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Journal articles on the topic 'Kohlberg'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Shapiro, Johnna K. "Dr. Kohlberg Goes to Washington: Using Congressional Debates to Teach Moral Development." Teaching of Psychology 22, no. 4 (December 1995): 245–47. http://dx.doi.org/10.1207/s15328023top2204_9.

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In his theory of moral development, Kohlberg (1976) stressed that the reasoning behind a moral decision is more important in determining a person's stage of development than the decision itself. Students in introductory psychology and human development courses may have difficulty appreciating this distinction, as well as the differences among Kohlberg's stages. An activity is described in which arguments from congressional debates provide a real-world moral dilemma, to which students can apply Kohlberg's theory. Suggestions on how to use the arguments are presented, as well as possible discussion topics on the validity and usefulness of the theory.

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12

Sprinthall, Norman A. "Milgram, Kohlberg, and Dostoevsky." American Psychologist 64, no. 7 (2009): 620–21. http://dx.doi.org/10.1037/a0017111.

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13

Rest, James, Clark Power, and Mary Brabeck. "Lawrence Kohlberg (1927–1987)." American Psychologist 43, no. 5 (1988): 399–400. http://dx.doi.org/10.1037/h0091958.

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14

Minnameier, Gerhard. "Lawrence Kohlberg: an introduction." Journal of Moral Education 40, no. 4 (December 2011): 539–41. http://dx.doi.org/10.1080/03057240.2011.619338.

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15

TADJUDDIN, NILAWATI. "Pendidikan Moral Anak Usia Dini Dalam Pandangan Psikologi, Pedagogik, dan Agama." Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini 1, no. 1 (November 22, 2018): 100–116. http://dx.doi.org/10.24042/ajipaud.v1i1.3386.

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Artikel ini ingin meninjau konsep pendidikan moral untuk menghasilkan perilaku dan sikap anak dalam pembentukan sumber daya manusia yang berkualitas. Metode penelitian perpustakaan dan teknik analisis isi diterapkan. Artikel ini menunjukkan bahwa konsep pendidikan moral dalam pandangan Nashk Ulwan yang berhubungan dengan nilai-nilai agama dan konsep pendidikan moral dalam pandangan Kohlberg yang berhubungan dengan tahapan perkembangan moral dapat dibentuk dengan mengukur variabel yaitu: 1) Menyusun pandangan Nasihk Ulwan, dan Kohlberg, 2) Menetapkan konsep-konsep Nasihk Ulwan dan Kohlberg, 3) Menentukan tolak ukur keberhasilan pandangan Nasihk Ulawan dan Kohlberg, 4) Mengembangkan konsep pendidikan moral, 5) Membangun budaya ilmiah yang mengintegrasikan ilmu pengetahuan dan Islam sebagai dasar kurikulum dan konsep pembelajaran pendidikan moral. Model temuan penelitian adalah konsep strategi pengembangan pendidikan moral disekolah, keluarga dan masyarakat untuk menghasilkan sikap perilaku anak yang islami. Akhirnya, artikel ini membahas elemen nilai-nilai moral dalam membentuk sumber daya manusia yang berkualitas.

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16

Silva, Matheus Estevão Ferreira da. "AFINAL, O QUE FOI O DEBATE KOHLBERG-GILLIGAN?" Schème: Revista Eletrônica de Psicologia e Epistemologia Genéticas 13, no. 1 (July 8, 2021): 4–40. http://dx.doi.org/10.36311/1984-1655.2021.v13n1.p4-40.

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Neste artigo, reconstitui-se o debate inconclusivo travado entre Lawrence Kohlberg e Carol Gilligan em torno das diferenças de gênero no desenvolvimento moral e da universalidade desse constructo, debate iniciado na década de 1980 e estendido à contemporaneidade. Gilligan questionou a validade universal da teoria de Kohlberg ao argumentar que as mulheres se desenvolvem moralmente diferente dos homens, pois se orientariam pela Ética do Cuidado enquanto eles pela Ética da Justiça. Kohlberg rejeitou essa hipótese, o que causou uma cisão no campo da Psicologia do Desenvolvimento Moral, dividindo-o entre apoiadores(as) de Kohlberg e de Gilligan. A reconstituição do debate revela, além do que ele consistiu inicialmente, quais foram as réplicas do autor e tréplicas da autora às críticas de cada um(a) direcionadas ao posicionamento do(a) outro(a), a recepção do debate pelos(as) apoiadores(as) de cada lado e o despontar de autores(as) que, desde lá, apoiam a hipótese de Gilligan parcialmente.

