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Kavathatzopoulos, Iordanis. "Instruction and the development of moral judgment /." Stockholm : Almqvist och Wiksell, 1988. http://catalogue.bnf.fr/ark:/12148/cb35515344s.
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Moran, Thomas. "Moral development and moral action : a study of youthful offenders." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/29027.
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This study was designed to explore possible relations between moral maturity and moral action by evaluating groups of delinquent and non-delinquent youth, and examining their relative position on multiple measures of moral maturity and criminality. Subjects were 60 male adjudicated juvenile offenders between the ages of 14 and 17, and 20 non-delinquent controls. All youth participated in a series of structured interviews used as a way of assessing their abilities on Kohlberg's moral reasoning, Turiel's social convention understanding, and Selman's social perspective taking measures, and were administered Hogan's socialization, empathy, and autonomy scales. The delinquent youth were assigned immorality ratings and further classified according to legal categories. Ratings for Hare's Psychopathy Checklist were obtained from primary therapists for the delinquents and from school counsellors for the non-delinquent comparison group.
The results revealed that as a group, delinquent subjects showed substantial developmental delays in their performances on measures of moral reasoning, social convention understanding, interpersonal awareness and indices of socialization and autonomy. Hogan's empathy measure also showed a trend in the same direction. The majority of the delinquent youth were found to score at a preconventional-concrete reasoning level and showed a general lack of social-moral character. Tests of communality among the six moral maturity measures produced distinct and internally consistent cognitive reasoning (i.e., moral reasoning, interpersonal awareness, and social convention understanding) and moral character (i.e., socialization, empathy, and autonomy) clusters which lend support to the claims of Brown, Harre, and Hogan regarding the multidimensionality of moral development. There was an expected inverse relationship between immorality and moral maturity for the low and moderate seriousness groups, and an inconsistent pattern for the high group. This later finding was interpreted as an artifact of the fact that those delinquents whose criminal acts were judged most immoral were particularly guilty of various sexual offenses.
The psychometric properties of the Psychopathy Checklist confirm its usefulness with adolescent populations. Three internally consistent factor scales emerged (i.e., motivational deficit, lack of ego strength, and behavioral deviation). While psychopathy was found to significantly correlate with immorality ratings, an unexpected positive relationship was also found between psychopathy and moral reasoning for the sex offender group.
Taken together, all of these results were interpreted in terms of Heider's theory of the psychology of action, which views behavior, in this case moral behavior, as a combination of "can" (i.e., moral reasoning competency) and "try" (i.e., moral character).Arts, Faculty of
Psychology, Department of
Graduate
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Abram, Anna. "Moral development : an interdisciplinary study." Thesis, Heythrop College (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248350.
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Ratner, Julie. "Academic dishonesty and moral development : theory revisited /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11977802.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.Typescript; issued also on microfilm. Sponsor: Dawn Person. Dissertation Committee: Lee Knefelkamp. Includes bibliographical references (leaves 226-240).
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Kingsford, Jessica Mary. "The emergence of moral identity in middle childhood and the concomitant development of moral shame." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19934.
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In recent decades moral identity has been examined as a possible explanatory construct for the question of what motivates moral behaviour. Moral identity is defined as the extent to which a person considers moral concerns to be central and important to their subjective sense of who they are. The developmental nature of this construct, however, remains poorly understood. In the present thesis, a critical review of the current developmental model is undertaken, and an alternative model is proposed, in which moral identity first emerges during middle childhood, not in early childhood and well before adolescence. Three studies are presented which examine the proposition that moral identity first emerges during middle childhood, and furthermore, that the capacity to experience, recognise and attribute moral shame also develops during this period as a consequence of an emerging moral identity. In Study One, middle childhood aged participants were found to be more likely to attribute shame to protagonists under moral identity failure story conditions than their younger counterparts. In Study Two, under conditions of unobserved moral identity failure, older participants tended to attribute guilt or shame while younger participants tended to attribute fear or happiness to protagonists. In Study Three, middle childhood aged participants were more likely to attribute shame under conditions entailing either moral or physical identity failure while younger participants were more likely to attribute other emotions. Taken together, results from the three studies lend support to the two major hypotheses of the present thesis, namely that moral identity first begins to emerge during middle childhood (i.e. around 8yrs) and that a liability to shame - and therefore the capacity to experience, recognise and attribute shame - also develops during this period as a consequence of an emerging moral identity. Implications of this research and directions for future research are discussed.
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Owen, Roderic Lewis. "Liberal education and moral development: an integrated model of moral education." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618618.
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Two central questions are raised: at a college level, what should be our educational goals and methods in the realm of moral development? and, what curricular or instructional model is most logically consistent and ethically acceptable with the mission and philosophy of liberal education? The major purpose of this study is to answer these questions and develop one reasonable, clearly defined model of college-level moral education.;As a normative inquiry into the goals of moral education, this philosophical study rests on the assumption that statements of moral value can be rationally understood and taught and is guided by an awareness of the major findings in social scientific research on moral development and education and practical use of the conceptual analysis of educational terminology.;In order to answer the central questions, it is argued that the ideal of liberal education (its inherent logical and ethical criteria as well as a developed set of explicit curricular goals) can help determine legitimate curricular goals and methods that are focused on moral development. An extended definition of liberal education is developed through reference to widely accepted historical statements and examination of contemporary principles and goals.;Five contemporary models of undergraduate moral education are next identified and described in detail: values clarification, wholistic, humanities, normative ethics, and cognitive-developmental. The specific criteria for liberal education are then critically applied, evaluating the respective strengths and weaknesses of each model. It is argued that the normative ethics and cognitive-developmental models are most closely connected with the historical aims and contemporary goals of liberal education.;The study concludes with a detailed analysis of the two selected models. Reasons for their integration are developed, pedagogical methods and resources which emerge from their combination are outlined, and a summary of this approach to selecting and developing an acceptable model of college-level moral education is offered. In closing, it is stated that college students can legitimately be taught to reflect on morality, to be committed to the rational analysis and selection of moral values and lifestyles, and to act in accordance with their convictions.
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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.
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Hajdin, Mane. "Agents, patients, and moral discourse." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75751.
