Relevant bibliographies by topics / Kohlberg's six stage theory of moral development

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Academic literature on the topic 'Kohlberg's six stage theory of moral development'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Kohlberg's six stage theory of moral development"

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Boyd, Dwight. "The Character of Moral Development." Paideusis 2, no. 2 (November 16, 2020): 21–48. http://dx.doi.org/10.7202/1073416ar.

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This paper analyzes the character implications of Kohlberg's conception of moral development combined with our current understanding of the moral point of view inherent in the most mature level of that development. The problem is first framed within an articulation of the most fundamental philosophical assumptions underlying Kohlberg's theory. Then the argument proceeds dialectically from correcting some of the common but mistaken character implications of the notion of principled morality to showing what positive picture of moral character emerges from an appreciation of recent elaborations of the nature of Stage Six. It is argued that certain dimensions of moral character are required by the performative sense of objectivity which operationalizes the notion of respect for persons forming the heart of Stage Six.
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Mwamwenda, Tuntufye S. "Graduate Students' Moral Reasoning." Psychological Reports 68, no. 3_suppl (June 1991): 1368–70. http://dx.doi.org/10.2466/pr0.1991.68.3c.1368.

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Kohlberg's theory of moral development states that there are six stages of moral development acquired during childhood and adulthood. To estimate the level of 10 graduate students' development a moral judgement interview, Form A, was administered. Most of this small sample (7 women and 3 men) reasoned at Stage 4, although there were some responses at Stage 6, which, however, were not sufficient for most of these students to sustain the level.
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White, Charles B. "Age, Education, and Sex Effects on Adult Moral Reasoning." International Journal of Aging and Human Development 27, no. 4 (December 1988): 271–81. http://dx.doi.org/10.2190/cf38-5hxa-pdn9-akxk.

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The role of age and education in adult moral reasoning was examined utilizing Kohlberg's cognitive-developmental stage theory of moral development and the most recent Standard Scoring System for assessing moral judgments. Individual interviews utilizing standard Kohlberg moral dilemmas were conducted with 195 adults ranging in age from nineteen to eighty-two years and in years of education from three to twenty-five years. Results indicated no overall significant effect for age of reasoner, no significant effect for sex, and a significant effect for education ( p < .01). However, the effect of age was significant in the group with eighteen or more years of education, but not in the group with less than eighteen years of education.
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Carmichael, Cheryl L., Anna M. Schwartz, Maureen A. Coyle, and Matthew H. Goldberg. "A Classroom Activity for Teaching Kohlberg’s Theory of Moral Development." Teaching of Psychology 46, no. 1 (December 16, 2018): 80–86. http://dx.doi.org/10.1177/0098628318816180.

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In two studies, we demonstrate an engaging classroom activity that facilitates student learning about Kohlberg’s theory of moral development by using digital resources to foster active, experiential learning. In addition to hearing a standard lecture about moral development, students watched a video of a morally provocative incident, then worked in small groups to classify user comments posted in response to the video according to Kohlberg’s six stages. Students in both studies found the activity enjoyable and useful. Moreover, students’ scores on a moral development quiz improved after completing the activity (Study 1), and students who completed the activity in addition to receiving a lecture performed better on the quiz than students who received lecture alone (Study 2).
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Shapiro, Johnna K. "Dr. Kohlberg Goes to Washington: Using Congressional Debates to Teach Moral Development." Teaching of Psychology 22, no. 4 (December 1995): 245–47. http://dx.doi.org/10.1207/s15328023top2204_9.

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In his theory of moral development, Kohlberg (1976) stressed that the reasoning behind a moral decision is more important in determining a person's stage of development than the decision itself. Students in introductory psychology and human development courses may have difficulty appreciating this distinction, as well as the differences among Kohlberg's stages. An activity is described in which arguments from congressional debates provide a real-world moral dilemma, to which students can apply Kohlberg's theory. Suggestions on how to use the arguments are presented, as well as possible discussion topics on the validity and usefulness of the theory.
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Dirks, Dennis H. "Moral Development in Christian Higher Education." Journal of Psychology and Theology 16, no. 4 (December 1988): 324–31. http://dx.doi.org/10.1177/009164718801600403.

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Recent research concerning the mural development of evangelical college and seminary students utilizing Kohlberg's stage theory was examined. Biblical parallels to moral development theory were noted and briefly explored. Various explanations for evangelical students' lower than expected scores on moral development tests were considered including such factors as lack of reflection regarding the content of the faith as well as application of biblical principles, weaknesses in the evangelical educational process including the absence of cognitive disequilibrium, evangelical orientation toward biblical care and concern as well as toward justice, and the manner in which an institution's standards of conduct are communicated to students.
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Goyon, Raymond P., and Carlos Eduardo I. Legaspi. "Moral Reasoning and Political Leader Preference of Senior High School Students of a Private School." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 81–82. http://dx.doi.org/10.52006/main.v3i2.216.