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17

Prabowo, Rian Adhivira. "Perdebatan â€œSuara Perempuanâ€ dalam Tatanan Moralitas Hukum: Tanggapan untuk Bernard L. Tanya." Jurnal Hukum 29, no. 1 (June 1, 2014): 1181. http://dx.doi.org/10.26532/jh.v29i1.333.

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Tahap moralitas Lawrence Kohlberg dan penggunaanya dalam Hukum Progresif sebagaimana diungkapkan oleh Bernard L. Tanya perlu untuk dieksplorasi lebih dalam. Penggunaan tahapan moral tersebut melupakan satu pertanyaan besar bahwa suara perempuan dalam tatanan moral Kohlberg akan kesulitan dalam mencapai fase ketiga, yaitu fase awal dalam tingkat kedua moral konvensional. Tatanan moralitas yang hierarkis tersebut dapat digunakan dalam tatanan moralitas hukum beresiko membuat hukum sedari awal telah bersifat hierarkis, yaitu maskulin. Rekonstruksi pola berpikir mengenai tatanan moralitas hukum yang timpang tersebut kemudian mutlak diperlukan. Paper ini mengeksplorasi lebih jauh perdebatan moralitas Kohlberg untuk kemudian mengelaborasikannya dengan kebutuhan empiris suara perempuan dalam penegakan hukum.Kata Kunci: Etika Kepedulian, Etika Keadilan, Suara Perempuan.

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18

Kreitzer, Donald J. "Lawrence Kohlberg and the Virtues." Philosophical Studies 31 (1986): 33–42. http://dx.doi.org/10.5840/philstudies1986/19873114.

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19

Boyd, Dwight. "Introduction: Lawrence Kohlberg as Mentor." Journal of Moral Education 17, no. 3 (October 1988): 167–71. http://dx.doi.org/10.1080/0305724880170301.

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20

REST, JAMES R. "The Legacy of Lawrence Kohlberg." Counseling and Values 32, no. 3 (April 1988): 156–62. http://dx.doi.org/10.1002/j.2161-007x.1988.tb00714.x.

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21

MOSHER, RALPH. "Larry Kohlberg: A Personal Tribute." Counseling and Values 32, no. 3 (April 1988): 201–7. http://dx.doi.org/10.1002/j.2161-007x.1988.tb00720.x.

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22

Weihermann, Meike, and Michael Wessels. "Lawrence Kohlberg und Soziale Arbeit." Soziale Arbeit 54, no. 11 (2005): 419–24. http://dx.doi.org/10.5771/0490-1606-2005-11-419.

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23

de Casterlé, Bernadette Dierckx, Mieke Grypdonck, Magda Vuylsteke-Wauters, and Piet J. Janssen. "Nursing Students’ Responses to Ethical Dilemmas in Nursing Practice." Nursing Ethics 4, no. 1 (January 1997): 12–28. http://dx.doi.org/10.1177/096973309700400103.

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In literature as well as in nursing practice a growing concern about nurses’ ethical competence can be observed. Based on the cognitive theory of moral development by Kohlberg, this research examined nursing students’ ethical behaviour in five nursing dilemmas. Ethical behaviour refers not only to the ethical reasoning of nursing students but also to the relationship between reasoning and behaviour. Kohlberg’s definition of morality was refined by adding a care perspective. The results show that the majority of students can be located in the fourth moral stage according to Kohlberg’s theory, that is, the conventional level of moral development. This finding implies that students are still guided by professional rules, norms and duties, and have not (yet) succeeded in making personal ethical decisions on the basis of their own principles and acting according to such decisions.