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Assuming that moral discourse is prescriptive, what distinguishes it from other types of prescriptive discourse? To say, as Hare does, that it is its overridingness, is subject both to criticisms that assume that overridingness could, in principle, be used to distinguish one type of prescriptive discourse from another, and then show that it is doubtful that moral discourse is overriding, and to the criticisms that claim that it is in principle impossible to use overridingness to distinguish one type of prescriptive discourse from another, because all of them are bound to be on a par in respect of overridingness.It is also impossible to distinguish moral discourse from other types of prescriptive discourse by saying that in it we use arguments based on imaginatively putting oneself in the shoes of others, because such arguments are used in prudential discourse as well. However, we can account for the distinction, if we realize that such arguments can be performed only on certain designated argument-places, and that in moral claims argument-places of two different types are designated for the purpose: those for moral agents and those for moral patients; while in prudential claims argument-places of only one type are designated: those for prudential agents.
If this account is accepted, this raises a number of further questions. Examination of these questions leads to a form of relativism about membership in the sets of moral agents and moral patients. This form of relativism, however, leaves considerable room for rational discussion of membership in these sets and is compatible with the rejection of relativism about the content of moral rules.
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Lee, Kwok-chuen. "Juveniles and their moral reasoning." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424710.
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Cañizales, Vargas Rafael Antonio. "The moral profession a study of moral development and professional ethics of faculty /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036161.
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McQueen, Gregory P. (Gregory Paul). "Moral Judgment Development in Higher Education Administration." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278754/.
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Patterns of moral judgment exhibited by institutional candidates and fellows in the American Council on Education Fellows Program in Leadership for Higher Education 1988/1989 and 1989/1990 were explored in this study. The fellowship program selection process produced a group of institutional candidates with the high level of moral judgment development necessary for successful leadership in higher education administration. The goals of the program may be best served by minor improvements which will enhance a sound process. The results indicate that moral judgment development was not a significant factor in the selection of fellows. Salary and years of administrative experience, however, were related to selection. Candidates with higher salaries were more likely to be selected as fellows and tended to have lower levels of moral judgment development. The study revealed that there are variables affecting the selection and further investigation is necessary to determine which variables affect the selection and if they contribute to the goals of the fellowship program. Participation in the fellowship program did not significantly affect the fellows' level of moral judgment development as a group. The fellowship program did, however, have a positive impact on the upper third subgroup of fellows and a negative impact on the lower third subgroup. The performance of the upper third indicated that they have the potential to make a significant contribution to higher education administration. The middle third subgroup's performance indicated it is in a position to benefit significantly from program adjustments which enhance the fellows' awareness and broaden their perspective of the social milieu, within which higher education functions. Performance of the lower third indicated that the fellowship program might be adapted to meet the needs of this subgroup. Further study of other variables separating these three subgroups is needed. A longitudinal study could be completed to determine if candidates in the three subgroups went on to make the contributions in higher education administration this study implied they were equipped to make.
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Cronin, Kerry. "Assessing Moral Development in the Liberal Arts." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104138.
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Thesis advisor: Karen ArnoldLiberal education has long claimed moral education to be a chief aim of its educational format. Liberal education supporters regularly assert its unique ability to foster moral and ethical development in students, but data regarding higher education's efficacy in promoting moral development are limited. Additionally, the educational goal of moral development suffers important philosophical and epistemological critiques which bring into question its adequacy as a worthwhile aim of contemporary higher education. In order to discern whether higher education resources should be used to pursue this educational objective, liberal arts practitioners and supporters must identify clearly what moral education is, whether it is a facet of college student development worthy of our attention, and how to adequately measure it. This study offers a careful analysis of data related to student moral reasoning development gathered in an evaluation process of a liberal education course at a mid-sized research institution. The central research questions focus on aspects of student moral development and students' perceptions of the moral dimensions of coursework and highlight how these interact with students' abilities to receive and process course materials and activities. The research design employs a concurrent triangulation approach to quantitative and qualitative course assessment materials. James Rest's Defining Issues Test (DIT), a well-researched, neo-Kolhbergian measure of moral reasoning, and student writing were analyzed in pre- and post-course evaluations to investigate students' moral reasoning development as they entered, changed and left a year-long liberal arts course. Results reveal important features of student moral growth, illuminating how students at different levels of moral reasoning development and with varying degrees of change with respect to moral reasoning engaged with liberal education course materials and activities in quite distinct ways. This is an important step in uncovering the unique aspects of liberal education that may foster and sustain moral growth
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Kovarda, V., A. Kireeva, and A. Aldoshkina. "On the moral foundations of sustainable development." Thesis, Sumy State University, 2013. http://essuir.sumdu.edu.ua/handle/123456789/49123.
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Main principles of sustainable development must become everyone’s moral code. In view of sustainable development concept and in order to implement it, it is necessary to prepare population in order to avoid countering the required changes. The main principles of sustainable development concept are social attitude, resource base protection and environment protection to secure the future for every country and the entire planet. It requires prepared society with strict moral standards.
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OLMSTEAD, GWENDOLYN TOROK. "MORAL DEVELOPMENT THEORY AND ITS PRACTICAL APPLICATION: MORAL EDUCATION IN THE AMERICAN PUBLIC SCHOOL SYSTEM." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990811063.
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Yang, Mong-Shan. "Understanding the effectiveness of moral mediation through theories of moral reasoning." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155653070.
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Ho, Chi-hang, and 何志恆. "The development of moral reasoning of Hong Kong students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957158.
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Keller, David Warren. "The impact of transformational ethics instruction methodologies on student moral judgment in a leadership development course at a large public university in Texas." Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1409.
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Ho, Chi-hang. "The development of moral reasoning of Hong Kong students." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833182.
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Vakirtzis, Andreas. "Character friendship and moral development in Aristotle's Ethics." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/16464.