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Kohlberg’s moral development theory focuses on the thinking process that occurs when one makes a moral decision. Kohlberg had identified three stages of moral development: Pre-conventional, Conventional, and post-conventional. Moral reasoning, as perceived to be a factor in the decision-making, is a rational act guided by moral principles. It is a subjective evaluation related to practical reasoning, where one justifies the idea based on how a person views various thing. Moreover, decisions rely on reasoning; moral reasoning is related to making a congruent decision when a person creates preference takes more courage in deciding whom to elect during elections. Voting preferences can be affected by certain factors such as peer influence, media influence, family influence, and church/religious community. Political leader preference is described as a judgment based on evaluations and observations through interaction with political content. It may also refer to a political or philosophical opinion on an individual pertained to be a candidate for leadership. Like the Senior High School (SHS) students, some new voters are easily swayed by some politicians. The purpose of this study is to determine the level of moral reasoning and the degree of preference for a political leader of SHS students when grouped according to sex, family monthly income, age, and church ministry involvement. Specifically, it also compares the degree of preference for political leaders when grouped according to variables and correlates moral reasoning and preference for political leaders. Likewise, it explores other factors that influence the political leaders’ preference.
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Keller, Monika, Lutz H. Eckensberger, and Karin von Rosen. "A Critical Note on the Conception of Preconventional Morality: The Case of Stage 2 in Kohlberg's Theory." International Journal of Behavioral Development 12, no. 1 (March 1989): 57–69. http://dx.doi.org/10.1177/016502548901200103.

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In cross-cultural research the validity and universality of stages of preconventional reasoning in Kohlberg's theory of moral development has often been taken for granted, while in developmental research a growing bulk of evidence yields indications that the theoretical assumptions underlying preconventional morality may not be adequate to the data. In order to further clarify the problems raised by this research, data collected from Icelandic and German subjects about a Kohlberg dilemma were analysed. In order to probe the structure of stage 2 in particular, only those interview protocols were taken into account which were given stage 2 global scores in Kohlberg's Joe/Judy dilemma. Qualitative analyses of subjects' reasoning showed a substantial amount of arguments which could not be matched to criterion judgements in the standard scoring manual. Structurally these arguments could be interpreted in terms of stage 2 reasoning. With regard to content, however, they showed genuine normative and relationship concerns which do not fit the individualistic and instrumental exchange notion of stage 2. The findings evidence that there may be more variety in early moral reasoning than demonstrated by published research. An action-theoretical framework is proposed in order to achieve a reformulation of preconventional moral reasoning.
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HORDECKI, Bartosz. "Specyfika etyk kobiecych w ujęciu Carol Gilligan." Przegląd Politologiczny, no. 2 (November 2, 2018): 29–36. http://dx.doi.org/10.14746/pp.2011.16.2.3.

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The paper discusses the ethical views of Carol Gilligan that emerged to dispute the theory of six stages of moral development developed by Lawrence Kohlberg. In his opinion, women tend to reach the higher stages of his scale less frequently than men do. According to C. Gilligan this does not evidence the moral supremacy of men over women, but the faulty de- sign of the research tool. In her opinion, the Kohlbergian conception was based on an ethics of justice that took into account an exclusively male point of view. Women, whose voice is not heard in the public sphere, adopt a different type of ethics, namely the ethics of caring. C. Gilligan believes that it is necessary to promote this specific type of female ethics in order to overcome male dominance which is harmful both for women and men. Introducing a fe- male ethics will make it possible to refute the ‘double lie’ underlying patriarchal civilization. The lie involves (1) the assumption that male ethics are universal; and (2) female concealment of their own models of moral reasoning.
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Đokić, Mirjana, and Snažana Stojiljković. "MORAL REASONING OF STUDENTS OF DIFFERENT PROFESSIONAL CHOICES." Facta Universitatis, Series: Teaching, Learning and Teacher Education, August 5, 2019, 019. http://dx.doi.org/10.22190/futlte1901019d.

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The goal of this research was to investigate the differences in moral reasoning among students of social, biomedical and technical sciences. The sample included 300 students of both genders (154 male and 146 female students). In order to investigate students’ moral reasoning, we used a modified version of the DIT developed by Rest. Kohlberg’s theory of moral development, which claims that there are six stages of moral development which are grouped into three levels of morality, was used as the theoretical foundation for the test. The results of the study show that there is a statistically significant difference at the postconventional level of moral judgment depending on the group of sciences: the level of postconventional moral reasoning is higher among the students of social and biomedical sciences than among the students of technical sciences. When it comes to the conventional level of moral reasoning, which is the modal level for the adult population, differences have not been observed. With regards to the individual stages of moral development, the results show that there are statistically significant differences in moral reasoning at stage 3, stage 4, stage 5A, stage 5B and stage 6. Stage 3 is more prominent among students of social and technical sciences than in students of biomedical sciences. Stage 4 and Stage 5A are higher in students of biomedical and social sciences than in technical science students. Stage 5B and stage 6 are more prevalent in biomedical sciences students than in students of the other two groups of sciences. Findings are discussed from the point of view of cognitive approach to morality and the contribution of educational and social factors to the moral development process of a person.
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Book chapters on the topic "Kohlberg's six stage theory of moral development"

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Sytsma, Cindy, and Dina Pacis. "Examining Restorative Justice in PK12 With a Lens Through Kohlberg's Theory." In Advances in Psychology, Mental Health, and Behavioral Studies, 1–18. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7582-5.ch001.

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Restorative justice serves to facilitate juvenile offenders in taking responsibility for their actions via dialogue with victim, victim's family, and community. In the PK12 setting, this model uses classroom circles to set academic goals, explore curriculum, develop core values, fairness communities, and peer juries to talk with students about causes and identify positive issues to repair the harm done. Kohlberg's theory informs the use and implementation of restorative justice with its six stages of moral development. This chapter will examine Kohlberg's theory coupled with restorative justice at the PK12 level. The application of these philosophies may lead to early development of positive decision making, value of self, good communication skills, and ethical problem solving. By establishing these psychological/sociological foundations in early childhood, children may be able to secure friendly relationships and orient more easily towards fixed rules.
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