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24

Pratt, Ann B. "Piaget and Kohlberg Lose the Limelight." Behavior and Social Issues 1, no. 1 (May 1991): 109–14. http://dx.doi.org/10.5210/bsi.v1i1.193.

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25

Timm, Joan S. "IN MEMORIAM: Lawrence Kohlberg (1927‐1987)." Teaching Education 2, no. 1 (March 1988): 10–11. http://dx.doi.org/10.1080/1047621880020102.

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26

Venturi, Gustavo. "O universalismo ético: Kohlberg e Habermas." Lua Nova: Revista de Cultura e Política, no. 36 (1995): 67–84. http://dx.doi.org/10.1590/s0102-64451995000200005.

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Examina-se a concepção de universalismo ético a que Lawrence Kohlberg chegou em suas pesquisas sobre o desenvolvimento do pensamento moral, sobretudo a idéia de que esse desenvolvimento, em todos os seres humanos, culmina em uma moralidade "pós-convencional" concebida em termos de princípios de justiça. Discutem-se algumas das tentativas que foram feitas de submeter essa concepção à verificação empírica e a apreciação crítica que dela fez Jürgen Habermas.

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27

Jorgensen, Gunnar. "Kohlberg and Gilligan: duet or duel?" Journal of Moral Education 35, no. 2 (June 1, 2006): 179–96. http://dx.doi.org/10.1080/03057240600681710.

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28

Rest, James R. "First Annual Lawrence Kohlberg Memorial Lecture." Journal of Moral Education 18, no. 2 (May 1989): 85–96. http://dx.doi.org/10.1080/0305724890180202.

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29

Kavathatzopoulos, Iordanis. "Kohlberg and Piaget: differences and similarities." Journal of Moral Education 20, no. 1 (January 1991): 47–54. http://dx.doi.org/10.1080/0305724910200104.

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30

Hasanah, Enung. "PERKEMBANGAN MORAL SISWA SEKOLAH DASAR BERDASARKAN TEORI KOHLBERG." JIPSINDO 6, no. 2 (November 26, 2019): 131–45. http://dx.doi.org/10.21831/jipsindo.v6i2.28400.

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Teori Kohlberg dikenal sebagai teori yang mengukur tingkatan moral seseorang. Penelitian bertujuan untuk mengukur tingkat perkembangan moral siswa SD yang berusia antara 11-12 tahun, berdasarkan tahapan perkembangan teori Kohlberg. Penelitian menggunakan metode penelitian kualitatif. Hasil penelitian menunjukan bahwa anak-anak SD yang berusia 11-12 tahun secara umum termasuk dalam tahap pra konvensional tahap ½ yang dominan diikuti tahap 2 dan 2/3, yang cenderung melakukan sesuatu kegiatan bukan karena membutuhkan hasil melainkan karena takut dihukum.

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31

White, Charles B. "Age, Education, and Sex Effects on Adult Moral Reasoning." International Journal of Aging and Human Development 27, no. 4 (December 1988): 271–81. http://dx.doi.org/10.2190/cf38-5hxa-pdn9-akxk.

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The role of age and education in adult moral reasoning was examined utilizing Kohlberg's cognitive-developmental stage theory of moral development and the most recent Standard Scoring System for assessing moral judgments. Individual interviews utilizing standard Kohlberg moral dilemmas were conducted with 195 adults ranging in age from nineteen to eighty-two years and in years of education from three to twenty-five years. Results indicated no overall significant effect for age of reasoner, no significant effect for sex, and a significant effect for education ( p < .01). However, the effect of age was significant in the group with eighteen or more years of education, but not in the group with less than eighteen years of education.

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32

Suparno, Suparno. "Konsep Penguatan Nilai Moral Anak Menurut Kohlberg." ZAHRA: Research and Tought Elementary School of Islam Journal 1, no. 2 (September 27, 2020): 58–67. http://dx.doi.org/10.37812/zahra.v1i2.124.

