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Rozprawy doktorskie na temat „Moral Reasoning”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 10 marca 2023

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1

Lusenga, Richard Mishack. "School leaders' moral understanding and moral reasoning". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25322.

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School leaders are faced with serious moral challenges on a daily basis at schools, which often result in them making poor moral choices. In a situation of moral decay in schools, reports in the news media create the impression that school leaders often fail to demonstrate the necessary values advocated by the Moral Regeneration Movement and the Manifesto of Values, Education and Democracy. The purpose of this qualitative study was to explore school leaders’ understanding and reasoning regarding values and morality. For the purposes of the study a number of possible lenses, such as cultural relativism, religious beliefs, ethical subjectivism, classical utilitarian theory, Domain theory, and the ethic of justice, ethic of care, ethic of critique and the ethic of community, were identified and used in analysing the way school leaders reason about moral dilemmas. A design located within hermeneutic phenomenology was used in the study with the aim to understand school leaders’ understanding and reasoning regarding values and morality. A combination of quantitative and qualitative data gathering techniques was used in a concurrent mixed method design using a single questionnaire. The sample for the study consisted of educators enrolled for a formal management training programme. This group was largely homogenous in terms of religion, language, culture and was mainly from rural areas of Mpumalanga. Seventy-three participants took part in the study. It emerged from the data that the espoused theories used by school leaders could be related to the lenses identified in the literature. The school leaders’ espoused theories were mainly based on the ethic of justice and the ethic of care and were aligned to their preferred value orientations. At the espoused theory level, school leaders revealed a strong moral orientation. Further research is indicated to study school leaders’ theory in action.
Dissertation (MEd)--University of Pretoria, 2010.
Education Management and Policy Studies
unrestricted

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Toole, Briana Marie. "Reasoning and moral judgments". Tallahassee, Fla. : Florida State University, 2010. http://purl.fcla.edu/fsu/lib/digcoll/undergraduate/honors-theses/2181927.

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Thesis (Honors paper)--Florida State University, 2010.
Advisor: Dr. David McNaughton, Florida State University, College of Arts and Sciences, Dept. of Philosophy. Includes bibliographical references.

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Lariguet, Guillermo. "Intuitionism and Moral Reasoning". Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/115831.

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My goal for this paper can be presented as follows: I will attempt to show that objections to intuitionism, although they are serious, do not undermine entirely its fertility for knowledge and moral reasoning. This is probably the perception of contemporary philosophers like David Enoch, Robert Audi, Russ Shafer-Landau or John McDowell. In order to fulfill the objective mentioned above, I will do the following. First, I will outline broadly two of the paradigmatic features of moral intuitionism in order to identify it as a particular metaethics doctrine. Secondly, I will summarize some of the main objections that have been raised in order to discredit the value of moral intuitionism as a source both of moral knowledge and of valid support for moral reasoning. In third place, I will try, also briefly, to explain some of the possible (not all of course) answers to the objections previously mentioned in the paper. Fourth, I will recapitulate the more fruitful aspects of intuitionism, especially in regard to moral reasoning.
Mi objetivo para este trabajo puede presentarse de la siguiente forma: se intentará mostrar que las objeciones al intuicionismo, si bien son serias, no minan en forma absoluta su fertilidad para el conocimiento y el razonamiento moral. Probablemente esta sea la percepción de filósofos contemporáneos como David Enoch, Robert Audi, Russ Shafer-Landau o John McDowell. Para poder cumplir con el antes dicho objetivo, en este trabajo haré lo siguiente. En primer lugar, esbozaré, a grandes rasgos, dos de las características paradigmáticas del intuicionismo moral a fin de que podamos identificarlo como una corriente metaética particular. En segundo lugar, sintetizaré algunas de las principales objeciones que, por diversos conductos, han buscado desacreditar el valor del intuicionismo moral como fuente de conocimiento moral y también de apoyo válido para el razonamiento moral.En tercer lugar, intentaré, también de manera sumaria, explicitar algunas de las posibles (no todas, desde luego) respuestas a las antes mencionadas objeciones. En cuarto lugar, recapitularé los aspectos rescatables del intuicionismo, especialmente en lo que atañe al razonamiento moral.

