componente reflexivo fundamental para as culturas juvenis, aspecto que pode ser referenciado no pensamento de Kohlberg. O conceito de comunidade justa, de Kohlberg, vivido de modo prático por meio dos Jogos Cooperativos na EFE, mostrou-se pertinente e potente em possibilitar condições para o desenvolvimento Ético-Moral dos alunos . Ainda, conclui-se que é válido reflexionar sobre dilemas morais, utilizando-se a perspectiva de Kohlberg no contexto da Educação Física, ressaltando-se o valor do caráter eminentemente prático da cooperação, feito de modo concreto nesta abordagem, junto ao coletivos dos educandos. Observou-se que estas categorias - Corpo e Cooperação, nesse construto, dialogam com o contexto experiencial das problemáticas juvenis sendo, portanto, uma chave fundamental para um trabalho de elaboração Ético-Moral.

APA, Harvard, Vancouver, ISO, and other styles

36

Haško, Miroslav. "Private equity - leveraged buyouts a KKR." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-75159.

Full text

Abstract:

The aim of this thesis is description and understanding of private equity industry as a part of alternative asset class. In the first part, we describe the basic concepts of private equity industry and characteristics of individual subjects present in this sector. Analysis of the industry and basic comparison of private equity in Europe and United States is the theme of the second part of this paper. The base of knowledge created in the previous parts supports the analysis of buyouts and their value creation strategies. On the example of Kohlberg Kravis Roberts, pre-eminent private equity firm, we show how private equity works in practice and what current trends in the industry are. In the end, we estimate the subjective value of one unit of ownership in KKR and list that risks could affect the company and the industry.

APA, Harvard, Vancouver, ISO, and other styles

37

Schneider, Heather B. "The Relationship of Compensation Plans to the Moral Cognizance of the Healthcare Executive." NSUWorks, 2012. http://nsuworks.nova.edu/hsbe_etd/103.

Full text

Abstract:

The primary purpose of this research was to review the relationship between moral cognizance, as defined by the Defining Issues Test, and the compensation plan of a healthcare executive when factors such as licensure, career stage, gender, age, and ethics training were present. The study was conducted on 142 healthcare executives from both a publically traded for-profit hospital corporation and a multi-physician private practice. Analysis of Variance (ANOVA) tests were utilized to test the hypotheses of these moderating variables. The outcome of this study indicates that there is no difference in the relationship of moral cognizance and compensation plan of a healthcare executive when the factors of license, career stage, gender, age, or ethics training are involved. However, the analyses did find some interesting interactions of statistical significance between moral cognizance, as determined by P-score, and the individual factors of license and gender when compensation was not included. While the results of the study were inconclusive, the study extends Kohlberg's research on cognitive moral development using Rest's Defining Issues Test to healthcare executives. It also contributes to the existing body of literature by introducing the variable of compensation plan to the moral cognizance equation. Future research in the healthcare field in relation to moral cognizance and financial performance will become a necessity as the focus on healthcare as a business continues to grow and society insists the highest values from its providers.

APA, Harvard, Vancouver, ISO, and other styles

38

Larsson, Sandra, and Jessica Andersson. "Pedagogers förhållningssätt till etik och tystnadsplikt i förskolan." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35228.

Full text

Abstract:

Syftet med detta examensarbete har varit att i förskolan undersöka hur pedagoger förhåller sig till tystnadsplikt och de etiska dilemman som de dagligen ställs inför. Frågeställningarna har besvarats genom en kvalitativ undersökning och som metod har vi valt att använda semistrukturerade intervjuer. Intervjuerna har genomförts med 11 verksamma pedagoger på två olika förskolor.Empirin har analyserats med Vygotskijs sociokulturella teori och Kohlbergs teori om moralisk utveckling. Pedagogerna anser att trots lagar och regler finns det ofta en osäkerhet. De ställningstaganden som pedagogerna tar i verksamheten är utifrån hur de är som person och dess tidigare erfarenheter, vilket gör att det skapas olika förhållningssätt i arbetslagen.