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In my thesis, I examine the role of character friendship for the agent’s moral development in Aristotle’s ethics. I contend that we should divide character friendship in two categories: a) character friendship between completely virtuous agents, and, b) character friendship between unequally developed, or, equally developed, yet not completely virtuous agents. Regarding the first category, I argue that this highest form of friendship provides the opportunity for the agent to advance his understanding of certain virtues through the help of his virtuous friend. This process can be expressed in two ways. In the first way, I take character friendship in (a) as a relationship that is based on mutual relinquishing of opportunities for action or giving up external goods based on each agent’s needs. This process helps the agents develop their character in certain virtues which have remained slightly underdeveloped than others due to nature (NE 1144b4-7), or development (Politics 1329a9ff). This means, for instance, that if agent A is wealthy and his friend B is a middle class worker and they win the lottery together, A will relinquish his share of money to his friend so that he will be able to practice the virtue of magnificence; a virtue that his previous financial condition prevented him from developing appropriately. The second process is rather different and new in scholarly debate concerning Aristotle’s theory of moral development. I suggest that the completely virtuous agent is able to further develop his character through a process I will describe as interpretative mimesis. In this process, the agent receives the form of his friend’s action and is able to apply this pattern of behaviour in a situation that he thinks is appropriate. I have to highlight though the fact the fact that he does not just ape his friend’s action. Instead, he interprets the action based on his skills and abilities and the demands of the situations he faces. Thus, this pattern works as an extra epistemological tool in the agent’s hand in new and challenging moral situations. Now, case (b) comes on the opposite side of the majority of scholars’ view on character friendship. They think that Aristotle reserves character friendship only for completely virtuous agents. I argue that this is not the correct approach, and that less than completely virtuous agents can take part in character friendships as well. This view has the advantage of making character friendship in (b) a tool in Aristotle’s hands for his agents of lower moral level to develop their understanding of virtue and its applications. I propose that the route of moral development in case (b) resembles the one in the second process of case (a). Namely, the agent receives the form of his friend’s action and uses it as a pattern in some new situation he has to face. I will not name the process though as “interpretative” or any kind of mimesis. The reason for this is that Aristotle gives us textual evidence (NE 1172a9-14) for an imitative method of moral development only for the second process of case (a). I will take case (b) then as a pattern guide application of my friend’s action which we could call pre-interpretative mimesis period of the agent’s moral development. If my arguments are correct then character friendship is much more valuable than scholars thought. Our friends turn out to be examples of good action who guide us through the sweaty and painful path that is called virtue. And this path never stops; even if we have become “moral heroes”; or, put it differently, “masters” of practical wisdom.
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Becker, Lana L. "Moral Development of Accounting Students: Opportunities and Challenges." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3012.
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Business schools are under scrutiny today as accreditation agencies, professional organizations, and employers hold them accountable for the ethical training of future professionals. This literature review explores how the understanding of Kohlberg’s moral development theory can help accounting educators in their commitment to develop the ethical competencies of students. Lawrence Kohlberg’s stages of moral cognition are explained as well as James Rest’s contributions to the field of moral psychology. This paper synthesizes research findings specifically related to the moral development of accounting students and proposes possible explanations for these results. While the potential to morally develop students of higher education has been established through prior research, today’s accounting educators are challenged to implement research and pedagogical strategies that will enable them to actualize this potential.
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Montford, Simon Dicon. "Moral dilemma discussions : the role of moral judgement in their human leadership and the viability of their computer facilitation." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366170.
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Yeap, Chin Heng. "An analysis of the effects of moral education interventions on the development of moral cognition /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2000. http://www.lib.umn.edu/articles/proquest.phtml.
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Friesen, Shirley (Shirley Anne Ruth) Carleton University Dissertation Psychology. "Moral development in young offenders; the effect of cognitive distortions on consistency of moral judgements." Ottawa, 1996.
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Tennant, Stuart Barden. "Personal and moral development : a developmental curriculum intervention for liberal arts freshman /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788253457.
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Hasler, Joseph Francis 1958. "THE RELATIONSHIP BETWEEN CHARACTER TYPE AND COGNITIVE-MORAL DEVELOPMENT." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276496.
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This study investigated the relationship between the character typology proposed by C. G. Jung, and the stages of cognitive-moral development described by Lawrence Kohlberg. It was hypothesized that certain character types, particularly those preferring introversion and intuition, would display the higher levels of moral development. A total of 120 male and female introductory psychology students at the University of Arizona were administered the Myers-Briggs Type Indicator (MBTI) to assess character type, the Sociomoral Reflection Objective Measure (SROM) to identify stage of moral development, and the Shipley-Hartford Institute of Living Scale as a brief estimate of IQ. The only significant differences in moral development as a function of character type were between the judging and perceiving types, with perceiving types displaying the higher mean SROM score (p .02). This finding suggests that open-mindedness is more conducive to moral development than the tendency to jump to immediate conclusions.
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Miranda, Silvio Vieira de. "O papel da generosidade no desenvolvimento da moral numa escola Waldorf." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/153378.
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O desenvolvimento do juízo moral na criança é o foco da nossa pesquisa. Para Piaget a essência de toda moralidade deve ser procurada no respeito que o indivíduo adquire pelas regras. O objetivo do nosso trabalho é procurar identificar e analisar o papel da generosidade como componente do desenvolvimento moral nos anos iniciais do ensino fundamental em uma escola Waldorf. Como objetivos específicos observamos e coletamos dados onde expressões de generosidade entre os alunos e entre esses e os professores ocorreram. A pesquisa foi realizada numa escola Waldorf, razão pela qual apresentamos os principais aspectos da Pedagogia Waldorf e em particular da escola onde a mesma ocorreu. Como embasamento teórico principal adotamos a teoria do desenvolvimento do juízo moral de Jean Piaget (1932). A pesquisa que apresentamos é de abordagem qualitativa, não se preocupando com representatividades numéricas, mas com o aprofundamento da compreensão de um determinado fenômeno, a saber: a expressão da generosidade em uma escola Waldorf. Foram participantes da pesquisa alunos dos três primeiros anos do ensino fundamental, entre 06 a 08 anos, de ambos os sexos. Também participaram os pais dos referidos alunos (pai ou mãe), num total de 30 pais de um total de 90 alunos, configurando 30% da totalidade. Participaram, ainda, 03 professores de classe1 , 01 de Língua Inglesa, 01 de música e 01 de trabalhos manuais. Os resultados demonstram que para os pais o desenvolvimento moral dos filhos é de extrema importância, que a generosidade está presente nas relações sociais das crianças no cotidiano escolar, nos ambientes livres ou nas atividades promovidas pelos professores, e que os professores conhecem o significado da generosidade e que as estimulam por intermédio das suas atividades. Como produto final da dissertação, elaboramos um livro, no qual apresentaremos atividades didáticas que demonstram o exercício da generosidade na práxis docente de uma escola Waldorf.