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Ljungström, Andreas. "Moral Intuition Versus Moral Reasoning In the Brain". Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-9574.

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Humans express complex moral behaviour, from altruism to antisocial acts. The investigationof the neural and cognitive mechanisms underlying our moral minds is of profoundimportance for understanding these behaviours. By reviewing recent findings in cognitive andmoral neuroscience, along with other relevant areas of research, the current study aims to: (1)Investigate the neural correlates of moral intuition and moral reasoning, and see how thesetwo systems relate to moral judgement and moral behaviour. (2) Examine how the moralintuitive system and the moral reasoning system relate to one another. Neuroscientificevidence suggests that these two systems are supported by different areas in the brain. Whiletheir relationship is argued to be both sequential, integrative and competitive, evidenceindicates that the moral reasoning system primarily functions as a post hoc rationalization ofour intuitive-driven judgements and behaviours. While our moral intuitive system motivateskin altruism, both moral intuition and moral reasoning serve to uphold reciprocal altruism.

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Haskuka, Mytaher. "War trauma and moral reasoning /". Prizren : [Selbstverl.], 2009. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=018934167&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA.

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Cross, Natalie. "Moral reasoning in Aspergers syndrome". Thesis, University of East Anglia, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569903.

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Lee, Kwok-chuen, i 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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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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Lit, Keith. "Moral Reasoning and Moral Emotions Linking Hoarding and Scrupulosity". NSUWorks, 2017. http://nsuworks.nova.edu/cps_stuetd/111.

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Hoarding and scrupulous OCD are part of the Obsessive-Compulsive and Related Disorders, which are characterized by obsessional preoccupation and ritualistic behavior. Prior research has found a statistical relationship between hoarding and scrupulosity after controlling for these common factors, suggesting the existence of other features shared by these two disorders. Clinical accounts and empirical research of hoarding and scrupulosity suggest three such shared factors: a tendency to experience intense guilt and shame, rigid moralistic thinking, and general cognitive rigidity. However, results of the current study show that, although both hoarding and scrupulosity were related to cognitive rigidity and a tendency to experience guilt and shame, they are not associated with rigid moralistic thinking. Instead, beliefs about the importance of emotions as moral guides were related to both disorders. These results are interpreted in terms of dual-process theories of moral reasoning. Additionally, implications for the conceptualization and treatment of hoarding and scrupulosity are discussed.

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Tarry, Hammond. "Delinquency, moral reasoning and social control". Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393994.

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Lenfesty, H. L. "Adults' implicit reasoning about 'moral contagion'". Thesis, Queen's University Belfast, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557661.

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Throughout history, people have held beliefs about the blessings or curses that may result from coming into contact with certain objects or people, and many of these beliefs have a moral component to them. From a cognitive psychological point of view, cultural beliefs about "moral contagion" share common ground in universal human cognitive processes such as neurological threat-processing systems. These systems engage evolutionarily older areas of the brain which function in part to avert us from disgusting biological entities which may carry disease. It is not clear, however, if and how evolutionarily newer .social cognitive factors, such as individuals' concerns about their moral reputations, interact with these lower-level processes. This type of interface may explain why contagion concepts outside the realm of disease are so prevalent. The five studies presented in this thesis tested if social cues affected individuals' implicit reasoning about contagion in the moral domain. The results of these studies have important implications for understanding , how our cognition shapes and constrains explicit cultural beliefs about human moral identity.

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Slough, Wayne Marshall. "The Cognitive Moral Reasoning of Salespeople". VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/3995.