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Masalah moral menjadi sebuah masalah yang sekarang ini sangat banyak meminta perhatian, terutama bagi para pendidik, ulama, pemuka masyarakat dan para orang tua. Banyaknya info tentang criminal kepada anak-anak, seperti yang terjadi di beberapa daerah yang hampir setiap minggu diberitakan di berbagai media, baik media cetak maupun elektronik. dalam tulisan ini ingin lebih banyak konsep nilai moral dari Kohlberg beserta perkembanganya yang akan di integrasikan dengan moral dalam pandagan islam. Hasil menunjukkan bahwa Kohlberg memaparkan dengan Teori yang memandangan bahwa penalaran moral, yang merupakan dasar dari perilaku etis mempunyai enam tahapan perkembangan yang dapat teridentifikasi. Ia mengikuti perkembangan dari keputusan moral seiring penambahan usia yang semula diteliti Piaget, yang menyatakan bahwa logika dan moralitas berkembang melalui tahapan-tahapan konstruktif. Kohlberg memperluas pandangan dasar ini, dengan menentukan bahwa proses perkembangan moral pada prinsipnya berhubungan dengan keadilan dan perkembangannya berlanjut selama kehidupan, walaupun ada dialog yang mempertanyakan implikasi filosofis dari penelitiannya LATAR BELAKANG

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33

Forsthofer, Rudolf. "Sozialisationseffekte in Beruf und Studium." Zeitschrift für Sozialpsychologie 33, no. 4 (December 2002): 229–39. http://dx.doi.org/10.1024//0044-3514.33.4.229.

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Zusammenfassung: Im Mittelpunkt der vorliegenden Arbeit steht die Frage nach den Auswirkungen beruflicher bzw. studentischer Sozialisation auf die Entwicklung der moralischen Urteilsstruktur sensu Lawrence Kohlberg. Es wurden vorliegende Befunde aufgegriffen, denen zufolge ethische Prinzipien und Werthaltungen bei Studierenden der Wirtschaftswissenschaften geringer ausgeprägt sind als bei Studierenden in sozialwissenschaftlichen Studiengängen. In einer eigenen interkulturellen Vergleichsstudie wurde die Struktur des moralischen Urteils von Studierenden der Wirtschaftswissenschaften und Studierenden in sozialwissenschaftlichen Studiengängen in Deutschland und Italien mit Hilfe eines experimentellen Fragebogens, dem “Moralisches-Urteil-Test (MUT)” erhoben. Die Ergebnisse zeigen die erwarteten Unterschiede im Hinblick auf die Strukturstufe des moralischen Urteils: Sowohl bei den deutschen als auch bei den italienischen Befragten weisen Studierende der Wirtschaftswissenschaften signifikant häufiger als Studierende sozialwissenschaftlicher Fächer moralische Urteile auf, die der Stufe 1 im Modell von Lawrence Kohlberg entsprechen. Auf der anderen Seite sind Studierende in sozialwissenschaftlichen Fächern - ebenfalls in beiden Ländern - signifikant stärker als Studierende der Wirtschaftswissenschaften auf den höheren Kohlberg-Stufen (insbesondere Stufen 4 und 5) repräsentiert.

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34

Semerci, Çetin. "THE OPINIONS OF MEDICINE FACULTY STUDENTS REGARDING CHEATING IN RELATION TO KOHLBERG'S MORAL DEVELOPMENT CONCEPT." Social Behavior and Personality: an international journal 34, no. 1 (January 1, 2006): 41–50. http://dx.doi.org/10.2224/sbp.2006.34.1.41.

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In all education systems, cheating is a serious problem. It is regarded as a significant problem because of its frequency and interference in learning and evaluation processes. As cheating is not a fair behavior, it can be dealt with morally. Kohlberg (1969, 1979, 1984) tried to explain our moral behaviors by relating moral development to age and intellectual development. The relationship between Kohlberg's moral development concept and cheating could help find the reasons and solutions for cheating. The aim in this paper is to explain the opinions of the students attending the Faculty of Medicine at Fırat University in Turkey related to cheating in terms of Kohlberg's moral development. A survey method was used in the form of a questionnaire containing of 15 questions. It revealed that in Turkey, at Fı;rat University, Medicine Faculty students emphasize that cheating is unlawful or a sin and forgery; however, they themselves cheat during examinations.