The development of moral judgment in the child is the focus of our research. For Piaget the essence of all morality must be sought in the respect that the individual acquires by the rules. The purpose of our work is to identify and analyze the role of generosity as a component of moral development in the early years of elementary school in a Waldorf school. As specific objectives we observed and collected data where expressions of generosity between students and between students and teachers occurred. The research was conducted at a Waldorf school, which is why we present the main aspects of Waldorf Education and in particular the school where it occurred. As the main theoretical basis we adopt the moral development theory of Jean Piaget (1932). The research we present is qualitative approach, not worrying about numerical representativities, but with the deepening of the understanding of a certain phenomenon, namely: the expression of generosity in a Waldorf school. Students of the first three years of elementary school, between 06 and 08 years old, of both sexes were participants of the research. The parents of these students (father or mother) also participated in a total of 30 parents out of a total of 90 students, making up 30% of the total. There were also 03 class teachers2 , 01 of English Language, 01 of music and 01 of manual works. The results show that for parents the moral development of children is of the utmost importance, that generosity is present in children's social relations in daily school life, in free environments or in the activities promoted by teachers, and that teachers know the meaning of generosity and that stimulate them through their activities. As the final product of the dissertation, we elaborated a book, in which we will present didactic activities that demonstrate the exercise of generosity in the teaching praxis of a Waldorf school. Keywords: Moral Development; Generosity; Waldorf School.
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Abreu, Eloá Losano de. "A relação entre o pensamento moral da justiça e o pensamento moral do perdão." Universidade Federal da Paraíba, 2013. http://tede.biblioteca.ufpb.br:8080/handle/tede/6917.
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The moral development of forgiveness has been studied since the 1980s by Robert Enright. This author considers forgiveness a moral virtue that develops within the justice, and that depends on it to occur. Although the literature review indicates that justice and forgiveness are positively associated, and that forgiveness allows the emergence of a more compassionate justice, there are no empirical studies that address the relationship between reasonings of justice and forgiveness, especially in the approach of Psychology of Moral Development. Accordingly, the objective of this study was to examine empirically the relationship between the moral reasoning of justice and the moral reasoning of forgiveness. As main theoretical orientation was used the stage model of forgiveness reasoning developed by Enright, Santos and Al-Mabuk (1989), which shows six stages of forgiveness reasoning related to the stages of moral reasoning of justice given in Kohlberg's theory (1984). The study included 155 students, divided into three age groups: pre-adolescents (10 to 14 years), adolescents (15 to 19 years) and young adults (20 to 24 years). As a measure, a questionnaire composed of two moral dilemmas was used, the first to identify the stages of dominant reasoning of justice and the second aimed to identify the dominant stages of forgiveness reasoning. The results showed that the use of stage 4 of justice was the prevailing thought in the three age groups. With regard to forgiveness, pre-adolescents had higher frequency in stage 3, while adolescents and young adults showed mostly stage 4 of thought. It was proven by means of a Wilcoxon test, a relationship of necessity between the reasoning of justice and forgiveness where justice precedes forgiveness in development. In this sense, the stages of forgiveness were always less than or equal to the stages of justice in the participant s thinking. Thus, the results of this study provide important contributions to the field of study on forgiveness and justice in Psychology. The proof that these two thoughts are associated has implications for future research, especially for studies in moral education with a view to development. However, an unbalanced relationship was indentified, where the stages of justice were higher than the stages of forgiveness. It is necessary to investigate the causes of this imbalance and develop strategies to reverse this process.
O desenvolvimento do pensamento moral do perdão tem sido estudado desde a década de 1980 por Robert Enright. Este autor considera o perdão uma virtude moral que se desenvolve dentro da justiça, e que depende dela para ocorrer. Apesar de a revisão da literatura indicar que justiça e perdão são positivamente associados, e que o perdão permite o surgimento de uma justiça com mais compaixão, não existem estudos empíricos que abordem a relação entre os pensamentos de justiça e de perdão, especialmente dentro da abordagem da Psicologia do Desenvolvimento Moral. Nesse sentido, o objetivo do presente estudo foi analisar empiricamente a relação entre o pensamento moral da justiça e o pensamento moral do perdão. Como orientação teórica principal, foi utilizado o modelo de estágios de pensamento de perdão desenvolvido por Enright, Santos e Al-Mabuk (1989), que apresenta seis estágios de raciocínio do perdão, relacionados aos estágios de pensamento de justiça indicados na teoria de Kohlberg (1984). Participaram do estudo 155 estudantes, divididos em três grupos de idade: pré-adolescentes (10 a 14 anos), adolescentes (15 a 19 anos) e jovens adultos (20 a 24 anos). Como instrumento, foi utilizado um questionário composto por dois dilemas morais, o primeiro voltado para identificar os estágios dominantes de pensamento de justiça e o segundo voltado para identificar os estágios dominantes de perdão. Os resultados mostraram que o uso do estágio 4 de justiça foi predominante no pensamento dos três grupos de idade. No que se refere ao perdão, os pré-adolescentes apresentaram maior frequência no estágio 3, enquanto os adolescentes e jovens adultos apresentaram majoritariamente o estágio 4 de pensamento. Foi comprovada, por meio de um teste de Wilcoxon, uma relação de necessidade entre os pensamentos de justiça e de perdão, onde a justiça antecede o perdão no desenvolvimento. Nesse sentido, os estágios de perdão foram sempre iguais ou inferiores aos estágios de justiça no pensamento dos participantes. Assim, os resultados do presente estudo trazem contribuições importantes para a área de estudo sobre o perdão e a justiça na Psicologia. A comprovação de que esses dois pensamentos são associados traz implicações para pesquisas futuras, especialmente para os estudos em educação moral com vistas ao desenvolvimento. No entanto, identificou-se uma relação desequilibrada, onde os estágios de justiça são mais elevados do que os estágios de perdão. Faz-se necessário investigar as causas desse desequilíbrio e desenvolver estratégias para reverter esse processo.