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This study revealed whether training programs designed to improve the moral reasoning of business-to-business salespeople in large company settings have an effect. It also revealed whether there were differences in the moral reasoning of two categories of those salespeople: marketers of products (tangible; produced, then sold) and services (intangible, perishable; can be produced, sold, and consumed simultaneously). Finally, it assessed salespeople's perceptions of company-provided ethics training programs. Representing 21 different Fortune-1000 companies scattered across the Mid-Atlantic, Northwestern, and South-Central United States, 100 salespeople agreed to serve as study participants. Approximately half the participants were products marketers and half were services marketers. The study utilized a multi-method design. To assess marketers' moral reasoning as well as potential differences in their scores, the researcher had four groups of approximately 25 salespeople each self-administer the Defining Issues Test-2. Comparisons of scores were made in both salesperson categories between those who had participated in company-provided ethics training and those who had not. Data revealed no significant differences between any of the four groups of salespeople at the postconventional, or principled level, of moral reasoning. However, at the preconventional and conventional levels of moral reasoning, data revealed differences between salespeople's scores and those of the DIT-2 population. Salespeople found test descriptors used in those levels to be far less salient than the population as a whole. To understand salespeople's perceptions of company-provided ethics training programs, the researcher, utilizing the phenomenonological tradition of inquiry, conducted in-depth interviews with nine of the 100 DIT-2 participants. Three broad themes, representative of all nine interviewees, emerged from the data. Salespeople shared their views of their profession's, and their own, ethicality. Describing company ethics programs to which they had been exposed, salespeople revealed their views of their employers' rationale for the training as well as their own estimation of its relevance and value. These emerged against a backdrop the researcher named "The Sales Ethos." Salespeople revealed aspects of their values and character which helped explain their views of ethical issues in the sales profession. The researcher drew five broad observations from the interview data and closed with recommendations for human resource development practice and further research.

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Björklund, Fredrik. "Moral cognition : individual differences, intuition and reasoning in moral judgement /". Lund, 2000. http://www.lub.lu.se/luft/diss/soc231_transit.html.

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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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Selfe, Amy. "Children’s moral reasoning, moral emotions and prosocial behaviour : the educational implications". Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/51800/.

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In the 20th century, the field of moral psychology was dominated by the assumption that moral judgements were reached exclusively by a process of reasoning (Gibbs, Basinger, Grime, & Snarey, 2007). Research ascertained a relationship between Kohlberg’s stage theory, antisocial and prosocial behaviour. However, research in the 21st century has emphasised the, “…power and prevalence of emotionally based moral intuition…” (Paxton & Greene, 2010, p.2). Theorists (Malti and Latzko, 2010) have proposed an integrative developmental perspective, in which moral emotions and moral cognition are considered to interact reciprocally over the course of development. The current study tests the hypothesis that there will be positive relationships between children’s moral reasoning, moral emotion attributions and the type of moral emotion attributions that they make, based on Tangney, Stuewig, & Mashek’s (2007) distinction between self-conscious emotions and other-focussed moral emotions. The current study tests the hypothesis that these variables will be able to predict variance in children’s scores of prosocial behaviour. Consequently, 108 7-to 8-year-olds were asked to examine two illustrated transgressions and one illustrated dilemma. Children’s moral reasoning and moral emotion attributions to the victim, victimiser and themselves as observers of moral scenarios were assessed. Additionally, 13 teachers, 12 teaching assistants and 108 parents provided ratings for children’s prosocial behaviour. Positive correlations were found between the predictor variables. Children’s scores of moral reasoning were able to predict some variance in scores of prosocial behaviour. Interpretations of the findings are discussed with regard to children’s moral reasoning, moral emotions and social behaviour. Implications for educators and educational psychologists are considered.

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Cain, Spannagel Sarah A. "THE RELATIONSHIP BETWEEN INTERPERSONAL THEMES IN PLAY AND PROSOCIAL MORAL REASONING". Case Western Reserve University School of Graduate Studies / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=case1195142625.

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Salwén, Håkan. "Hume's law : an essay on moral reasoning". Doctoral thesis, Stockholms universitet, Filosofiska institutionen, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-81500.

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Aleixo, Paulo Alexandre. "Personality and moral reasoning in young offenders". Thesis, University of Leicester, 1992. http://hdl.handle.net/2381/34652.

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The studies presented in this thesis, examined the differences in personality, moral reasoning maturity, intellectual capacity, and family background variables in convicted male young offenders and controls. In addition, the relationship between these variables and self-reported offending behaviour was investigated. The main aim of the investigations was to test predictions from the theories of criminality proposed by H. J. Eysenck (1964; 1970; 1977) and Kohlberg (1969) which associate offending behaviour with lower moral reasoning maturity and the personality characteristics of high psychoticism, extraversion and neuroticism. Results suggested that both official and self-reported measures of offending were related to high psychoticism and extraversion, lower moral reasoning maturity, lower intelligence (perhaps through mediation by moral reasoning and lower socio-economic status). Neuroticism was not found to be important in predicting offending in the age group used, but was assumed to be involved in older individuals when offending behaviour had developed into a habit. These variables were also found to interact to predict offending behaviours. Some of these variables (notably extraversion and neuroticism) were found to be related to specific types of offending. It was concluded that support for H. J. Eysenck and Kohlberg's theories of criminality was found and initial steps were taken in incorporating the various factors found to be associated with offending into a testable model of offending behaviour. Additionally, a study investigating response bias to moral reasoning and personality tests and another examining personality and moral reasoning in disturbed children are reported.