APA, Harvard, Vancouver, ISO, and other styles

39

Johnson, Rowan Alexander. "An evaluation of the level of the moral judgment of behaviourally handicapped adolescent clinic school pupils of normal intelligence / Rowan Alexander Johnson." Thesis, Potchefstroom University for Christian Higher Education, 1990. http://hdl.handle.net/10394/10350.

Full text

Abstract:

This empirical study aimed at determining any significant difference in level of moral judgment between behaviourally handicapped adolescent clinic school pupils of normal intelligence (experimental group) and a matched sample of non-behaviourally handicapped pupils (control group). Moral judgment level was measured in terms of Global stage Scores and Weighted Average Scores using Kohlberg's Moral Judgment Interviews and standard Issue scoring. Secondary aims were to determine whether the data obtained indicated significant sex differences in level of moral judgment and to compare the mean level of moral judgment of the experimental and control groups with existing research. A statement and motivation of the problem and clarification of concepts were followed by an evaluation of applicable pre-Kohlbergian research, the philosophical foundations of Kohlberg’s theory and the theory itself. This was followed by an examination of the methods of research and the empirical study. The data generated indicated a significant difference in mean level of moral judgment between the research groups in favour of the control group when controlling for age, gender and socio-economic status. This difference was highlighted by comparisons with existing research. No significant gender differences in moral judgment were found. Important conclusions reached were: - Experimental group pupils were retarded in level of' moral judgment and, unlike the pupils in the control group, most had not yet reached stage 3 moral reasoning. - Sex differences in moral judgment were not found as is predicted in Kohlbergian theory (Colby & Kohlberg, 1987: 130). - Sub-group comparisons indicated chronological age to be an important factor in the measurement of moral judgment. The research findings imply that: - Attempts should be made to raise the level of moral judgment of pupils like those in the experimental group specifically, but also that of all pupils. - Planned moral education programmes can ignore sex differences, but not chronological age. - Varied research into moral judgment is necessary.
Dissertation (MEd)--PU for CHO, 1990

APA, Harvard, Vancouver, ISO, and other styles

40

Feng, Yayu. "Analysis of Moral Argumentation in Newspaper Editorial Contents with Kohlberg's Moral Development Model." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1416916265.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Buck, Marc Fabian. "Vorsicht Stufe!" Doctoral thesis, Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät, 2016. http://dx.doi.org/10.18452/17436.

Full text

Abstract:

In dieser Arbeit werden verschiedene Entwicklungsmodelle des Menschen vorgestellt und in ihrem Gebrauch in und für die Pädagogik kritisch reflektiert. Zunächst werden Vorüberlegungen zur Etymologie und Systematik der Begriffe Entwicklung (zwischen Natur und Kultur) und Modell (gegenüber Theorie, Simulation und Schema) angestellt. Anhand des Gangs von Beispiel zu Beispiel (Günther Buck) werden jeweils die Entwicklungsmodelle des Menschen von Rudolf Steiner, Maria Montessori, Jean Piaget, Lawrence Kohlberg, Erik Erikson und Werner Loch kritisch dargestellt und problematisiert. Es schließen sich bildungs- und erziehungstheoretische Überlegungen an, wie das Phänomen der Entwicklung heute in angemessener Weise behandelt werden kann. Anhand der dargestellten Modelle zeigt sich, dass nur ein von absoluter Teleologie und Linearität befreiter Entwicklungsbegriff mit modernen Vorstellungen pädagogischer Anthropologie und Ethik kompatibel sein kann. Deswegen können Entwicklungsmodelle lediglich eine veranschaulichende oder regulierende Funktion ausüben. Sie stehen jedoch so zumeist im Widerspruch zu den grundlegenden Momenten der freien Bildsamkeit und Mitbestimmung des Einzelnen im Erziehungsprozess. Eine Rehabilitation des Entwicklungsdenkens erweist sich dennoch als sinnvoll, da dieser in der Lage ist, auf die komplexe Genealogie menschlichen Lebens und die Möglichkeiten und Grenzen pädagogischer Einsätze zu verweisen.
The issue of developmental models of human beings and their implementation in both pedagogical practice and theory are critically reflected within this thesis. In the beginning, preliminary considerations of the etymology and systematization of development (between nature and nurture) and model (as opposed to theory, simulation, scheme) are framed. Based on Günther Bucks''s approach (from „Beispiel“ to „Beispiel“) several developmental models by Rudolf Steiner, Maria Montessori, Jean Piaget, Lawrence Kohlberg, Erik Erikson and Werner Loch are critically examined. Subsequently, considerations on addressing the phenomenon of development from the perspective of education theory and „Bildung“ in an appropriate contemporary way are given expression. On the basis of the outlined models it is depicted that only a concept of development that is exempt from absolute teleology and linearity can be compatible with modern ideas of educational anthropology and ethics. Hence, developmental models may only serve visualizing and regulating purposes. They often contradict fundamental principles such as „Bildsamkeit“ (the ability and necessity of self-forming) and participation within the process of education. Nevertheless, the rehabilitation of development thinking proves beneficial due to its ability to indicate the complex genealogy of human life and the opportunities as well as limitations of pedagogical actions.