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Kuyel, Nilay Ozkan. "A comparison of moral reasoning and moral orientation of American and Turkish university students." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3237/.
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This study compares American and Turkish male and female university students in terms of moral orientation (justice and care) and Kohlberg's stages of moral reasoning to examine the influence of culture and gender on moral development. A total of 324 undergraduate students between the ages of 18 and 46 are administered the Defining Issues Test (DIT) and the Measure of Moral Orientation (MMO). Statistical analyses indicate Turkish participants reflect more postconventional reasoning, while American participants reflect more conventional reasoning, particularly Stage 4 reasoning. Analyses also reveal Turkish participants reflect significantly more care orientation and more justice orientation compared to American participants. These findings are discussed in terms of cultural and gender influences in moral decision-making.
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Tennant, Stuart Barden. "Personal and Moral Development: A Development Curriculum Intervention for Liberal Arts Freshmen." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392807606.
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Skeens, Jared L. "Biblical values." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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Garrigan, Beverley. "A social information processing approach to moral decision-making and moral development : bridging the gap between developmental psychology and social neuroscience." Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/66552/.
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In order to bring together developmental psychology and social neuroscience approaches to moral decision-making, several theoretical approaches were integrated, creating the Social Information Processing-Moral Decision-making framework (SIP-MDM). Initially, a systematic review and meta-analysis of neuroimaging studies of moral decision-making was conducted. The meta-analysis identified brain regions that consistently show increased activation when making moral decisions. Analysis also revealed that making one’s own moral response decisions is associated with increased activation in additional brain areas compared to when making moral evaluations. Secondly, an empirical study using a typically developing sample of eighty 11-18 year olds explored hypotheses generated from the SIP-MDM framework. Moral reasoning, working memory and some social information processing (SIP) skills were found to positively correlate with age, and moral reasoning predicted some steps of the SIP MDM framework. There was a significant relationship between moral reasoning and working memory but not between moral reasoning and perspective taking, empathy, or emotion recognition, calling largely untested theoretical assumptions into question. There were also no significant relationships between moral reasoning and self or parent reported behavioural difficulties. A final study used two different instruments to measure and compare the moral reasoning of twenty 11-21 year olds with acquired brain injuries (ABIs) to twenty neurologically healthy (NH) adolescents, matched on age and gender. The Sociomoral Reasoning Measure-Short Form (SRM-SF) and the So-Mature measures had satisfactory psychometric properties for the ABI and NH group. The ABI group showed developmentally immature moral reasoning compared to the NH group for reasoning about moral response decisions, based on scores for the So- Mature, but there were no significant group differences for reasoning about moral values, based on scores for the SRM-SF. So-Mature scores negatively correlated with self-report behavioural difficulties for the ABI group but there were no significant relationships between moral reasoning and behaviour for the NH group.
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Lee, Feng-Jihu. "Emotivism, prescriptivism, Confucianism and moral education : some implications for the development of moral education in Taiwan." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385040.
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Graham, Danielle N. "Athletic Identity and Moral Development: An Examination of NCAA Division I Athletes and Their Moral Foundations." Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright149564552364006.
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Buell, E. Kevin. "The Relationship of Ethics Education to the Moral Development of Accounting Students." NSUWorks, 2009. http://nsuworks.nova.edu/hsbe_etd/15.
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Ethical behavior and moral judgment are fundamental issues facing the accounting profession today. Changes in the ethical culture of accounting have brought about a crisis of ethical misconduct in the profession. External forces for better ethics in accounting, represented by Sarbanes-Oxley (SOX) legislation, and internal forces, represented by increased educational coverage encouraged by state societies and the AACSB, are attempts to influence the current crisis.
Research in the field of ethics and moral judgment in the accounting profession continues as researchers continue to examine factors influencing the ethical reasoning abilities of accountants and accounting students. The results of these studies may assist accounting schools and the accounting profession in controlling and improving the ethical orientation of the accounting profession.
This study examines the possible relationship of ethics education and moral reasoning of undergraduate and graduate accounting students. Limited previous research on these two variables has provided mixed results. This study examined undergraduate and graduate accounting students at six colleges and universities in the upper mid-west and southern region of the United States. The variable of ethics was measured with Rest's DIT-2 instrument and ethical education by completed ethics courses.
The results of this study demonstrate a significant relationship between ethics education and the moral reasoning of accounting students. However, the results were not in the expected direction, with the accounting students completing ethics education having a significant lower level than the accounting students without ethics education. In addition, this research found that accounting students who are 22 years of age or younger possess higher levels of ethical reasoning than accounting students who are older than 22 years of age. However, the findings show that there are no significant differences in the ethical maturity levels of accounting students when grouped by gender and education level.
These findings support the need for further research into determining factors influencing moral judgment in undergraduate and graduate accounting students.
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Moore, Dee N. "The impact of professional development on the implementation of character education principles into Missouri CHARACTERplus project schools /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060126.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2002.Typescript. Vita. CHARACTERplus has trade mark symbol following title. Includes bibliographical references (leaves 107-115). Also available on the Internet.
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Samuelson, Peter Leland. "Moral Imagination in Theory and Practice." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/epse_diss/45.