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Evans, Susan Dorothy. "The psychology of moral versus factual reasoning". Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185012.

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The theoretical framework for this research contrasting moral and factual reasoning was derived from moral philosophy, research in the Kohlbergian tradition, social psychological research on attitude change, and research in judgment and decision making on biases in reasoning. Based on this work, moral reasoning is characterized as rule-based (top-down) and hence less sensitive to amount of evidence (number of arguments) favoring a given position, compared to factual reasoning which was expected to depend on amount of evidence. Argument processing in moral reasoning was also predicted to be more subject to confirmatory bias. 480 students read arguments, some of which confirmed, while others disconfirmed, their prior opinions. The arguments were either moral or factual in nature, the number of arguments was either high or low, and the target issue was varied (capital punishment versus teaching values in the public schools). Overall opinion, moral opinion, factual opinion, and convincingness of each argument were rated. Moral and factual reasoning were both subject to bias (overweighting of confirmatory arguments), although the former slightly more so. Also as predicted, amount of evidence had a significant effect for factual reasoning, but not for moral reasoning. Arguments exerted cross-category effects on opinion change (e.g. moral arguments on factual opinions), although within-category effects were larger. Path analysis indicated, however, that moral and factual arguments did not exert direct effects on cross-category judgments. In other words, moral arguments did not directly effect factual conclusions, nor vice versa, but were instead mediated through overall opinion. Finally, convincingness ratings exhibited a kind of compensatory equilibrium such that when the majority of arguments was disconfirmatory, the few confirmatory arguments were rated as more convincing in both moral and factual reasoning. Thus, this study indicates that moral and factual reasoning are similar in that they are both subject to opinion bias, but they differ in the kinds of judgments they directly influence, and in their responsiveness to amount of evidence. Therefore these data support a characterization of moral reasoning as rule-based and factual reasoning as evidence-based.

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Schaefer, G. Owen. "Moral enhancement and moral disagreement". Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:cf152e03-a7a0-4877-b519-bd90dd253e89.

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At first glance, the project of moral enhancement (making people more moral) may appear uncontroversial and obviously worth supporting; surely it is a good idea to make people better. However, as the recent literature on moral enhancement demonstrates, the situation is not so simple – there is significant disagreement over the content of moral norms as well as appropriate means by which to manipulate them. This disagreement seriously threatens many proposals to improve society via moral enhancement. In my dissertation, I develop an understanding of how, exactly, disagreement poses problems for moral enhancement. However, I also argue that there is a way forward. It is possible to bring about moral improvement without commitment to particular and controversial moral norms, but instead relying on relatively uncontroversial ideas concerning morally reliable processes. The upshot is that, while attempting to directly manipulate people’s moral ideas is objectionable, it is relatively unproblematic to focus on helping people reason better and avoid akrasia, with the justified expectation that this will generally lead to moral improvement. We should, therefore, focus not on how to bring people in line with what we take to be the right ideas, motives or behaviors. Rather, we should look to helping people determine for themselves what being moral consists in, as well as help ensure that they act on those judgments. Traditional, non-moral education, it turns out, is actually one of the best moral enhancers we have. In fact, the tools of philosophy (which is, in many aspects, concerned with proper reasoning) are central to the project of indirect moral enhancement. Ultimately, one of the best ways to make people morally better may well be to make them better philosophers.

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Björnberg, Marina. "Conversational Effects of Gender and Children's Moral Reasoning". Thesis, Linköping University, Department of Computer and Information Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9391.