APA, Harvard, Vancouver, ISO, and other styles

42

Vallin, Olesya. "A Complementary Developmental View on Morally Arbitrary Contingencies in Rawls’s Theory of Justice." Thesis, Linköping University, Department of Religion and Culture, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9580.

Full text

Abstract:

The paper explores theoretical shortcomings in the egalitarian theory by John Rawls and provides a complementary view on the problem of morally arbitrary contingencies. The conception of natural lottery, which Rawls presents to signify the starting range of morally arbitrary inequalities, falls short in philosophical grounding. According to critics, the notion of natural lottery appeals to the philosophical conception of moral luck which undermines ascription of moral responsibility. Since moral responsibility is a basic prerequisite for egalitarian justice, the appeal to morally arbitrary contingencies of the natural lottery may be self-defeating for the theory.

Criticizing Rawls’s approach to morally arbitrary contingencies Susan Hurley investigates philosophical groundings for judgment of moral responsibility. Philosophical inquiries into moral luck differentiate four categories of luck and expose the difficulties of ascription of moral responsibility for it. The conception of moral luck implies epistemological shortcomings in the rational judgment of moral responsibility. Hurley claims that ascription of moral responsibility requires another logical strategy.

The critical discussion by Norman Daniels refers to another egalitarian theory by Ronald Dworkin which suggests ascription of moral responsibility on a gradual scale. The theory divides the naturally contingent recourses into categories of brute luck and option luck. This strategy stratifies normative standards of responsibility by the criteria of individual choice and circumstances.

Considering the strategy of gradual ascription of responsibility, I suggest to apply a moral developmental perspective as an additional outlook on the moral responsibility in egalitarian theory. The theory of moral development by Lawrence Kohlberg provides an explanation of a gradual development of moral responsibility through a natural order of developmental stages. It stratifies the moral responsibility into a hierarchical model of measurement and systematizes the order of normative standards.

APA, Harvard, Vancouver, ISO, and other styles

43

Aris, Caroline. "Variations intra-individuelles des jugements moraux chez les adolescents." Montpellier 3, 2003. http://www.theses.fr/2003MON30062.

Full text

Abstract:

Notre travail s'inscrit dans un courant de recherche qui tente d'expliquer les variations intra-individuelles observées dans les jugements moraux selon les variations de contexte des situations expérimentales proposées. Pour cela, nous avons utilisé les stades de Kohlberg (1969), non pas en tant que séquence dévelopementale stricte, mais plutôt dans le but de définir cinq types de justifications. Les situations étaient présentées à des adolescents de différents niveaux d'âge, dans le cadre d'intretiens individuels, selon une procédure adaptée du DIT (Rest, 1979). Les résultats montrent que si les décisions et justifications des adolescents d'enfreindre la loi peuvent clairement varier en fonction des dilemmes (c'est-à-dire selon le type de délit et le type de circonstance dans laquelle ce délit est envisagé), le degré d'intérêt personnel du personnage à agir est également parfois susceptible d'influencer leur raisonnement moral
Our work takes place in a frame of research which tries to explain intra-individual variations observed in moral judgments through the variations of context embedded in experimental situations. Then, we use Kolhberg's stages (1969), not as a strict developmental sequence, but rather with the idea to define five types of justifications. The situations were presented to adolescents from different age levels, in individual interviews with a procedure adapted from the DIT (Rest, 1979). Results show that, if adolescents' decisions and justifications for breaking the law could clearly vary in accordance with the dilemmas (according to the type of offence and the type of circumstance in which this offence occurs), the degree of personal interest for the protagonist to act can sometimes also influence their moral reasoning