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Rohman, Abd, Ummidlatus Salamah, and Husnul Yaqin. "STUDI KOMPARATIF PERKEMBANGAN MORAL ANAK USIA DINI DAN ANAK USIA REMAJA PERSPEKTIF TEORI LAWRENCE KOHLBERG (MI SHOLBIYAH DAN MA SALAFIYAH AS-SYAFI’IYYAH BOJONEGORO)." Jurnal Darma Agung 30, no. 2 (August 6, 2022): 243. http://dx.doi.org/10.46930/ojsuda.v30i2.1669.

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Studi ini bertujuan untuk membahas tentang perbandingan perkembangan moral antara anak usia dini dan anak remaja perspektif teori kohlberg. Jenis penelitian ini adalah penelitian lapangan (field research) yang informasinya diperoleh dari kegiatan lapangan kerja penelitian. Penelitian yang diterapkan merupakan penelitian lapangan (field research) yang memperoleh data serta informasi berdasarkan kegiatan lapangan kerja. Objek penelitian ini adalah MI Sholbiyah dan MA Salafiyah As-syafi’iyyah Bojoneoro untuk mendapatkan data yang konkret mengenai perkembangan moral. Hasil dari penelitian ini menunjukkan komparasi perkembangan moral antara anak usia dini dan anak remaja berdasarkan teori Kohlberg menunjukkan bahwa pada anak usia dini perkembangan moral masih pada tahap paling bawah yaitu prakonvensional, sedangkan pada anak remaja sudah masuk pada tahap pertengahan yaitu tahap konvensional. Teori Kohlberg) menyatakan ada 3 tingkat perkembangan moral dan pada setiap tingkatnya mempunyai 2 tahap, dipengaruhi oleh lingkungan karena anak-anak menemukan standart moral berasal dari keluarga dan lingkungan sekitar. Tahap perekmbangan moral pada anak kecil dipengaruhi oleh orangtua yang berposisi sebagai peran paling penting. Keberlangsungan perkembangan moral melalui beberapa proses yaitu Identifikasi, Pendidikan langsung, dan proses coba-coba (trialand error).

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Kazlauskas, Evaldas, and Mindaugas Briedis. "KOGNITYVIOJI PSICHOLOGIJA IR MORALĖS FILOSOFIJA: AR TVIRTOS KOGNITYVINĖS IR MORALINĖS RAIDOS PARALELĖS?" Problemos 75 (January 1, 2008): 150–61. http://dx.doi.org/10.15388/problemos.2008.0.1988.