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This thesis aimed partly to examine the effects of gender on conversation dynamics, partly to investigate whether interaction between participants with contrasting opinions promotes cognitive development on a moral task. Another objective was to explore whether particular conversational features of interaction would have any impact upon a pair’s joint response or on each child’s moral development. The conversations were coded with regard to simultaneous speech acts, psychosocial behaviour and types of justifications used. The results show no gender differences regarding psychosocial processes, but the boys used more negative interruptions, more overlaps and significantly proportionately more justifications in the form of assertions than the girls in the study. Gender differences were often more pronounced in same-gender as opposed to mixed-gender pairs, but children also altered their behaviour to accommodate to the gender of their conversational partner. Children who participated in the interaction phase of the study showed more overall progress on an eight-weeks delayed post-test than those who did not. However the only conversational feature that was related to the outcomes of conversation and development was the use of expiatory force justifications which were associated with a more advanced reply immediately after interaction as well as two weeks later.

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Keefer, Matthew Wilks. "Analysing justice and response orientations in moral reasoning". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59866.

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This thesis examined the knowledge and processes that adults use to reason about moral dilemmas. Two contrasting analyses of moral reasons, Kohlberg's justice orientation and Gilligan's response orientation, were reviewed and criticized. From this a Moral Reasoning Grammar which formally characterizes the semantics of the justice and response moral orientations was developed. Specifically, the Moral Reasoning Grammar distinguished reasoning based on principles and their defense from reasoning based on narrative and social-interactive knowledge. The Moral Reasoning Grammar was applied to subjects' protocols to determine the extent to which these two orientations characterized subjects' verbal responses to moral problems. Application of the Moral Reasoning Grammar resulted in good coverage of subjects' verbalizations which reliably differentiated knowledge and processes used by subjects resolving moral problems from either a justice or response orientation. The justice orientation characterized the four male subjects' protocols and the response orientation characterized the four female protocols. The small sample precludes any generalization of this finding. The Moral Reasoning Grammar and results were discussed in terms of further psychological research, an expanded and more comprehensive philosophical approach to moral reasoning, and the potential educational implications.

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

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

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Ho, Chi-hang, i 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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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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Oljar, Elizabeth Ann. "Moral reasons and motivation : prospects for ethical externalism /". Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/5704.

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Weynand, Tobin Theresa. "Moral thinking in a global context: Making room for diverse conceptions of moral reasoning". Diss., Connect to online resource, 2005. http://wwwlib.umi.com/dissertations/fullcit/3186938.

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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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Hay, Peta Kerin Education Faculty of Arts &amp Social Sciences UNSW. "Prosocial reasoning and empathy in gifted children". Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/41756.

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This study aimed to enhance understanding of the moral reasoning of gifted children. While research has explored the justice moral reasoning of gifted children (Arbuthnot, 1973; Chovan & Freeman, 1993; Gross, 1993; Henderson, Gold, & Clarke, 1984; Howard-Hamilton, 1994), this study explored prosocial moral reasoning, moral reasoning which involves conflict between one??s own needs and desires and the needs and desires of others. In addition, this study sought to gather empirical evidence for literature claims that gifted children have higher levels of empathy than their age peers (Lovecky, 1997; Piechowski, 2003; Silverman, 1993b). The study aimed to investigate the possible relationships among giftedness, prosocial reasoning and empathy. Primary (elementary) school students aged between 9 and 12 years in the Sydney Metropolitan area were administered The Prosocial Reasoning Objective Measure (PROM), The Interpersonal Reactivity Index (IRI) and The Index of Empathy for Children and Adolescents (IOE) questionnaires. The results for gifted students (n = 176) were compared with a control group of students not identified as gifted (n = 128). The study found that gifted students used more of the highest level of prosocial reasoning in the PROM than their age peers. Furthermore, gifted students used more empathic concern, fantasy empathy and cognitive empathy than their age peers, although ability was not predictive of the other empathy factors in the instruments. Small but significant correlations between some types of empathy and some levels of prosocial reasoning were also found, indicating possible relationships between empathy and prosocial reasoning. Interviews were conducted with selected students (n = 13) from the above sample, along with some of their teachers (n = 5) and parents (n = 2). Despite the small sample, the interviews seemed to indicate a relationship between experience with bullying and prosocial reasoning. The study highlights the need for an empathy questionnaire that specifically tests cognitive and affective empathy in children. A new questionnaire may unravel some of the seemingly contradictory results in the present study. The study also provides empirical evidence that gifted children use higher levels of prosocial moral reasoning and empathy than their age-peers.