APA, Harvard, Vancouver, ISO, and other styles

44

Santos, Julian Bruno Gonçalves. "Valores Morais: comparando telenovelas (décadas de 1980 e 2010)." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/6986.

Full text

Abstract:

Made available in DSpace on 2015-05-14T13:16:31Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 920178 bytes, checksum: de82d476ea20cd9b2d0289fa0d8acde3 (MD5) Previous issue date: 2014-02-27
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The aim of this study was to analyze a soap opera of 2010s, using the Lawrence Kohlberg s typology of moral values, and compare these results with a similar analysis done in three consecutive soap operas of the 1980s. Two studies were conducted: the first consists of the analysis of moral values conveyed by the soap opera Avenida Brasil (2012) and the second consists of a comparison of the results obtained in this analysis with those obtained in the analysis of the 1980s soap operas. The sample was composed of 90 chapters of the soap opera Avenida Brasil (2012) and the results of Camino e Cavalcanti (1998). For the analysis, three classifications were made: 1) according to Kohlberg's moral stages, 2) according to the intentions (Purpose) which issued the characters and the actions planned or undertaken to achieve this porpose (tactics) and 3) in accordance with the agreement, which is the appreciation, protection, acceptance and issuance of a certain moral reasoning, and the unconformity, which are transgressed behaviors and utterances that demonstrate a criticism, disagreement or rejection use of certain type of morality. The data were subjected to content analysis of Bardin (2010). The results of the first study showed that the most conveyed moral values by Avenida Brasil (2012) were those corresponding to stages 1 and 2; disagreements were related to higher stages - 4:05; purposes values were categorized in stages 1 and 2 and means values focused on actions that are committed against the other. The results of the second study showed that both the Avenida Brasil as soap operas of the 1980s, had higher frequencies related to lower stages - 1 , 2 - while the lower frequencies corresponded to higher stages - 3a, 3c , 4 5 [3] , 5 and 6. The soap opera Avenida Brasil (2012) showed a higher percentage values for stage 1 and stage 2, while the soap operas of the 1980s had a higher percentage of the values for stage 3a, 3c, 4, 5 and 5[3]. The agreement with stages 1, 2 and 3a was very high as soap opera Avenida Brasil as in the soap operas of 1980s. As for disagreements, the soap opera Avenida Brasil stands out in relation to the stages 3a and 4 and the soap operas of the 1980s in relation to stages 2, 3c, 5 [3] and 5. The soap opera Avenida Brasil had a higher percentage for purposes connected with the stage 1 and 3 conventional, while the soap operas of the 1980s have higher percentages of purposes related to stages 2, 3 affective, 4 and 5; Results showed that in the soap opera Avenida Brasil actions against others got higher percentage compared to soap operas of the 1980s. These, however, had more shares to the other and also more actions in defense of conventions or laws. It is believed that the social context in which the soap operas of the 1980s were created may have influenced the placement of more advanced moral content, since this was a period of social, political and economic openness. In the soap opera Avenida Brasil (2012), we find the author's intention in highlighting the theme of revenge, emphasizing the law into their own hands and this may be related to a public outcry for legality with emphasis on punishment and that this may have contributed to the propagation of lower moral values.