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A review of the literature in several domains reveals that moral imagination plays a role in how we deliberate about moral issues and what motivates us to act in a moral way. This study begins by outlining an operational definition of moral imagination based largely on Dewey’s model of dramatic rehearsal (Dewey, 1922), along with an explication of the role of image schemas, metaphor, empathy, and narrative in moral imagination (Johnson, 1993) and an examination of how moral imagination develops through the lifespan. A review of the research of the components of moral imagination is included, especially in the literature of moral development, problem solving, and creativity, as well as a proposal of an avenue of research to advance the understanding of this vital and complex human capacity. The study continues with an investigation of a curriculum designed to foster the cognitive processing of empathic emotions stimulated by viewing film clips from Hollywood-produced films. The curriculum stimulates moral imagination by offering situations in which participants can place themselves and then discuss possible moral outcomes. The curriculum is thought to aid in the development of moral expertise by exposing participants to a perspective-taking script from childhood (Hoffman, 2000) and making that script chronically accessible to the participant (Lapsley & Narvaez, in press). Three hundred sixty-six students (grades third through eighth) enrolled in after-school programs in two rural Georgia counties were randomly assigned to either an intervention or control group. The content of the intervention was delivered in a 3-week period in one county and in a 9-week period in the other. Results indicate that the longer intervention produced more gains in moral theme recognition (MTI; Narvaez, Gleason, Mitchell, & Bentley, 1999) compared to the shorter intervention. Participants in the shorter intervention demonstrated an attraction to moral theme statements reflecting higher stages of moral reasoning after the intervention than before compared to a control group from the same county. While further study is warranted, it appears the curriculum initiated a transition to higher stage reasoning in some of the participants.
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Clark, Timothy M. "Moral development at the United States Naval Academy : the midshipman's perspective /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Sept%5FClark.pdf.
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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, Sept. 2004.Thesis advisor(s): Albert C. Pierce, Dana P. French, Jr. Includes bibliographical references (p. 79-82). Also available online.
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Hawker, Amy. "Moral self concept and children's wellbeing at school." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/9761.
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Children's social cognitive understanding has been found to play a major role in shaping their social engagement and behaviour. It has been assumed that this understanding of the mind and emotion of others shapes the ways in which children go on to understand their own moral identity: their proclivities, sensitivities and responses to moral acts, but there appears to be a gap between the ways in which children talk about other people and the ways in which they talk about themselves. It was hypothesised that it is social engagement that shapes moral identity in young children rather than their understanding of other people. A longitudinal study of 115 six to seven year olds was run over two years examining these three features, self concept, socialisation and social cognition and their interactions over time. The study utilised child self-report measures and the validity and usefulness of such tools was also examined. It was found that as children progress through the first years of primary school their knowledge of the social world and their socialising agents is indeed related to behaviour concurrently and predicts positive social engagement one year later. However, there was no relationship found between social cognitive understanding and a child's developing moral self concept. It was found, in opposition with the traditional models of moral self concept, that children's social engagement at six shaped their moral self concept at seven rather than vice versa. These findings suggest that while children's skills in the domain of social cognition shape their pro-social behaviours this social engagement is influencing and shaping the ways in which these children view themselves as moral agents which may have important implications for children’s ongoing wellbeing.
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Hood, Robin Elizabeth. "Protagonist moral development in children’s translated European war novels." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25423.
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This study evaluated moral dilemmas and Lawrence Kohlberg's (1975) stages of moral reasoning of protagonists in a sample of children's translated European war novels. The sample, consisting of fourteen books, was defined as all children's European war novels published between 1950 and 1984.
The content analysis first determined the moral dilemmas in each of the novels by identifying those story situations where two or more moral issues were in conflict. A second procedure evaluated the protagonists' response to the dilemma, making possible the assignment of a Kohlberg level and stage of moral judgement.
The collected data were evaluated following two steps. First, the Issues, Levels and Stages were quantitatively analyzed for representation, number, and frequency. In addition, the Issues and Stages were evaluated for those moral issues most frequently paired with each moral stage. The second procedure examined the relationship between the data and selected variables: Era (Era I 1952-1962, Era II 1963-1973, Era III 1974-1984), Sex of author and Sex of protagonist.
The findings revealed that moral dilemmas in the European war novels were most often related to issues of Affiliation Roles, Morality and Mores, and Truth. No dilemma situations arose out of conflicts of the moral issues of Sex or Law. All other Kohlberg moral issues were represented at least once in the sample.
The predominant stage of moral reasoning in the sample was Stage 2 (serving one's own needs), closely followed by Stage 1 (blind obedience to authority) and Stage 3 (playing the good role). Significantly, these stages reflect the general moral reasoning capabilities of the intended reading audience, ages 8 12 years. While higher stages were represented, they accounted for substantially fewer protagonist resolutions to dilemma situations. With regard to sex of the protagonist, the findings revealed that male characters more frequently resolved their dilemma situations with sophisticated levels of moral reasoning than did female, a factor which may be linked to the type of story.
The relationships between moral development and Era appeared to reflect the transition from traditional realism to modern realism in children's fiction. Books written in Era I (1952-1962) contained few or no moral dilemmas. As with other traditional realistic fiction, child protagonists in that era were insulated from the world around them and thus remained relatively unaffected by World War II. Books written in Era II (1963-1973) and Era III (1974-1984), however, showed evidence of portraying children in the modern mode of realism. Unlike Era I, protagonists of these periods encountered large numbers of moral dilemmas and were highly involved in and affected by the war.Arts, Faculty of
English, Department of
Graduate
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Harris, Ian Colin. "The development of John Locke's moral theology, 1660-95." Thesis, University of Cambridge, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254059.
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Barrios, Alia, Silviane Barbato, and Angela Branco. "Microgenetic Analysis of Moral Development: Theoretical and Methodological Issues." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/99725.
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New ideas and methodologies need to be developed to advance our knowledge in the understanding of moral development. The intertwined nature of human activities, communication processes, and the numerous aspects of morality pose a challenge to researchers to construct a methodology that takes into account cognition, affect, sociocultural processes and characteristics, as well as the active role of individuals in their own development. In this paper we aim at suggesting fresh theoretical ideas and a micro genetic methodology to study moral development, particularly within educational contexts.Se parte de la importancia del desarrollo de nueva ideas y metodologías que posibiliten elavance en la interpretación científica del desarrollo moral. La relación entre la ctividad humana, los procesos de comunicación y las cuestiones de moralidad, colocan a los investigadores frente al desafío de desarrollar un abordaje metodológico del desarrollo moral a partir de un enfoque que considere los aspectos cognitivos, afectivos y socioculturales, así como el papel activo de la persona en su proceso de desarrollo. A partir de esas ideas, nuestro objetivo es proponer el análisis microgenético para el estudio del desarrollo moral, tanto desde el punto de vista teórico como metodológico, en el contexto educacional.