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Thorne, Linda. "The influence of social interaction on auditors' moral reasoning". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0007/NQ30405.pdf.

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Blake-Mortimer, Robyn. "Moral reasoning amongst 9 and 10 year old children /". Title page, contents and abstract only, 1993. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsb636.pdf.

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Thorne, Linda 1956. "The influence of social interaction on auditors' moral reasoning /". Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34471.

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Although auditors engage in considerable social interaction (Gibbins & Mason, 1988; Solomon, 1987), little is known about how social interaction influences an auditor's moral reasoning process. In order to address this gap, this study used an experiment to examine the effect of social influence on 288 auditors' moral reasoning on realistic moral dilemmas. The results of this study indicate that social interaction influences the moral reasoning of auditors. Auditors' level of prescriptive reasoning appears to increase after engaging in discussion of a realistic moral dilemma, particularly for those which discuss dilemmas with others at high levels of moral development, while auditors' level of deliberative reasoning appears to decrease after engaging in discussion of a realistic moral dilemma. At a practical level, these findings suggest that auditors should be encouraged to prescriptively discuss moral dilemmas with others of high levels of moral development as this tends to result in the use of more principled moral reasoning. In contrast, auditors should avoid deliberative discussion of moral dilemmas, as this tends to result in the use of less principled moral reasoning than would be used in the absence of discussion.

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Savage, Sara Boehm. "Fundamentalism and moral reasoning : rules for a perfect world". Thesis, University of Cambridge, 1998. https://www.repository.cam.ac.uk/handle/1810/284000.

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Dean, Robyn K. "Sign language interpreters' ethical discourse and moral reasoning patterns". Thesis, Heriot-Watt University, 2015. http://hdl.handle.net/10399/3074.

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This study investigates the ethical reasoning abilities of sign language interpreters in the US using two data sources, one that is qualitative and one that is quantitative. The twenty-five participants involved in this study were recruited after their completion of an online training session on interpreting ethics (unrelated to this study or the author). Their responses to six ethical scenarios (e.g., what would you do and why) were analysed through the lens of James Rest’s three tacit moral schemas: personal interest schema, maintaining norms schema, and post-conventional schema. These data were then compared to the results of Rest’s standardised instrument of moral reasoning, the Defining Issues Test, also based on these three schema preferences. These data show that the interpreter participants have a preference for a maintaining norms schema on both qualitative and quantitative data sources. This moral reasoning pattern found in the interpreter cohort is more typical of adolescent reasoning – a much younger profile than the actual age and education level of the participant pool. Furthermore, this reasoning preference does not coincide with the justice claims often made in the profession (e.g. the ally model). Justice as defined by collaboration by both moral psychologists and translation scholars is only weakly evident in the ethical discourse of the interpreter participants. These reasoning patterns that reveal an adolescent and non-collaborative approach are also evident in ethical documents and literature of the sign language interpreting profession. How the profession has come to conceive of and articulate ethics is explored as a potential limiting factor on the study participant’s abilities to express more sophisticated reasoning. In addition to moral judgement patterns evident in the quantitative and qualitative data, the study cohort’s qualitative data are examined for other psychological aspects of Rest’s Four Component Model (FCM). Findings indicate that sign language interpreters make many assumptions about service users’ needs, actions, and intentions. Further, they are more concerned for how decisions might impact them than the potential impact on service users. As a result, education interventions are indicated particularly for moral sensitivity and moral judgement.

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Oliver, Keith A. "An analysis of moral reasoning, contact, relationship and homophobia /". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487841975359629.

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Kwee, Janelle L. Nelson. "Identity and moral reasoning among street girls in Bolivia". Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p088-0142.

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Stratton, Dennis Wayne. "Understanding petrified wood theft from a moral reasoning perspective". Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-12172008-063213/.

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Marx, Benjamin Robert. "Understanding The Relationship Between Moral Reasoning And Liberalism-Conservatism". Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/643.