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Straipsnyje analizuojami argumentai, pagrindžiantys paralelizmą tarp kognityvinės ir moralinės raidos. Keliamas klausimas, ar šios dvi universalios raidos formos yra fundamentaliai tarpusavyje susijusios, jei taip, tai kokiu būdu? Straipsnyje keliamiems uždaviniams spręsti visų pirma privalu pateikti universalius šio paralelizmo tipus. Tam geriausiai pasitarnauja Lawrenso Kohlbergo pateikta chrestomatine tapusi kognityvinės ir moralinės raidos komplementarumo hierarchija, savo ruožtu įkvėpta J. Piaget idėjų. Nors Kohlbergo sistema padeda struktūruoti psichologinius ir moralinius procesus, konstruoti praktinę veiklą numatančius argumentus, joje yra daug keblumų, kuriuos ir pasistengsime išryškinti bei aptarti. Visų pirma, straipsnyje kritiškai analizuojami pamatiniai Kohlbergo pateikti asmens raidos viziją apibūdinantys principai. Antra, kvestionuojamas bendrasis šios vizijos principas, tai yra paralelizmas tarp kognityvinės ir moralinės brandos. Pamatinių Kohlbergo sistemos aspektų pristatymas, revizija, kritika ir yra šio straipsnio probleminė ašis. Moralės filosofijos bei kognityviosios psichologijos gretinimas iš naujo pateikia pamatinius šių disciplinų teorinės žiūros objektus – žmogaus pažintinę veiklą ir moralinę brandą. Tai leidžia ne tik praplėsti kognityviosios psichologijos nagrinėjamų problemų lauką, bet ir parodyti, kaip naudojant kognityviosios psichologijos metodologiją, psichologija gali prisidėti prie moralės filosofijos problemų sprendimo. Straipsnio tematika reikalauja tarpdisciplininio požiūrio, todėl leidžia svarbiausiuose probleminiuose kognityvumo ir moralės problematikos laukuose sudurti filosofiją ir psichologiją, kartu numatant platesnes išvadas šių disciplinų savivokos klausimais. Pagrindiniai žodžiai: moralinė raida, kognityvinė raida, raidos stadijos, moralės filosofija, psichologija.Cognitive Psychology and Moral Philosophy: How Strong are Parallels between Cognitive and Moral Development?Evaldas Kazlauskas, Mindaugas Briedis Summary The analysis presented in the article is devoted to the implied parallelism between cognitive and moral development. We discuss whether these universal aspects of human development are fundamentally interrelated, and if the answer is yes, then how this is possible. In order to reach our tasks, we refer to the widely known theory of cognitive and moral development formulated by Lawrence Kohlberg who was directly influenced by the prominent Swiss scientist Jean Piaget. Kohlberg’s theory of moral development emphasizes cognitive processes as the key component in moral judgments. Development of cognitive abilities has a huge impact on moral development. Although Kohlberg’s stages of moral development enable to structure cognitive and in a broader sense the psychological processes and probably help to predict moral actions, there are a number of weak arguments in his theory which we discuss in thes article. Presentation of Kohlberg’s theory, as well as its revision, and critics are the key points of the article. A juxtaposition of moral philosophy and cognitive psychology reveals new trends in the analysis of relevant moral issues, while the main focus of these different fields is still contradictory – human cognitive processes and moral maturity. Utilization of cognitive psychology defining moral issues while using cognitive methods definitely broadens the scope of cognitive psychology, and contributes to moral philosophy. The interdisciplinary approach to psychology and philosophy which we choose in the article enables us to confront the complex issues of cognition and the moral problems using different approaches, and at the same time we conclude that this discussion contributes to a broader understanding of the role and boundaries of both psychology and philosophy. Keywords: moral development, cognitive development, stages of development, moral philosophy, psychology.

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Assis, Eliasaf Rodrigues de, Kleber Tuxen Carneiro, Maurício Bronzatto, and Ricardo Leite de Camargo. "Lawrence kohlberg e os anos de chumbo: demandas por justiça e a procura pela moralidade pós-convencional." ETD - Educação Temática Digital 20, no. 1 (January 15, 2018): 276. http://dx.doi.org/10.20396/etd.v20i1.8647967.

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Este ensaio dedica-se a compreender o caráter biográfico e o contexto social e histórico em que Lawrence Kohlberg (1927-1987) desenvolveu sua teoria cognitivo-desenvolvimentista sobre a moral, como ele mesmo a chamava. Discute, também, como as investigações que originaram a teoria moral kohlberguiana foram motivadas, em parte, por uma aguda procura pelo sentido de justiça. Essa busca por justiça era tanto pessoal quanto uma demanda por mudança social em escala global, contemporânea à sua vida e carreira acadêmica. Kohlberg aplicou suas descobertas à educação, concebendo a escola como um espaço privilegiado da busca por justiça e pela moralidade pós-convencional.

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Marques, Vinicius Pinheiro, and Sérgio Augusto Pereira Lorentino. "O MODELO DE PROCESSO COOPERATIVO E O DEVER DE FUNDAMENTAÇÃO DAS DECISÕES SOB A ÓTICA DA TEORIA DO DESENVOLVIMENTO MORAL DE LAWRENCE KOHLBERG." Revista de Processo, Jurisdição e Efetividade da Justiça 5, no. 1 (October 22, 2019): 102. http://dx.doi.org/10.26668/indexlawjournals/2019.v5i1.5550.