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Grime, Rebecca L. "Moral judgment development and friendship intimacy in early adolescence." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1400142018.
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Sedikides, Anastassia. "Relations between role-taking opportunities and moral judgment development /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487670346875891.
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Margoni, Francesco. "Expectations of Obedience and the Development of Moral Reasoning." Doctoral thesis, Università degli studi di Trento, 2017. https://hdl.handle.net/11572/367718.
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The current dissertation tackles two core aspects of moral development: the obedience to authority and the consideration of the agents’ intention in generating a moral judgment. With respect to obedience to authority, I reported that 21-month-olds are already able to distinguish between coercion by a bully (someone who prevails using physical force) and rule by a leader (someone who is spontaneously respected by subordinates), and expect subordinates to comply with the leader’s instructions, but not with the bully’s instructions. With respect to the development of intent-based judgment, I reported that between age 4 and 6 the verbal judgment of moral goodness undergoes a shift from relying on action outcomes to relying on agent’s intentions. I argue that this shift likely reflects ancillary changes occurring outside the moral domain, such as in theory of mind or executive functioning. I also reported that, later in life, a further shift occurs in moral judgment. Older adults’ judgments, compared to younger adults’ judgments, rely less on intention and more on outcomes. This intent-to-outcome shift in old age can be explained by an age-related decline in theory of mind abilities.
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Margoni, Francesco. "Expectations of Obedience and the Development of Moral Reasoning." Doctoral thesis, University of Trento, 2017. http://eprints-phd.biblio.unitn.it/1930/1/Margoni_PhDThesis.pdf.
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The current dissertation tackles two core aspects of moral development: the obedience to authority and the consideration of the agents’ intention in generating a moral judgment. With respect to obedience to authority, I reported that 21-month-olds are already able to distinguish between coercion by a bully (someone who prevails using physical force) and rule by a leader (someone who is spontaneously respected by subordinates), and expect subordinates to comply with the leader’s instructions, but not with the bully’s instructions. With respect to the development of intent-based judgment, I reported that between age 4 and 6 the verbal judgment of moral goodness undergoes a shift from relying on action outcomes to relying on agent’s intentions. I argue that this shift likely reflects ancillary changes occurring outside the moral domain, such as in theory of mind or executive functioning. I also reported that, later in life, a further shift occurs in moral judgment. Older adults’ judgments, compared to younger adults’ judgments, rely less on intention and more on outcomes. This intent-to-outcome shift in old age can be explained by an age-related decline in theory of mind abilities.
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Mileski, Aline Oliveira Zimmermann. "A ingratidão : o juízo moral de crianças de 5 a 12 anos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/27822.
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Este estudo investigou o juízo moral de crianças sobre o(a) ingrato(a), isto é, aquele(a) que não retribui a um benfeitor prévio. Os participantes foram 77 crianças, de ambos os sexos, distribuídas em três grupos etários (5-6, 8-9 e 11-12 anos). Utilizaram-se duas histórias sobre situações hipotéticas. Após cada história, realizou-se uma entrevista clínica com a criança. Os dados foram submetidos à análise de conteúdo e examinou-se a variação na frequência dos tipos de resposta nos três grupos etários. A maioria das crianças reprovou a ação do ingrato. Os resultados indicam diferenças significativas entre os grupos etários quanto à forma como as crianças justificam seus juízos. Encontraram-se ainda diferenças entre como as crianças julgam a ação do personagem ingrato e o próprio personagem, as quais, talvez, estejam relacionadas ao tipo de sentimento (positivo ou negativo) atribuído ao ingrato.This study investigates the moral judgement of children about those who are ungrateful, i.e.., those who do not return a favor to a previous benefactor. The participants were 77 children, from both sexes, distributed across three age groups (5-6, 8-9, and 11-12 years). The study used two vignettes about hypothetical situations. Following each vignette, a clinical interview was conducted with each child. The data were content analyzed and we examined variation in the frequency of types of response in our three age groups. A majority of the children disapproved of the ingrate’s action. The results revealed significant differences among the age groups in terms of the children’s justifications of their judgments. We also found differences in how the children judged both the ungrateful person’s action and the person him- or herself, which maybe are related to the type of feeling (positive or negative) attributed to the ungrateful individual.
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Peruzzo, Denise Leite. "Os memes como recurso pedagógico na construção de valores morais no ensino médio /." Bauru, 2020. http://hdl.handle.net/11449/192483.
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Orientador: Rita Melissa LepreResumo: A presente pesquisa revela a preocupação com a assimilação de valores morais pelos alunos do Ensino Básico, especialmente os adolescentes do Ensino Médio. O objetivo desse estudo foi conhecer e compreender as possíveis contribuições dos memes, uma forma de linguagem e comunicação muito difundida atualmente na internet, como forma de auxiliar os estudantes a compreenderem valores morais. Julgamos importante refletir sobre a necessária atenção que a comunidade escolar precisa oferecer à relação dos alunos com os novos dispositivos virtuais que possibilitam o acesso e compartilhamento de informações em larga escala. A criação e utilização de memes, já considerado um gênero textual, permite aos professores obter importantes informações sobre as compreensões dos discentes sobre a escola e conhecer seus valores morais expressos de forma direta ou indireta nessa linguagem. Nesse sentido, podem se converter em poderoso instrumento pedagógico que auxilie na mediação para a construção de um projeto de educação e desenvolvimento moral. Os memes são instrumentos concretos de análise social e interpessoal, embora sejam virtuais. Representam um novo gênero que reflete uma nova forma de sociabilidade, em um novo espaço, que pode nos dizer muito sobre a sociedade e os valores morais os quais estamos construindo. Com o objetivo de conhecer e analisar os memes produzidos por alunos de uma escola pública do Estado de São Paulo, durante as aulas de história, no intuito de propor um projeto trans... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The present research reveals the concern with the assimilation of moral values by the students of Basic Education, especially the adolescents of High School. The objective of this study was to know and understand the possible contributions of memes, a form of language and communication that is very widespread today on the internet, as a way to help students understand moral values. We believe it is important to reflect on the necessary attention that the school community needs to provide students with the new virtual devices that enable access and sharing of information on a large scale. The creation and use of memes, already considered a textual genre, allows teachers to obtain important information about the students' understandings about the school and to know their moral values expressed directly or indirectly in that language. In this sense, they can become a powerful pedagogical tool that helps in mediation for the construction of an education and moral development project. Memes are concrete instruments for social and interpersonal analysis, although they are virtual. They represent a new genre that reflects a new form of sociability, in a new space, that can tell us a lot about society and the moral values that we are building. With the objective of knowing and analyzing the memes produced by students of a public school in the State of São Paulo, during history classes, in order to propose a transversal project of moral education, we have been developing a parti... (Complete abstract click electronic access below)
Mestre
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Silva, Clérisson Torres. "Análise do juízo moral de docentes e discentes universitários." reponame:Repositório Institucional da UFBA, 2005. http://www.repositorio.ufba.br/ri/handle/ri/11814.