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This thesis aims to clarify the nature of the relationship between moral reasoning, as per the neo-Kohlbergian DIT approach of Rest and his colleagues, and liberalism-conservatism. Moral reasoning and liberalism-conservatism are consistently found to be related but the resultant interpretation that liberals are more moral-cognitively advanced than conservatives has been challenged by Emler and his colleagues who argue that the DIT is liberally biased. Subsequent research on this issue has produced a methodological quagmire that this thesis aims to proceed beyond. The specific aim of this thesis is to test several different (or competing) hypotheses purporting to explain the relationship between Kohlbergian moral reasoning and liberalism-conservatism. These are (1) that liberals are more morally advanced than conservatives; (2) that "advanced moral reasoning" is merely social presentation; (3) that moral reasoning is separately constrained by moral development and conservatism; (4) that moral development and liberalism represent distinct paths to postconventional reasoning preference; (5) that moral reasoning differences between liberals and conservatives are broader than usually thought; (6) that the political content of moral issues affects moral reasoning differences between liberals and conservatives; and (7) that moral reasoning instruments have exaggerated moral reasoning differences between liberals and conservatives. Study 1 found that a non-ipsative, indirect moral reasoning measure was correlated with liberalism-conservatism thus disconfirming hypotheses 2 and 7. Additionally, hypothesis 5 was not supported by several DIT findings. Opposing hypotheses 2 and 6, Study 2 found that a conservative version of the DIT was correlated with liberalism-conservatism although a potential methodological issue arose. Study 3 developed an objective measure of moral comprehension, broader in scope than previous moral comprehension measures, which demonstrated acceptable reliability and validity. Employing this measure, Study 4 found that moral comprehension and liberalism were weakly correlated and that they independently predicted moral reasoning, although their interaction did not. Together, these findings provide some support to hypotheses 1 and 4 but not hypotheses 3 and 6. Overall these findings reveal that liberals appear more moral-cognitively advanced than conservatives but, compared to conservatives, liberals appear to indicate preference for advanced moral reasoning earlier in their moral-cognitive development. This latter mechanism appears stronger and suggests that, although DIT scores are still somewhat reflective of moral-cognitive development, the DIT's estimate of liberals' moral-cognitive development is elevated. Future research can continue to explore these hypotheses (e.g., via longitudinal and/or "faking" studies) and, in so doing, further clarify the relationship between Kohlbergian moral reasoning and liberalism-conservatism.

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Marx, Benjamin Robert. "Understanding The Relationship Between Moral Reasoning And Liberalism-Conservatism". University of Sydney. Psychology, 2005. http://hdl.handle.net/2123/643.

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This thesis aims to clarify the nature of the relationship between moral reasoning, as per the neo-Kohlbergian DIT approach of Rest and his colleagues, and liberalism-conservatism. Moral reasoning and liberalism-conservatism are consistently found to be related but the resultant interpretation that liberals are more moral-cognitively advanced than conservatives has been challenged by Emler and his colleagues who argue that the DIT is liberally biased. Subsequent research on this issue has produced a methodological quagmire that this thesis aims to proceed beyond. The specific aim of this thesis is to test several different (or competing) hypotheses purporting to explain the relationship between Kohlbergian moral reasoning and liberalism-conservatism. These are (1) that liberals are more morally advanced than conservatives; (2) that "advanced moral reasoning" is merely social presentation; (3) that moral reasoning is separately constrained by moral development and conservatism; (4) that moral development and liberalism represent distinct paths to postconventional reasoning preference; (5) that moral reasoning differences between liberals and conservatives are broader than usually thought; (6) that the political content of moral issues affects moral reasoning differences between liberals and conservatives; and (7) that moral reasoning instruments have exaggerated moral reasoning differences between liberals and conservatives. Study 1 found that a non-ipsative, indirect moral reasoning measure was correlated with liberalism-conservatism thus disconfirming hypotheses 2 and 7. Additionally, hypothesis 5 was not supported by several DIT findings. Opposing hypotheses 2 and 6, Study 2 found that a conservative version of the DIT was correlated with liberalism-conservatism although a potential methodological issue arose. Study 3 developed an objective measure of moral comprehension, broader in scope than previous moral comprehension measures, which demonstrated acceptable reliability and validity. Employing this measure, Study 4 found that moral comprehension and liberalism were weakly correlated and that they independently predicted moral reasoning, although their interaction did not. Together, these findings provide some support to hypotheses 1 and 4 but not hypotheses 3 and 6. Overall these findings reveal that liberals appear more moral-cognitively advanced than conservatives but, compared to conservatives, liberals appear to indicate preference for advanced moral reasoning earlier in their moral-cognitive development. This latter mechanism appears stronger and suggests that, although DIT scores are still somewhat reflective of moral-cognitive development, the DIT�s estimate of liberals� moral-cognitive development is elevated. Future research can continue to explore these hypotheses (e.g., via longitudinal and/or "faking" studies) and, in so doing, further clarify the relationship between Kohlbergian moral reasoning and liberalism-conservatism.