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O CPC/2015 adotou o modelo do processo cooperativo imprimindo diversos deveres processuais às partes e aos magistrados impingiu o dever de proferir decisões adequadamente justificadas. O problema central da pesquisa, bem como seu objetivo, reside em analisar o nível de argumentação exigido pelo CPC/2015 à luz da teoria do desenvolvimento moral de Lawrence Kohlberg. Para alcançar tal desiderato, o método utilizado foi o dedutivo, com pesquisa de dados bibliográficos e com abordagem qualitativa. Ao final, concluiu-se que o modelo de processo cooperativo e o dever de fundamentação enquadram-se no nível de pós-convencionalidade da teoria de Lawrence Kohlberg.

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Linde Navas, Antonio. "LA EDUCACIÓN MORAL SEGÚN LAWRENCE KOHLBERG: UNA UTOPÍA REALIZABLE." Praxis Filosófica, no. 28 (December 14, 2011): 7–22. http://dx.doi.org/10.25100/pfilosofica.v0i28.3272.

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Este trabajo se estructura en dos partes. En la primera, el objetivo es ofrecer una síntesis de la teoría del desarrollo moral de Kohlberg y de su aplicaciónal ámbito educativo. En la segunda se hace una revisión crítica de aspectos de la teoría moral con proyección educativa. Para acabar, se defiende la actualidad y utilidad de algunos planteamientos de Kohlberg, especialmente la experiencia de democracia participativa en la institución educativa (just communities). Ello se fundamentará a partir de la descripción de algunos cambios acontecidos en la sociedad y en el contexto más próximo en que tiene lugar la educación en las sociedades avanzadas.

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Yañez Canal, Jaime, María Angélica Fonseca Lamprea, and Adriana Milena Perdomo Salazar. "Lawrence Kohlberg, una obra en permanente construcción." Folios 1, no. 35 (February 2, 2012): 67–86. http://dx.doi.org/10.17227/01234870.35folios67.86.

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41

Lecomte, Jacques. "Lawrence Kohlberg. Le développement du jugement moral." Les Grands Dossiers des Sciences Humaines N° 54, no. 3 (March 1, 2019): 14. http://dx.doi.org/10.3917/gdsh.0054.0014.

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Kadooka, Aline, Rita Melissa Lepre, and Vitor de Morais A Evangelista. "CONSIDERAÇÕES SOBRE A EDUCAÇÃO MORAL DE KOHLBERG." COLLOQUIUM HUMANARUM 12, Especial (October 20, 2015): 1607–14. http://dx.doi.org/10.5747/ch.2015.v12.nesp.000788.

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43

Blum, Lawrence A. "Gilligan and Kohlberg: Implications for Moral Theory." Ethics 98, no. 3 (April 1988): 472–91. http://dx.doi.org/10.1086/292966.

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44

Boom, Jan. "Egocentrism in moral development: Gibbs, Piaget, Kohlberg." New Ideas in Psychology 29, no. 3 (December 2011): 355–63. http://dx.doi.org/10.1016/j.newideapsych.2010.03.007.

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45

Walsh, Catherine. "The life and legacy of Lawrence Kohlberg." Society 37, no. 2 (January 2000): 36–41. http://dx.doi.org/10.1007/bf02686189.

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LICKONA, THOMAS. "Kohlberg and Moral Education: Back to Virtue." Counseling and Values 32, no. 3 (April 1988): 187–92. http://dx.doi.org/10.1002/j.2161-007x.1988.tb00718.x.

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47

Westman, Alida S., and Lisa M. Lewandowski. "How Empathy, Egocentrism, Kohlberg's Moral Development, and Erikson's Psychosocial Development are Related to Attitudes toward War." Psychological Reports 69, no. 3_suppl (December 1991): 1123–27. http://dx.doi.org/10.2466/pr0.1991.69.3f.1123.