O objetivo do presente estudo foi analisar uma telenovela da década de 2010, a partir da tipologia Kohlberguiana, e comparar os resultados com os de uma análise semelhante feita em três telenovelas consecutivas da década de 1980. Foram realizados dois estudos: o primeiro consta da análise dos valores morais veiculados pela telenovela Avenida Brasil (2012), e o segundo consta de uma comparação dos resultados obtidos nesta análise com aqueles obtidos na análise das telenovelas da década de 1980. A amostra foi composta por 90 capítulos da telenovela Avenida Brasil (2012) e pelos resultados da pesquisa de Camino e Cavalcanti (1998). Para a análise, foram feitas três classificações: 1) de acordo com os estágios morais propostos por Kohlberg; 2) de acordo com as intenções (Fins) das personagens que as emitiram e com as ações planejadas ou realizadas para alcançar esses fins (Meios), e 3) de acordo com a Concordância, que é a valorização, a defesa, a aceitação e emissão de um certo raciocínio moral; e na Discordância, que são os comportamentos ou verbalizações de crítica, desacordo ou rejeição ao uso de determinado tipo de moral. Os dados referentes às verbalizações e comportamentos dos personagens foram submetidos à Análise de conteúdo de Bardin (2010). Os resultados do primeiro estudo mostraram que os valores morais mais veiculados pela telenovela Avenida Brasil foram aqueles correspondentes aos estágios 1 e 2; as discordâncias relacionaram-se aos estágios mais elevados 4 e 5; os valores fins foram categorizados nos estágios 1 e 2 e os valores meios se concentraram em ações que são cometidas contra o outro. Os resultados do segundo estudo mostraram que tanto a telenovela Avenida Brasil quanto as telenovelas da década de 1980, apresentaram frequências mais elevadas referentes aos estágios inferiores 1, 2 enquanto que as frequências mais baixas corresponderam aos estágios mais elevados 3a, 3c, 4, 5[3], 5 e 6. A telenovela Avenida Brasil (2012) apresentou uma maior porcentagem para os valores do estágio 1 e do estágio 2, enquanto as novelas da década de 1980 apresentaram uma maior porcentagem para os valores dos estágio 3a, 3c, 4, 5 e 5[3]. A concordância com os estágios 1, 2 e 3a foi muito elevada na novela Avenida Brasil e nas da década de 1980. Quanto às discordâncias, a telenovela Avenida Brasil se destaca em relação aos estágios 3a e 4 e as telenovelas da década de 1980 em relação aos estágios 2, 3c, 5[3] e 5. A telenovela Avenida Brasil apresentou maior porcentagem para os fins ligados ao estágio 1, e 3 convencional, enquanto as telenovelas de 1980 apresentam maiores porcentagens de fins ligados aos estágios 2, 3 afetivo, 4 e 5; Os resultados mostraram que na telenovela Avenida Brasil as ações contra o outro obtiveram maior porcentagem em comparação com as telenovelas da década de 1980. Estas, em contrapartida, apresentaram mais ações a favor do outro e também mais ações em defesa de convenções ou leis. Acredita-se que o contexto social no qual as telenovelas da década de 1980 foram criadas pode ter influenciado a veiculação de conteúdo moral mais avançado, uma vez que tratava-se de um período de abertura sociopolítica e econômica. Na telenovela Avenida Brasil (2012), percebe-se a intenção do autor em destacar o tema da vingança, dando ênfase à justiça com as próprias mãos e isso pode estar relacionado a um clamor social por legalidade com ênfase na punição e que isso pode ter contribuído para a veiculação de valores morais mais baixos.