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As reincidentes queixas de alunos relativas à conduta de professores, remete à necessidade do estudo da moralidade destes, afinal, numa sociedade em que o papel moral da família se fragmentou, o papel do professor-educador se ressalta enquanto sujeito social facilitador e/ou mediador da construção moral de seus discentes. Assim, a presente pesquisa avalia o Juízo moral de docentes e discentes universitários dos municípios de Salvador e Camaçari, na Bahia, dos cursos de Pedagogia e Educação Física. Caracteriza-se por ser um estudo de caráter exploratório, sendo utilizado o método hipotético-dedutivo, concentrando-se na análise do julgamento moral à luz da teoria de Lawrence Kohlberg. Através de instrumento adaptado e revalidado no Brasil, foi aplicado o mesmo em três instituições de ensino com o fim de coletar dados para estabelecer o perfil sociocultural e o nível de juízo moral dos docentes e discentes. Com base nos dados coletados, foi verificado que os professores universitários das instituições pesquisadas não apresentam estágios modais de juízo moral significativamente acima dos estudantes, pois há um número elevado de professores no estágio III que apresentam médias modais de raciocínios morais similares ao dos alunos, que predominam neste mesmo estágio, e também devido à ausência de professores no estágio V tendo em vista a presença de alunos no estágio IV. Isso demonstra que os professores não favorecem significativamente conflitos cognitivo-morais nos estudantes, essencial ao desenvolvimento moral deles. Foi pesquisada a relação entre titulação, faixa etária, gênero e afiliação religiosa ou filosófico-espiritual com o nível de raciocínio moral dos docentes e discentes, sendo verificada a inexistência de significativas diferenças quanto aos gêneros e à afiliação religiosa ou filosófica. Os resultados indicam uma elevação do juízo moral nos estudantes entre 17 e 28 anos e uma queda após tal faixa etária. Discute-se o poder da possível estabilidade pessoal e profissional como possível fator da estagnação do raciocínio moral. Os dados obtidos também pontuaram a ausência de relação significativa entre juízo moral e as diferentes titulações, e de igual modo, apresentou que as médias modais de doutores do estágio III e IV foram similares aos dos alunos das três instituições. Constatou-se que as variáveis estudadas na presente pesquisa foram insuficientes para explicar a razão de tal similaridade. Diante de tal pesquisa exploratória, percebe-se, portanto, a carência de desenvolvimento moral de discentes, e, principalmente, docentes universitários. Entende-se que há uma necessidade de maior diagnóstico de tal problemática, razão pela qual sugerimos novas pesquisas. Talvez a implantação de disciplinas no currículo que discutam a temática da consciência possa favorecer o desenvolvimento não só cognitivo, mas ético-moral na busca da formação integral do ser humano, finalidade última da educação.
Salvador
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Yu, Angela Yan-Yan. "Relational structures among worldview, self-view, moral inclusiveness, and moral orientation : a holistic and complementary perspective." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1519.
Full textAbstract:
The overall goal of this study was to develop a comprehensive model of moral development to explicate the complexities of everyday morality. Based on a holistic and complementary perspective, the model relates the constructs of “worldview” and “self-view” to represent the influence of cultural individualism-collectivism and personality on moral development. It posits that worldview shapes self-view and moral inclusiveness [what is included in one’s moral consideration (Carter, 1980)] and then worldview, self-view, and moral inclusiveness jointly influence moral orientation (the main hypothesis). Interacting with situational factors, moral orientation would further influence moral judgment and behavior, thus connecting habitual morality with reflective morality.
The specific objectives were: (a) to examine the relational structures among worldview, self-view, moral inclusiveness, and moral orientation; and (b) to construct a moral orientation index that measures various moral orientations, including egocentric, family, care, norm, justice, biocentric, and religious orientations, reflecting the corresponding worldviews, self-views, and levels of moral inclusiveness. Moral inclusiveness was operationalized as relationship closeness to different social groups at expanding levels of moral inclusiveness: (1) self only, (2) family, (3) peers, (4) society, (5) humanity, (6) nature, and (7) God.
Survey data were gathered from 640 Grades 8-12 students and 472 adults. Structural equation models (SEM) were developed using the student data while making some comparative references to the adult data. Results of SEMs generally supported the main hypothesis. For example, individuals scoring higher on vertical individualism, social Darwinism, and independent self scored higher on egocentric orientation; individuals scoring higher on vertical collectivism and closeness to family scored higher on family orientation; and individuals scoring higher on horizontal collectivism and interdependent self scored higher on care orientation, at Levels 1, 2, and 3 respectively. Individuals scoring higher on collectivism, horizontal worldview, and moral self scored higher on justice orientation, but individuals scoring higher on closeness to nation scored lower on justice orientation at Level 5.
The primacy of worldview, particularly collectivism, over self-view and moral inclusiveness in moral orientation development has implications for education. Exploring the roots of habitual morality, this study advances theory by integrating different schools of moral psychology with cultural psychology.
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Lee, Kwok-chuen, and 李國川. "Juveniles and their moral reasoning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31979233.
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