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40

O???Leary, Kay Education Faculty of Arts &amp Social Sciences UNSW. "Development of personal strengths and moral reasoning in gifted adolescents". Awarded by:University of New South Wales. School of Education, 2005. http://handle.unsw.edu.au/1959.4/20540.

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This study was designed to investigate the attitudes of academically gifted adolescents towards the development of their personal strengths or gifts and to compare these with the attitudes of age peers not identified as gifted. This study also examined the reported higher levels of moral reasoning in gifted adolescents compared to age peers and how this may relate to their development of academic potential. The 750 participants included 401 identified gifted students and 349 students not identified as gifted in Years 9, 10 and 11 from seven different high schools in the Sydney Metropolitan region. An instrument entitled the Development of Personal Strengths Questionnaire was developed to analyse students??? attitudes while the Defining Issues Test (Rest, 1986) was also administered to measure moral reasoning ability. Results showed that gifted students have significantly higher levels of acknowledgement of personal strengths and reasons for developing personal strengths, which reflect altruistic motivations. Gifted students scored significantly higher on altruism and philanthropy and showed significantly higher scores on the Defining Issues Test. Aspects of developing personal strengths, on which gifted students showed no significant difference from non-identified peers were in areas of motivation and responsibility for developing these strengths. A significant, but modest, connection was found between development of personal strengths and moral reasoning. Gender differences were also examined, with males reporting higher acknowledgement of personal strengths than females and females reporting higher levels on reasons for developing personal strengths as well as altruism and philanthropy. Females also showed significantly higher scores on the Defining Issues Test. These results were consistent within the gifted participant group. It was concluded that gifted students in this study were more likely to acknowledge their personal strengths or gifts and were more inclined to hold reasons for this development which related to higher levels of altruism, philanthropy and moral reasoning. These characteristics need to be taken into consideration in development of programs and provisions for gifted students, both now and in the future.

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Conroy, Barbara J. Case. "Teachers' moral reasoning and their attitudes and behaviors regarding discipline /". Access abstract and link to full text, 1986. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8703912.

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Parker, Deborah A. (Deborah Ann). "Children's Cognitive and Moral Reasoning: Expressive Versus Receptive Cognitive Skills". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331176/.

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Past research has shown that there are differences between children's ability to express verbally moral judgment or social cognitive principles (cognitive-expression) and their ability to understand and utilize these principles when making evaluations about others (cognitive-reception). This study investigated these differences.

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Day, Russell W. C. "Relations between moral reasoning, personality traits, and justice-decisions on hypothetical and real-life moral dilemmas". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24305.pdf.

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Terrizzi, John Anthony. "Prejudicial Attitudes toward Homosexuals: The Competing Roles of Moral Reasoning and the Moral Emotion of Disgust". W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1539626541.

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Tallmon, James Michael. "Casuistry and the quest for rhetorical reason : conceptualizing a method of shared moral inquiry /". Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/8201.

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Chan, Choi-ying. "The development of moral reasoning of prevocational student in Hong Kong". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803407X.

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Wymer, Julie A. "Gender subjectivities, political identities and moral voices : a discursive approach to the moral reasoning of local politicians". Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269758.

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Laird, Philip G. "Predicting juror decisions, the impact of judicial admonitions and moral reasoning". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24320.pdf.

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Leman, Patrick. "Authority and moral reasoning : social interaction and the communication of knowledge". Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397437.

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Chan, Choi-ying, i 陳賽英. "The development of moral reasoning of prevocational student in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958448.

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