APA, Harvard, Vancouver, ISO, and other styles

45

Andersson, Marcus. "Matchfixning – Ett hot mot idrotten? : En studie om uppfattningar, ansvarstagande och åtgärder." Thesis, Linnéuniversitetet, Institutionen för idrottsvetenskap (ID), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60649.

Full text

Abstract:

Syftet var att undersöka uppfattningar, ansvarstagande och åtgärder kring matchfixning. Urvalet bestod av totalt sju respondenter fördelade på två spelare, två ledare och tre styrelsemedlemmar. Respondenterna tillhörde föreningar inom Gävleborgs län idrottsförbund med koppling till fotboll och bandy. Studien bygger på semistrukturerade intervjuer och har fair-play idealet, sociala konstruktioner och Kohlbergs moralutvecklingsteori som teoretiska utgångspunkter. Bearbetningen och analysen följde de tre stegen transkribering, datareduktionoch skapande av teman. Resultaten från intervjuerna delades in i de tre teman som bildades utifrån syftet och frågeställningarna. Vid temat uppfattningar uppvisade intervjuerna framförallt att det fanns bristande kunskaper angående matchfixning och ett ekonomiskt hot med anknytning till spelindustrins utveckling. I temat ansvarstagande framfördes att både idrottsrörelsen och de samhällsmässiga aktörerna bör integrera mer och ta större ansvar. Angående åtgärder var anblicken riktad emot spelutbudet, värdegrunden, samverkan mellan aktörer och en avskräckande bestraffning. I analysen framkom det att idrotten är i förändring med spelindustrin och synen på moraliska handlingar. Det är något som utgör ett hot mot idrottens kärna med god etik och moral, samt en försvårande omständighet i arbetet mot matchfixning. Slutsatsen är att det finns flera bekymmersamma aspekter inom samtliga tre teman och att det behövs ett gemensamt arbete gentemot matchfixningen.
The aim was to explore perceptions, responsibility and measures around matchfixing using an idiographic approach. The sample of consisted seven respondents with two players, two managers and three board members. The respondents belonged to associations in Gävleborg county sports federations linked to football and bandy. The study is based on semi-structured interviews and has the ideal of fair play, social structures and Kohlberg's moral development theory as the theoretical bases. The processing and analysis followed the three steps oftranscription, data reduction and creation of themes. The results from the interviews were divided into three themes that were formed after the purpose and issues. The respondent’s perceptions showed that there was a lack of knowledge regarding matchfixing and an economic threat related to the gaming industry. Regarding the measures they were directed against the betting line, values, interaction between performer and a deterrent punishment. The analysis revealed that sports is under change with the gaming industry and with a new different view of moral acts in sport. That’s something that poses a threat to the sport's good values with good ethics and morals, as well as an aggravating factor in working against matchfixning. The conclusion is that there are several worrying aspects in all three themes and a need for a common effort against matchfixing.

APA, Harvard, Vancouver, ISO, and other styles

46

Karenin, (Olson) Maria. "Nationell Moralsyn? : Om betydelsen av nationell tillhörighet för ungdomars moral." Thesis, Stockholm University, Department of Psychology, 1991. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8352.

Full text

Abstract:

Denna undersökning syftar till att undersöka nationella skillnader i moralutveckling och innehåll i moraliskt resonemang. Studien omfattar 445 svenska och 148 amerikanska ungdomar i åldern 14-19 år. De svenska fpp är hämtade från högstadium och gymnasium i Stockholmsområdet, och de amerikanska från två katolska privatskolor i New York. Dessa tog del av ett moralfrågeformulär av Gibbs (Gibbs & Widaman, 1982; Socio-moral Reflection Measure; SRM) som är en reviderad version av Kohlbergs intervjumetod för bedömning av en individs moralutveckling och kvalitativa, moraliska synsätt i frågor rörande moral. Vid analysen förelåg inga nationella skillnader i moralutvecklingsnivå. Resultaten visade ej heller på skillnader mellan svenska och amerikanska ungdomars sätt att resonera kring moraliska frågor, utom i två fall, som kan tänkas visa på ett typiskt svenskt och ett typiskt amerikanskt sätt att tänka och försvara etiska ställningstaganden. Resultatet diskuteras utifrån (nämnda) teorier inom ämnesområdet.

The aim of this study is to investigate whether there are National differences in moral development and content of moral reasoning. The study includes 445 Swedish and 148 North American youths in the age of 14-19 years. The Swedish subjects of the study come from an upper level of compulsory school in the area around Stockholm, and the North American subjects of the study come from two private Catholic schools in New York. The subjects answered Gibbs’ Moral questionnaire (Gibbs & Widaman, 1982; Socio-moral Reflections Measure; SRM), which is a revised version of Kohlberg’s survey method for estimating individual moral development and qualitative moral viewpoints. The analysis showed no Nation-bound differences concerning moral development level between the youths. Neither could any differences between Swedish and North American young peoples’ way of reasoning on moral issues be traced, except in two cases, which possibly show a typical Swedish and a typical North American way of thinking and defending ethical standpoints. The result is discussed in relation to mentioned theories of the subject area.