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In this exploratory study 91 students took a questionnaire which measured their feelings of oneness with all humanity, their egocentrism, level of moral development according to Kohlberg, psychosocial development according to Erikson, and their attitude toward war, diplomacy, the Gulf war, civilians and soldiers in the Gulf area, etc. The hypothesis that empathy with humankind leads to concern about those involved and opposition to war was supported. These individuals were more likely to endorse values expressed in Kohlberg's Level 6. Students endorsing Level 4, law-and-order morality, especially if they had no friends overseas and used no news source other than the usual U.S. mass media, were more likely to be pro-war, believe President Bush and the military briefings, and oppose reliance on diplomacy. If people had experienced war, they were more frequently against it. However, hardship experienced, lack of egocentrism, believing in a greater good for a greater number of people (Kohlberg's Level 5), and Erikson's psychosocial development were not associated with students' orientation toward war. Further research is suggested.

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Koller, Sílvia Helena, and Nara M. G. Bernardes. "Desenvolvimento moral pró-social: Semelhanças e diferenças entre os modelos teóricos de Eisenberg e Kohlberg." Estudos de Psicologia (Natal) 2, no. 2 (December 1997): 223–62. http://dx.doi.org/10.1590/s1413-294x1997000200002.

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O presente artigo consiste em uma revisão crítica da literatura na área do desenvolvimento moral pró-social. O modelo teórico do desenvolvimento pró-social de Eisenberg é apresentado e discutido em comparação com o modelo teórico de julgamento moral de Kohlberg. Esses modelos apresentam enfoques complementares no estudo da moralidade. Enquanto Kohlberg estudava o julgamento moral a partir de transgressão, Eisenberg investiga a moralidade em funções de ações pró-sociais como comportamentos de ajuda. Os fatores psicológicos que podem ser concebidos como determinantes da pró-sociabilidade são também apresentados e discutidos. Finalmente, a pesquisa recente crítica ou corroboradora de ambos os modelos é sumarizada.

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Nurrochsyam, Mikka Wildha. "ETIKA SAMIN." Jantra. 14, no. 1 (December 4, 2019): 37–46. http://dx.doi.org/10.52829/jantra.v14i1.81.

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Orang Samin adalah masyarakat petani yang mengamalkan ajaran Samin Surosentiko (1857-1914). Penelitian ini mempunyai dua tujuan: pertama, merumuskan prinsip-prinsip etika masyarakat Samin sebagai masyarakat agraris. Kedua, mengetahui tingkat kesadaran moral etika kebijaksanaan masyarakat Samin itu dalam teori perkembangan kesadaran moral Lawrence Kohlberg. Penelitian ini menggunakan pendekatan kualitatif, sedangkan data-data diperoleh dari wawancara mendalam dengan informan tokoh-tokoh Samin di Blora, Pati, dan Bojonegoro. Analisis datanya menggunakan metode konstruksi teoritis. Hasil penelitian menunjukkan bahwa terdapat tiga prinsip etika Samin, yaitu kejujuran, kerukunan dan persaudaraan. Berdasarkan tiga prinsip ini, etika Samin dapat dikategorikan pada tingkat konvensional dalam struktur kesadaran moral Lawrence Kohlberg. Pertimbangan moral orang Samin cenderung berdasarkan harapan kelompoknya.

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Frisancho, Susana. "Justicia, cuidado y el planteamiento de una moral comunitaria." Revista de Psicología 16, no. 2 (August 30, 1998): 219–40. http://dx.doi.org/10.18800/psico.199802.003.

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La teoría de Kohlberg es la más clara aproximación, desde la psicología, al concepto de una moral comunitaria, principalmente con su propuesta educativa de las Comunidades Justas. El presente artículo, sin embargo, pone en cuestión la coherencia de esta propuesta dentro del marco deontológico liberal de la teoría Kohlbergiana. En este sentido, este artículo revisa el concepto de comunidad que mantienen la teoría de Kohlberg y las teorías críticas a ésta -principalmente la teoría del cuidado- las que partiendo de premisas filosóficas distintas y entendiendo el concepto de comunidad de modo diferente, sugieren la necesidad de una ética comunitaria para el desarrollo de una verdadera identidad moral.

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