APA, Harvard, Vancouver, ISO, and other styles

47

Koller, Silvia Helena. "Diferenças de gênero no julgamento moral." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 1990. http://hdl.handle.net/10183/1398.

Full text

Abstract:

Este estudo discute as diferenças entre homens e mulheres com relação ao julgamento moral. Estas diferenças são abordadas também quanto ao gênero dos indivíduos. Gênero é o conjunto de atribuições psicológicas dado ao sujeito a partir do seu sexo biológico. Os indivíduos de ambos os sexos podem ser categorizados de acordo com seu gênero como indiferenciados, tipificados sexualmente (masculino, feminino) e andróginos. Os estudos sobre a moralidade têm sido realizados enfatizando as diferenças entre os indivíduos de cada sexo biológico. Este aspecto mereceu atenção especial devido a fortes críticas ao sexismo da teoria e metodologia kohlbergiana, por ter sido postulada por um homem e considerar as questões morais sob um ponto de vista masculino, apresentando resultados colhidos com sujeitos do sexo masculino obtidos através de um instrumento com dilemas morais protagonizados principalmente por homens. Visando controlar estes problemas metodológicos, este estudo propõe a utilização de protagonistas de ambos os sexos nos dilemas morais e a obtenção de dados de sujeitos de ambos os sexos. Foram testados 300 estudantes universitários com idade entre 18 e 25 anos. Destes foram escolhidos 180 sujeitos categorizados como andrógenos (60), indiferenciados,(60) e tipificados sexualmente (60), metade de cada sexo. Os instrumentos utilizados foram: o "BSRI" (Bem Sexual Role Inventory), produzido por Bem (1974, 1977) e traduzido e adaptado para o Brasil em 1982 por Oliveira, e o "MJI" (Moral Judgement Interview) de Kohlberg, em duas formas: (a) com o sexo do protagonista masculino e (b) com o sexo do protagonista feminino. Uma ANOVA revelou que: (1) existem diferenças de gênero no julgamento moral; (2) andróginos apresentam maiores níveis de julgamento moral do que os indiferenciados; (3) o sexo do protagonista não afeta as respostas de sujeitos de gêneros e sexos diferentes; (4) não há diferenças de sexo no nível de julgamento moral. A discussão dos resultados é feita à luz da abordagem cognitiva do desenvolvimento moral e sexual e enfatiza a proposição da variável gênero nos estudos sobre a moralidade.

APA, Harvard, Vancouver, ISO, and other styles

48

Sabin, Bruce. "A FAITH-BASED PROGRAM EVALUATION: MORAL DEVELOPMENT OF SEMINARY STUDENTS AT THE LOUISIANA STATE PENITENTIARY." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2352.

Full text

Abstract:

The purpose of this dissertation was to conduct an outcomes-based program evaluation for the Louisiana State Penitentiary (Angola) campus of the New Orleans Baptist Theological Seminary. The study included one primary research question, with two subquestions. The primary research question asked to what extent students in the program developed moral judgment consistent with program goals of rehabilitating students and preparing them for effective ministry. The first subquestion asked whether statistically significant differences existed in the moral reasoning of students of different class years. The second subquestion asked whether statistically significant differences existed in the moral reasoning of students of different personality types. A cross-sectional study was conducted with students during the fall of 2005 using the Defining Issues Test 2 (DIT-2) and the Myers-Briggs Type Indicator (MBTI) instruments. All 101 program students were invited to participate in the study. To provide a benchmark for student scores, 30 Seminary faculty members were asked to complete the DIT-2. The student response rates were 94% for the DIT-2 instrument and 97% for the MBTI instrument. The response rate for faculty was 20%. After removing two outliers from the freshmen class, statistically significant differences were found in the principled moral reasoning scores (P scores) of freshmen (m = 22.146, sd = 12.002) and juniors (m = 30.274, sd = 13.165). No significant differences were found in moral reasoning based upon personality types. The mean P score among faculty members was 34.02 (sd = 15.25). In response to the primary research question, it was determined student scores did show moral reasoning differences consistent with the program goals. Conclusions reached in this study were limited because of the cross-sectional design. Further research is necessary before conclusions may be generalized beyond the sample.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

APA, Harvard, Vancouver, ISO, and other styles

49

Mattsson, Monica. "Tala är silver, tiga är guld, när ett etiskt fall dyker upp? : en fenomenografisk studie av några elevers uppfattningar om etiska ställningstaganden." Thesis, University of Gävle, Ämnesavdelningen för religionsvetenskap, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-4435.

Full text

Abstract:

”Synen på barnet och barndomen borde vidgas till ett helhetsperspektiv, ett perspektiv som också innefattar en människosyn. […]: barn är också människor. Satsen ansluter till en humanistisk tradition där vördnaden för människans väsen förenas med ivriga studier av hennes egenskaper. Att studera barn är enligt min uppfattning att lära känna en av de mest respektingivande variationsformer som det mänskliga kan ikläda sig.”, skriver Sven G Hartman professor i religionsdidaktik i sin studie, Barns tankar om livet. Huvudfrågan i Hartmans studie är: ”Vad funderar barn på?" Med denna frågeställning har Hartman kunnat klargöra hur barn tänker och reflekterar om livet i ett helhetsperspektiv, dvs. både i socialt och individuellt sammanhang.

Min tro är att det är särskilt viktigt att i skolan lägga detta perspektiv på arbetet med värdegrundsfrågor och på arbetet med vardagens etiska frågor. Jag anser att den viktigaste uppgiften en lärare har i kunskapsfostrandet är att hjälpa elever att se sammanhang i sitt lärande. Med det menar jag att det är viktigt att utgå från elevers egna beröringspunkter samt var de befinner sig i sin kognitiva och moraliska utveckling. Då först kan en djupare utveckling ske inom det etiska området. Det är därför angeläget att lära känna elevers tankar och åsikter för att kunna ge dem möjligheter att utveckla egna etiska redskap. Detta stämmer väl överens med vad kursplanerna för grundskolan anger som mål för ämnet religion. Mot bakgrund av detta har jag i mitt examensarbete valt att undersöka de uppfattningar och ställningstagande som några elever har när ett etiskt fall dyker upp.

Mitt syfte och mål med detta examensarbete i ämnet religion är att undersöka de olika kategorier av uppfattningar som några elever har om etiska ställningstaganden.

Examensarbete på Grundskollärarprogrammet 4-9 ht 2001.

APA, Harvard, Vancouver, ISO, and other styles

50

Edvardsson, Britt-Marie. "Etik i det dagliga skolarbetet : en undersökning i några skolor i Sandviken våren 1998." Thesis, Högskolan i Gävle, Ämnesavdelningen för religionsvetenskap, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7236.

Full text

Abstract:

Etiska frågor griper in i varje människas liv och det blir allt viktigare för individens självkännedom att få bearbeta dessa frågor. För att klara av det behövs kunskap och redskap att utveckla vår förmåga till kritiskt tänkande. Osäkerheten är stor idag och det är inte lika självklart vilka värderingar och normer vi ska leva efter. Forskning visar också att barns intresse för etik och livsfrågor ökar, samtidigt som de känner en växande vilsenhet. Vi lärare blir allt viktigare personer som tillsammans med hemmet ska påverka och ansvara för elevernas framtid. Vi måste ge dem redskap att utveckla ett självständigt tänkande och handlande i moralfrågor. Via litteraturstudier har jag försökt skildra, och för min egen skull fördjupa mina kunskaper i, vad etik är och hur barns moralutveckling sker. Det här arbetet är en liten undersökning i hur lärare arbetar med etikfrågor i skolan idag. Jag har gjort några lärarintervjuer i tre olika skolor i centrala Sandviken för att undersöka hur etikundervisningen ser ut, om den överensstämmer med det som står i Lpo om etikundervisningen, samt vilka kunskaper läraren behöver.
Examensarbete på Vidarutbildningen av förskollärare och fritidspedagoger till grundskollärare, uppdragsutbildning, ht 1998.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Kohlberg'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles