Dissertations / Theses: 'Kohlberg, Lawrence - Moral development'

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Yeung, Kwok Wing Anthony. "Kohlberg and ethical universalism." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0028/NQ34648.pdf.

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

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

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Josephine, Strandh. "Ensamhet och hjärtan av sten : En studie om moralisk utveckling, etikundervisning och Astrid Lindgrens böcker." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52485.

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This is a study about the following of Astrid Lindgren’s books The Brothers Lionheart and Mio, my son. The purpose of this study is to find out how moral development according to Lawrence Kohlberg’s theory may apply to the books protagonists. I have used a hermeneutic method for the analysis of Lindgren’s books. The books belong to the category children’s literature which is a valuable contribution to teaching from many aspects. The study shows that the books are well suited for teaching because there are many ethical questions to be discussed. The books may also help the pupils with their questions about life and help them to create their very own identity. Throughout the books the pupils get to learn about loneliness and how to handle it.

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

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

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

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

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

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

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Luczkiewicz, Dulciane Alves. "Desenvolvimento moral e valores culturais dos estudantes de gradua????o em ci??ncias cont??beis no Brasil." FECAP - Faculdade Escola de Com??rcio ??lvares Penteado, 2015. http://132.0.0.61:8080/tede/handle/tede/544.

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The objective of this study was to analyze, considering the brazilian cultural diversity, if there is a statistically meaningful difference in the level of moral development of Accounting students from different universities. The study was based on Kohlberg's moral development Theory, which presents three stages of moral development: pre-conventional (stages 1 and 2), conventional (stages 3 and 4) and post-conventional (stages 5 and 6), and on Hofstede's Culture Theory, which presents the following dimensions: power distance, collectivism versus individualism, femininity versus masculinity, uncertainty avoidance and long-term orientation versus short term orientation. The results were obtained through a descriptive analysis, ANOVA test, equality of proportion test, Pearson's correlation, confidence interval for average and p-value. The variables related to moral development, age, gender, religion and professional experience did not present statistically meaningful difference in the regions surveyed, what did not occur with the variable education, which proved to be a strong and consistent variable when compared to moral development. This study also aimed to verify if Hofstede's cultural dimensions presented significance between the studied regions. Difference was found in the following dimensions: power distance, individualism and long-term orientation. It is also possible to observe that the p index of moral development presents a statistically meaningful relation with the regions. Another important find in this study is that there is no statistically meaningful relation between the p index of moral development and the cultural values among the students that participated in this research in the regions surveyed.
Esta pesquisa teve como objetivo analisar, considerando-se as diversidades culturais do Brasil, se h?? diferen??a estatisticamente significativa em rela????o ao n??vel de desenvolvimento moral dos estudantes de gradua????o de Ci??ncias Cont??beis de diferentes Institui????es de Ensino Superior. Para tanto, utilizou-se como base a Teoria do desenvolvimento moral de Kohlberg, que postula em sua teoria tr??s n??veis de desenvolvimento moral: o pr??-convencional (est??gios 1 e 2), o convencional (est??gios 3 e 4) e o p??s-convencional (est??gios 5 e 6), e a Teoria da Cultura de Hofstede, que est?? definida nas seguintes dimens??es: dist??ncia do poder, coletivismo versus individualismo, feminilidade versus masculinidade, controle da incerteza e orienta????o de longo prazo versus curto prazo. Os resultados foram obtidos atrav??s de an??lise descritiva, teste ANOVA, teste de igualdade de propor????es, correla????o de Pearson, intervalo de confian??a para m??dia e p-valor. As vari??veis relacionadas com o Desenvolvimento Moral, idade, g??nero, religi??o e experi??ncia profissional, n??o tiveram diferen??as estatisticamente significativas nas regi??es pesquisadas, diferentemente da vari??vel educa????o, que comprovou ser uma vari??vel forte e consistente quando comparada com o desenvolvimento moral. Buscou-se ainda verificar se as dimens??es culturais de Hofstede tinham ou n??o signific??ncia entre as regi??es pesquisadas. Constatou-se diferen??a nas dimens??es dist??ncia do poder, individualismo e orienta????o a longo prazo. Nota-se ainda que o ??ndice p do desenvolvimento moral possui rela????o estatisticamente significante entre as regi??es. Outro achado importante nesta pesquisa foi que n??o h?? rela????o estatisticamente significativa entre o ??ndice p do desenvolvimento moral com os valores culturais entre os estudantes das regi??es pesquisadas.

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Ling, Trent. "An Examination of School Principals' Moral Reasoning and Decision-Making along the Principalship Track and across Years of Experience." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6307.

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Previous research by Vitton & Wasonga (2009) and Strenth (2013) found public school K-12 principals struggling in the moral reasoning and decision-making measures of the second Defining Issues Test ("DIT-2"). In response to these studies, this research sought to collect, to examine, and to compare DIT-2 data for educational leaders at various stages of the principalship track in an effort to determine and/or to isolate the locus of principals' reported underperformance. The moral reasoning and decision-making of regular-education K-12 public school principals and assistant principals in Florida, and current master's degree students in educational leadership programs at a large public Florida university were measured and compared. Research questions were posed: 1) to find the levels of moral reasoning and decision-making reached by acting principals, acting assistant principals, and current master's students in educational leadership programs; 2) to determine if there was a difference between these principals, assistant principals, and master's students in moral reasoning and decision-making; and 3) to see if there was a difference in moral reasoning and decision-making between principals across various years of experience. The DIT-2 was administered anonymously to participants through an online link, and was scored by the University of Alabama's Office for the Study of Ethical Development. Data were analyzed through descriptive and inferential statistical methods principally to determine the degree to which participants reasoned and made decisions based upon personal interests, upon the maintenance of norms, or upon the basis of more sophisticated principles. Results showed master's students in educational leadership outperforming active principals and assistant principals in moral reasoning and decision-making by more often employing sophisticated principles and by more often avoiding choices associated with personal interests. With regard to principals, the difference was statistically significant on DIT-2 N-2 scores (based on ANOVA and t-test results) and P-scores (based on t-test results, but not based on ANOVA results). Principals not only underperformed master's students in educational leadership statistically significantly, but also underperformed active assistant principals in comparisons of group means on DIT-2 sub-scores. This research confirms the prior works of Strenth (2013) and Vitton & Wasonga (2009), where principals had been found to struggle in measures of moral reasoning and decision-making. These consecutive and consistent findings now require consideration, discussion, and action by the array of K-12 public school stakeholders. In response to the startling findings that K-12 principals are significantly underperforming those still aspiring for the principalship, a substantial, alarmed, and sober re-examination must take place as to what has happened to principals in K-12 public schools, and as to what can and must be done about it.
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive Track

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Quammie, Arsinoée Salomon. "The case against the method and implications of Lawrence Kohlberg's system of teaching for moral education /." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56627.

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Lawrence Kohlberg's approach to values education based upon his moral developmental stages has, since the seventies, dominated the field of moral education where it has often become a substitute for traditional and direct moral teaching.
This thesis will attempt to demonstrate that Kohlberg's approach to moral education cannot, by its very nature, be a viable alternative for moral education in regard to either individual or societal moral needs.
Although Kohlberg's system has been defended for its "classroom dilemmas", associated pedagogical techniques and its "just community" approach to problem solving, this thesis will attempt to show that these approaches have consequences which are in themselves detrimental to the development of a positive moral standard. The use of Kohlberg's system would result in extreme subjectivism and relativism which are destructive to a basic objective moral standard for society.

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

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Scheibenpflug, Helga. "Die höchste Stufe der Moral : Adäquate Beschreibung anhand des Stufenmodells der Moralentwicklung von Lawrence Kohlberg unter Weiterführung der Kritik der praktischen Vernunft Immanuel Kants : mit Kritik der Theorie religiöser Entwicklung Oser & Gmünders /." Hamburg : Kovač, 2007. http://www.verlagdrkovac.de/978-3-8300-2973-1.htm.

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Scheibenpflug, Helga. "Die höchste Stufe der Moral adäquate Beschreibung anhand des Stufenmodells der Moralentwicklung von Lawrence Kohlberg unter Weiterführung der Kritik der praktischen Vernunft Immanuel Kants ; mit Kritik der Theorie religiöser Entwicklung Oser & Gmünders." Hamburg Kovač, 2006. http://www.verlagdrkovac.de/978-3-8300-2973-1.htm.

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Bordignon, Nelson Antonio. "Implicações dos níveis de desenvolvimento moral de Kohlberg na educação superior: um estudo de caso." Pontifícia Universidade Católica do Rio Grande do Sul, 2009. http://hdl.handle.net/10923/2897.

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This thesis in education aims to identify, in a Case Study, moral development level and stage of a group of Graduation professors. The base reference theory for the search is the Moral Development theory of Lawrence Kohlberg (1927-1987). The empirics investigation is performed in a Centro Universitário La Salle – Unilasalle – Canoas, Rio Grande do Sul State/Brasil. The aim subjects are Graduation professors in age between 33-65 years old, with teaching experience between 6-30 years in teaching, searching, extension and university administration areas, working in 17 graduation courses in the 28 which are offered by the institution. The methodology is the discussion of moral dilemmas of Kohlberg, using three of them: Heinz’s Dilemma, Joe’s Dilemma and Dr. Jeferson’s Dilemma (APENDICIS E). Each dilemma contains a succession of situations which the searched subjects answered, presenting their justification for each of them. A semi-structured interview with each one of the professors completed the evaluation of moral dilemma. The assay of collected data was done using the Bardin’s methodology, considering the identification categories, the moral development levels and stages of Kohlberg. The 17 subjects were identified in 11 (64,70%) in Conventional Level – 5 (29,40%) in Stage 3 – Expecting, Relations and Interpersonal Conformities and 6 (35,30%) in Stage 4 – Preservation of Social System and the Conscience; and 6 (35,30%) subjects in Post Conventional level, all of them in stage – The Social Contracts or the Utility and Individual Rights.The results and conclusions of the search discuss the interface of the subjects’ answers related to the moral development level, their educative experience and the reflexes in education; they also sum up what they think and how they act in moral education in the graduation level. It presents a proposal of moral education from Kohlberg’s moral development theory as possibility and potentiality in the perspective of moral formation of teachers.
Esta tese em educação tem por objetivo identificar o nível e o estágio de desenvolvimento moral, em um Estudo de Caso, de um grupo de professores da Educação Superior. O referencial teórico que fundamenta a pesquisa é a teoria do Desenvolvimento Moral de Lawrence Kohlberg (1927-1987). A investigação empírica se realiza no Centro Universitário La Salle – Unilasalle – Canoas, Rio Grande do Sul/Brasil. Os sujeitos da pesquisa são professores de Educação Superior com idade que varia de 33 a 65 anos, com tempo de magistério de 6 a 30 anos de experiência nas áreas de ensino, pesquisa, extensão e administração universitária, atuam em 17 cursos de graduação dos 28 oferecidos pela Instituição. A metodologia usada é a discussão de dilemas morais de Kohlberg, sendo usados três deles: o Dilema de Heinz, o Dilema de Joe e o Dilema do Dr. Jeferson (APÊNDICE E). Cada dilema compreende uma sucessão de situações às quais o pesquisado respondeu, apresentando sua justificativa para cada uma delas. Uma entrevista semiestruturada com cada um dos professores completou a avaliação dos dilemas morais. A análise dos dados coletados foi realizada com base na metodologia de Bardin, considerando-se as categorias de identificação, os níveis e estágios de desenvolvimento moral de Kohlberg. Os 17 sujeitos foram identificados, sendo 11 (64,70%) no Nível Convencional – 5 (29,40%) no estágio 3 – Das Expectativas, Relações e Conformidades Interpessoais e 6 (35,30%) no Estágio 4 – Da Preservação do Sistema Social e da Consciência; e 6 (35,30%) sujeitos no Nível Pós-convencional, todos no estágio 5 – Do Contrato Social ou da Utilidade e Direitos Individuais.Os resultados e as conclusões da pesquisa discutem as interfaces das respostas dos sujeitos relativas ao estágio de desenvolvimento moral, à sua vivência educativa e aos reflexos na educação, além de realizar uma síntese do que pensam e como atuam em relação à educação moral na educação superior. Apresenta-se, também, uma proposta de educação moral a partir da teoria do desenvolvimento moral de Kohlberg como possibilidade e potencialidade na perspectiva da formação moral de educadores.

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Vidigal, Sonia Maria Pereira. "Formação de personalidade ética: as contribuições de Kohlberg e van Hiele." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-23052011-155307/.

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Tendo em vista a questão de como formar uma personalidade ética, o objetivo deste trabalho foi o de realizar uma investigação teórica visando à compreensão de como se desenvolvem dois aspectos que compõem tal formação: a moral e a cognição. Buscou-se ainda comparar as semelhanças entre esses aspectos e observar intervenções pedagógicas que propiciassem o desenvolvimento de ambos. Para o estudo do desenvolvimento moral, analisaram-se os trabalhos do psicólogo americano Lawrence Kohlberg, que baseou sua investigação nos estudos de Dewey e Piaget, aprimorando uma sequência de etapas pelas quais as pessoas passam em sua formação. Além disso, o psicólogo e seus colaboradores pesquisaram quais condições favoreciam esse avanço de forma a propiciar que níveis mais elevados de desenvolvimento fossem atingidos. Para o estudo dos aspectos cognitivos de tal questão, buscou-se um autor holandês, que elaborou, na área da matemática, um modelo para o desenvolvimento do pensar geométrico: Pierre van Hiele. Apesar de ele ter elaborado um modelo específico para o pensar geométrico, afirma ser possível utilizar esse modelo para o estudo da cognição em outras áreas do conhecimento, não se restringindo apenas à geometria. Ao se compararem as semelhanças entre os dois estudos, foram observados elementos comuns a ambos, entre eles, a necessidade de se favorecer a ocorrência de conflitos cognitivos para o avanço de uma etapa à outra. A partir da semelhança das teorias, buscaram-se ações possíveis de aplicação em sala de aula que propiciassem esses desenvolvimentos de forma eficaz. Quanto às intervenções pedagógicas, foi destacado o diálogo a conversação, a argumentação e a discussão de dilemas morais como condição favorável em sala de aula. Verificou-se que a conversação apresenta o ganho de propiciar que os pensamentos dos alunos fiquem mais claros pela explicitação de suas ideias, além de enriquecer seu repertório a partir da visão alheia; a argumentação acresce, aos proveitos da conversação, a tomada de decisão, pois exige do aluno o posicionamento e uma escolha; a discussão de dilemas morais acrescenta, às intervenções anteriores, o benefício do trabalho com os valores pessoais de cada um e da exigência de uma hierarquização desses valores. Essas intervenções buscam o aumento do nível de consciência dos alunos, essencial para a formação da personalidade ética.
Aiming at forming an ethical personality, this paper carries out a theoretical investigation designed to understand how to develop two aspects that make up such formation: morality and cognition. It also compares the similarities between these aspects and the observed pedagogical interventions that provide for the development of both such aspects. For the study of moral development, the American psychologist Lawrence Kohlbergs work was looked into. He based his research on the studies of Dewey and Piaget, by improving a sequence of stages through which people undergo their formation. In addition the psychologist and his colleagues investigated what conditions favored this advance in order to allow for higher levels of development. In order to study the cognitive aspects of this question, Pierre van Hiele, a Dutch author in the field of mathematics, was studied. He developed a model for the development of geometric thinking. Although this author has prepared a specific model for geometric thinking, he claims one should be able to apply it to cognition studies not only in Geometry but also in regard with other fields. When comparing the similarities between the two studies, elements common to both were observed - among them the need to enable cognitive conflicts to advance from one stage to another. Based on the similarity of theories, the paper looked into other possible actions for implementation in the classroom that could effectively provide such development. Regarding the pedagogical interventions, dialogue (conversation, argument and debate on moral dilemmas) was highlighted as a favorable condition in the classroom. One observes that conversation includes the benefit to provide for clearer thoughts on the part of the students when elucidating their ideas. Also, it enriches their repertoire based on the view of others. To the advantage of conversation, argument adds decision making, for it requires the student\'s attitude and choice. And, to the previous interventions, debating moral dilemmas adds the benefit of working with the personal values of each one and of the requirement of a hierarchy of those values. These interventions seek to increase the level of students awareness, which is essential for the formation of the ethical personality.

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

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

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

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

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

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

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

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

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

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

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

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

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Strenth, Robert. "The Moral Reasoning and Moral Decision Making of Urban High-Poverty Elementary School Principals in a Large Urban Southeastern School District." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5872.

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The focus of this research was to identify the moral reasoning and moral judgment of elementary school principals who serve in high-poverty schools. The study was undertaken at the request of the client public school district who was attempting to identify characteristics of current elementary principals serving in high-poverty schools. Two research questions guided this study concerning the moral operational level of the principals. The theoretical framework of the study was based on the work of Lawrence Kohlberg and his stages of moral development. Participating principals were administered the Defining Issues Test-2 (DIT-2), a pencil-paper questionnaire that presented five moral dilemmas and a series of statements asking for the participant to rank solutions to the dilemmas. The results indicated that the majority of participants operated from lower levels of moral development, reasoning, and judgment. Participants' scores were matched with their schools' performance grades. There was not an indication that high moral scores and high school performance were linked. This study confirmed the results of an early study conducted by Vitton and Wasonga (2009) and encourages a deeper examination of the results of accountability and principal decision making.
Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive

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

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

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

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

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

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

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Roy, Maurice. "Les acquis moraux des élèves ayant reçu l'enseignement religieux catholique comparés à ceux des élèves ayant reçu l'enseignement moral." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0028/NQ36320.pdf.

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Latson, Christopher Craig. "Contemporary Pirates: An Examination of the Perceptions and Attitudes Toward the Technology, Progression, and Battles that Surround Modern Day Music Piracy in Colleges and Universities." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4595/.

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The pilot study used in this thesis examined the attitudes and perceptions of a small group of students at the University of North Texas. The participants in this pilot study (n=22) were administered an online music file sharing survey, a Defining Issues Test (DIT), and participated in a small focus group. This thesis also outlined the history and progression of online music piracy in the United States, and addressed four research questions which aimed to determine why individuals choose to engage in the file sharing of copyrighted music online.

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

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

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Nicholls, Gordon Charles. "Accountable to God alone? : theologising with a hammer : the HIV/AIDS crisis, condoms and Catholicism." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53230.

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Thesis (MPhil)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: Theological positions are usually considered as coterminous with ethical considerations. That which the Church has earnestly considered in the light of what is believed to be God's will, as elucidated in religious texts and through prayerful contemplation, are considered to be ethical without contradiction. Recently the Roman Catholic Church adopted a position forbidding the use of condoms as protection from contracting HIV/AIDS. Instead, the Church has declared that the way to controlling the AIDS pandemic is via sexual abstinence for the unmarried and sexual faithfulness within marriage. It is acknowledged that it is not possible for all the church's theological positions to be driven by pragmatic concerns within society. Nor can a church easily be seen to be promoting sex outside of marriage by recommending the indiscriminate use of condoms. However, the Roman Catholic Church, by forbidding the use of contraception, puts itself in an ethically questionable light relative to other Christian churches. The Catholic Church needs to reconsider its stance on contraception from first principles, divorced from dogmatic beliefs and practices which were derived by men and which have endured beyond their usefulness or theological veracity. It is evident that a church should not adhere to dogmas that are ungodly in their impact and ethically questionable in their import. If a church needs to revise its dogmatic stance on such issues, it should have the courage to do so. This research considers whether the stance of the Catholic Church on condoms can be considered ethical. The position of the Catholic Church is considered critically from a variety of philosophical, empirical and ethical viewpoints. In so doing, it highlights the principled and practical problems of resolving differing moral positions that cross the religious and secular divide. The approach adopted is one of an applied ethical nature, given the probable effects of participating in unprotected sex. Pregnancy and contracting HIV/AIDS are the likely outcomes of not using condoms, and these conditions will create enormous problems for the individual concerned, her, or his, family, as well as for the greater society. The position taken in this research is that the Catholic Church's stand on abstinence before marriage and faithfulness in marriage, as the answer to the HIV/AIDS crisis, would be a realistic ethical position, if, and only if, it was at all feasible and realisable in practice. However, it is the contention of the author, based on empirical considerations, that the idealistic stance taken by the Catholic Church is out of touch with the realities in our contemporary South African society and is doomed to failure. Given this perspective, the Catholic stance is morally questionable, as, if sexual relationships continue to occur outside of marriage, and if condoms are not used, the result will be unwanted pregnancies, HIV infections of both mothers and their babies, crises for families and society at large, and ultimately widespread death from AIDS. Given the pandemic facing South Africa, the Catholic position in banning the use of condoms, is ethically questionable and morally suspect. The Church needs to be called to account for the implications of its dogmatic stance. The HIV/AIDS pandemic is simply too serious for a public institution, such as the Catholic Church, to be involved in perpetuating theological niceties and holding idealised positions. The Church is not divorced from the society it exists in and a realistic, responsible and accountable response is needed in the current context of hundreds of thousands of persons facing death from AIDS and its related diseases.
AFRIKAANSE OPSOMMING: Teologiese standpunte word gewoonlik beskou as gelyktermig met etiese oorwegings. Dit wat die Kerk met erns beskou het word sonder weerspreking as eties aanvaar in die geloof dat dit die wil van God is wat belig word in religieuse geskrifte en deur gebedsoordenking. Onlangs het die Rooms-Katolieke Kerk 'n standpunt aanvaar wat die gebruik van kondome verbied as beskermingsmiddel teen MIV/VIGS-besmetting. Daarteenoor het die Kerk verklaar dat die VIGS-pandemie beheer moet word via seksuele weerhouding vir ongetroudes en seksuele getrouheid binne die huwelik. Daar word toe gegee dat dit nie moontlik is om al die die kerk se teologiese standpunte aan pragmatiese kwellinge binne die gemeenskap te onderwerp nie. Daarmee saam kan die kerk ook nie buite-huwelikse seks aanmoedig deur aan te beveel dat kondome onoordeelkundig benut word nie. Relatief tot ander Christelike kerke plaas die Rooms- Katolieke Kerk homself egter in 'n etiese bevraagtekenbare posisie deur die gebruik van voorbehoedmiddels te verbied. Die Katolieke Kerk behoort sy standpunt oor geboortebeperking te heroorweeg in die lig van primêre prinsiepe - geskei van dogmatiese oortuigings en bedrywe wat deur mense bedink is en wat hulle bestaansreg as nuttigheid of teologiese waarheid oorskrei. Dit is duidelik dat 'n kerk nie dogmas behoort aan te hang wat onverantwoord in haar impak en eties bevraagtekenbaar in hulle belangrikheid is nie. Indien 'n kerk sy dogmatiese standpunte oor sulke sake moet hersien, behoort dit die moed te hê om dit te doen. Hierdie navorsing skenk oorweging aan die vraag of die Katolieke Kerk se standpunt oor kondome as eties beskou kan word. Die posisie van die Katolieke Kerk word krities beskou vanuit 'n verskeidenheid filosofiese, empiriese en etiese standpunte. Dit verlig die beginsels en praktiese probleme wat verband hou met die resolusie van die verskillende morele posisies wat die kloof tussen die religieuse en sekulêre moet oorbrug. Die benadering wat benut word is van 'n toegepas etiese aard, gegewe die waarskynlike gevolge van deelname aan onbeskermde seks. Swangerskap en besmetting met MIV /VIGS is die waarskynlike resultate indien kondome nie benut word nie. Dit lei gevolglik tot enorme probleme vir die betrokke individu, familie en die breër samelewing. Die aanspraak van hierdie navorsing is dat die Katolieke Kerk se standpunt - dat weerhouding van seks voor die huwelik en getrouheid binne die huwelik as antwoord dien vir die MIV /VIGS krisis - 'n realistiese etiese posisie verteenwoordig indien, en slegs indien, dit toepasbaar en haalbaar binne die praktyk is. Dit is egter die bewering van hierdie skrywer, gebaseer op empiriese oorwegings, dat die idealisriese standpunt van die Katolieke Kerk uit voeling is met die realiteite van ons kontemporêre Suid-Afrikaanse samelewing en dat dit gedoem is tot mislukking. Gege hierdie perspektief, word dit duidelik dat die Katolieke standpunt moreel verdag is, veral as in gedagte gehou word dat - indien seksuele verhoudings buite huweliksverband voortduur en kondome nie gebruik word nie - die resultaat onbeplande swangerskap, MIV besmetting van beide moeders en babas, krisisse vir families en die samelewing en uiteindelik wydverspreide sterftes as gevolg van VIGS sal wees. Gegewe die pandemie wat Suid-Afrika in die gesig staar word die Katolieke standpunt waarin die gebruik van kondome verbied word eties bevraagtekenbaar asook moreel verdag. Die Kerk moet tot verantwoording geroep word vir die implikasies van sy dogmatiese standpunt. Die MIV /VIGS'pandemie is eenvoudig te ernstig vir 'n openbare instansie soos die Katolieke Kerk om betrokke te bly in die voorsetting van teologiese kieskeurigheid en die verkondiging van geïdealiseerde standpunte. Die Kerk is nie los van die samelewing waarbinne dit bestaan nie en 'n realistiese, verantwoordelike en toerekenbare respons word benodig binne die huidige konteks waarbinne honderde duisende mense dood as gevolg van VIGS in die gesig staar.

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Powers, Kimberly Dawn. "An analysis of Kohlbergian moral development in relationship to Biblical factors of morality in seminary students /." 2006.

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Armstrong, Carolyn Sue. "A moral development theory : a synthesis from selected moral development theories, a spiral progression model of human development, and ego-state personality theory." Thesis, 1991. http://hdl.handle.net/1957/36864.

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Controversy regarding moral development research has given rise to a proliferation of theories competing for acceptance. For all these researchers, the work of Lawrence Kohlberg is the pivot point for comparisons, contrasts, and discussions. Still, no theories to date adequately describe and document a theoretically complete conception of moral judgment and behavior. The contention in this thesis is that Kohlberg's moral development theory should remain the base-camp for further exploration but concepts from the past as well as new components from other fields should be added to construct a better model of human moral thinking and behaving. This thesis formulates a comprehensive and more adequate moral development theory which fits existing data. Pertinent aspects of past and present moral theories are summarized. Theories are evaluated in light of knowledge gained from past thinkers and recent research. Inadequacies are discussed. New pieces from psychological personality theories are presented to replace the normally accepted concept of a unitary ego theory. A more realistic model of growth as a spiral development process is presented. This spiral model allows features of the invariant stage sequence and step-wise hierarchial development process, critical to Piaget's cognitive development theory and to Kohlberg's justice-oriented moral development theory, to exist while couched in a broader growth process that encompasses the pertinent additional features of other researchers' works. The newly constructed theory is presented. Documented case materials and portions of counseling sessions are used to show some adequacy-of-fit of aspects of this theory.
Graduation date: 1992

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Šusta, Petr. "Vliv dlouhodobého pobytu jedince v dětském domově na jeho morální vývoj." Doctoral thesis, 2018. http://www.nusl.cz/ntk/nusl-389854.

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CHARLES UNIVERSITY FACULTY OF ARTS DEPARTMENT OF EDUCATION PhD programme studied subject - education DISSERTATION ABSTRACT Vliv dlouhodobého pobytu jedince v dětském domově na jeho morální vývoj Effect of Long-term Residence of Individual in Children's Home to His Moral Development Mgr. Petr Šusta Supervisor: doc. PhDr. Jaroslav Koťa Prague 2018 Abstract and keywords The dissertation thesis elaborates on the effect of the long-term residence of an individual in a children's home to his moral development. The dissertation thesis includes theoretical and empirical parts and the aim of the thesis is to find and eventually describe differences in the level of moral development of children and teenagers experienced with a long-therm residence in a children's home and subjects without this expirience. It has been gained and collected results of the original research in accordance with the methodology of Lawrence Kohlberg in cooperation with children from the children's homes and children from usuall families as control group. There are elaborated these topisc in the theoretical part of the thesis: institutional foster care in the Czech Republic, methodological research issues of the level of moral development in accordance with the theory of Lawrence Kohlberg. The empirical part of the dissertation thesis defines...

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Hradilová, Tereza. "Morální usuzování osob s lehkým mentálním postižením." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-412103.

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The aim of this thesis is to describe and analyse the moral reasoning of people with mild intellectual disability, as well as to find out their understanding of more abstract terms of the moral domain, what the principle of their deciding is, and which values are important for them. In the first part, the thesis concentrates on the influence of the intellectual disability on the cognitive, emotional and personality aspects of the subjects. It also introduces several theories of the moral development, moral structure and values, and finally, the thesis presents the outcomes of the foreign research focused on the moral reasoning of people with intellectual disability. In six case studies in the empirical part, the thesis demonstrates the moral reasoning of people with mild intellectual disability, who have been respondents of exploratory interviews. In the concluding part, the thesis attempts to find some identical significant moments which might be characteristic of moral reasoning of people with mild intellectual disability, and put them into the context of other research and theories.

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Ferns, Ilse 1961. "Morele ontwikkeling tydens adolessensie : 'n tussenkulturele studie." Thesis, 1998. http://hdl.handle.net/10500/16776.

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Afrikaans text
Die vlak van morele ontwikkeling van wit A:frikaanssprekende, wit Engelssprekende, swart Sotbosprekende, swart Xhosasprekende en swart Zoeloesprekende adolessente seuns en meisies in vroee, middel- en laatadolessensie (12-19 jaar) in Suid-Afrika is afsonderlik, tussenkultureel en vir geslagsverskille asook ouderdomsverskille ondersoek. Moontlike verbande tussen genoemde groepe se vlak van morele ontwikkeling, stedelike/plattelandse woonomgewing, vlak: van identiteitsontwikkeling en lokus van kontrole-orientasie is ondersoek vir kultuur- en geslagsverskille. Wit en swart adolessente redeneer nie in dieselfde mate op die verskillende stadia van morele ontwikkeling nie en bulle openbaar oak verskillende morele ontwikkelingspatrone. Swart adolessente funksioneer betekenisvol meer as wit adolessente op laer stadia van morele redenering terwyl wit adolessente betekenisvol meer as swart adolessente op boer stadia van morele redenering funksioneer. Wit adolessente toon 'n morele ontwikkelings patroon ooreenkomstig Westerse waardes en norme wat ooreenstem met Kohlberg se teorie. Swart adolessente toon 'n andersoortige morele ontwikkelingpatroon wat nie ooreenstem met Kohlberg se teorie nie. Met betrekking tot die wit adolessente groep bereik meisies betekenisvolle boer stadia van morele ontwikkeling as seuns. Wat swart adolessente seuns en meisies betreis geen betekenisvolle geslagsverskille ten opsigte van vlak van morele redenering gevind nie. Morele ontwikkeling verloop ooreenkomstig ouderdom in stadia volgens 'n spesifieke patroon. Jonger adolessente funksioneer in 'n grater mate op laer stadia van morele redenering as ouer adolessente terwyl ouer adolessente meer tekens van boer stadia van morele redenering as jonger adolessente toon. Verskille in die morele ontwikkeling van adolessente seuns wat uit 'n stedelike omgewing kom en die wat op die platteland woon bet nie voorgekom nie. Stedelike adolessente meisies funksioneer in 'n grater mate as plattelandse adolessente meisies op boer vlakke van morele ontwikkeling. Ten opsigte van wit adolessente het 'n betekenisvolle verband tussen vlak van morele ontwikkeling en vlak van identiteitsontwikkeling voorgekom. By swart adolessente is sodanige verband nie gevind nie. Geen verband tussen vlak van morele ontwikkeling en lokus van kontrole-orientasie vir wit en swart adolessente in Suid-Afrika is aangetoon nie. Die bevindings is verklaar aan die hand van verskillende tipes sosialisering, sosiokulturele faktore, kultuur-historiese aspekte en adolessente se ontwikkelingkenmerke.
The level of moral development of white Afrikaans speaking, white English speaking, black Sotho speaking, black Xhosa speaking and black Zulu speaking adolescent boys and girls in early, middle and late adolescence {12-19 years) in South Africa was investigated separately, cross-culturally and with regard to gender differences and age differences. Possible relationships between level of moral development and urban/country living environments, level of identity development and locus of control orientation for the above mentioned groups were also investigated for cultural and gender differences. White and black adolescents do not reason to the same extent at different stages of moral development and they exhibit different moral developmental patterns. Black adolescents function significantly more than white adolescents at lower stages of moral reasoning while white adolescents function significantly more than black adolescents at higher stages of moral reasoning. White adolescents reveal a moral developmental pattern in line with Western values and norms which corresponds with Kohlberg's theory. Black adolescents reveal a different moral developmental pattern which does not correspond with Kohlberg's theory. With regard to the white adolescent group, girls reach significantly higher stages of moral development than boys. With regard to black adolescent boys and girls, no significant gender differences in level of moral reasoning were found. Moral development takes place in accordance with age in stages according to a specific pattern. Younger adolescents function more at lower moral reasoning stages than older adolescents while older adolescents display more signs of higher moral reasoning stages than younger adolescents. No differences in the moral development of adolescent boys who come from urban environments and those from country districts were found. Girls from urban environments function significantly more than girls from country districts at higher levels of moral development. A significant relationship was found between level of moral development and level of identity development for white adolesceJJtS. No such relationship was found for black adolescents. No relationship between level of moral development and locus of control orientation for white and black adolescents in South Africa was found. The findings were considered in relation to different types of socialisation, socio-cultural factors, culture-historical aspects and adolescent developmental characteristics.
Psychology
D.Litt. et Phil. (Sielkunde)

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Ravella, Gerald Jaya Raj. "O pensamento moral em jovens : o juízo moral em Lawrence Kohlberg." Master's thesis, 2010. http://hdl.handle.net/10316/15014.

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Dissertação de mestrado em Filosofia Política, apresentada à Faculdade de Letras da Universidade de Coimbra
Sendo constantes as alusões a conceitos como moralidade, desenvolvimento, pensamento e raciocínio moral. O presente trabalho procura contribuir para o esclarecimento da evolução do pensamento moral dos alunos do ensino básico e secundário baseando-se na teoria do psicólogo Norte Americano Kohlberg. O nosso projecto inicial incluía um estudo empírico de uma população de adolescentes da zona centro de Portugal. Na impossibilidade de realizar esse trabalho, por razões alheias à nossa vontade, apresentaremos apenas uma breve apreciação crítica do modelo explicativo do desenvolvimento moral de Kohlberg. Por último, salientaram-se algumas críticas à teoria dos estádios de Kohlberg, no contexto de uma apreciação dos estudos mais recentes sobre este modelo. Este trabalho, sintetizando: - Defende que o modelo estrutural evolutivo de Kohlberg mantém ainda potencialidades que não foram; - Por isso, afirma que o esquema dos estádios de juízo moral pode dar um grande contributo para o estudo e compreensão do agir moral se a compreensão da racionalidade que lhe está associada não for unilateralmente reduzida a uma caricatura de uma única doutrina filosófica.

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Kao, Po-Chuan, and 高博銓. "A STUDY ON KOHLBERG''S COGNITIVE MORAL DEVELOPMENT THEORY." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/03327425103928581604.

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碩士
國立臺灣師範大學
教育學系
84
A STUDY ON KOHLBERG''S COGNITIVE MORAL DEVELOPMENT THEORY Po- Chuan Kao Abstract This study aims at an analysis on Kohlberg''s moral development theory. The purposes of this research are, firstly, to find out the root of moral develop-ment theory in order to understand accurately its foundations, secondly, to e-laborate on moral development theory and analyze its practical application, f-uthermore,to gain a valuable insight into moral education, and finally, to end with a comprehensive conclusion and comment. It is hoped that the deep unders-tanding of moral development theory as gained through this study can function as a reference in the implementation of practice of moral education. There are six chapters in this study . Chapter I describes the motivation and objectives for this study, the methods and process adopted, as well as the scope and limitations . Chapter II analyzes the root of moral development the-ory. Chapter III exhaustively discusses the levels of moral development ( pre-conventional level, conventional level, and postconventional level). Preconve- ntional level consists of the punishment and obedience orientation as well asthe instrumental relativist orientation. Conventional level is composed of th-e interpersonal concordance orientation and society maintaining orientation. Postconventional level is made up of the social contract orientation and the universal ethical principle orientation. Chapter IV goes into details of moraldevelopment theory applying to the practice of moral dilemmas, moral curricul- um , and just community schools . Chapter V seeks enlightment for the purposes of moral education , moral curriculum and teaching , as well as the staff and and adminstration of schools from moral development theory . Chapter VI serves as a general conclusion and comment. In conclusion, as time progresses, moral development theory is kind of aw-ay its blosson time , yet it has aroused surging waves of moral education and displayed the afterglow of Kohlberg''s achievement . This study can serve as a reference in the implementation of practice of moral education , especially in the discussion of moral dilemmas , the integration of the discussion into curr-iculum, and the experiment of just community schools.

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Djerroud, Nadéra. "Les émotions et la théorie de Kohlberg : une autre façon d'étudier le jugement moral." Thèse, 2012. http://www.archipel.uqam.ca/5209/1/D2381.pdf.

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Le fonctionnement du jugement moral demeure controversé dans la littérature. Certaines théories affirment que, par définition, le jugement moral dépend des émotions (théorie des marqueurs somatiques de Damasio), tandis que d'autres mettent l'accent sur l'importance de la cognition, comme le fait la théorie de Kohlberg. Cette théorie du jugement moral est née dans les années 1970, alors que plusieurs fonctions humaines étaient encore définies par le postulat du constructivisme psychologique. Ce postulat met l'accent sur les fonctions cognitives et les stades pour expliquer le développement des facultés humaines. Aujourd'hui, la théorie de Kohlberg est sévèrement critiquée par ceux qui adoptent une position sentimentaliste, mettant l'accent sur les émotions pour expliquer le jugement moral. Pourtant, la théorie de Kohlberg a subi plusieurs modifications dont les critiques ne tiennent pas compte. Le but de cette thèse était de montrer comment la théorie de Kohlberg est à jour et permet d'étudier le jugement moral avec les émotions. Afin d'atteindre cet objectif, deux études ont été menées. La première de ces études fut une recherche théorique de type argumentatif. Elle a permis de remettre à jour la théorie de Kohlberg en s'appuyant sur les travaux de deux chercheurs, Krebs et Rest, qui se sont attaqués 1) à la conception constructiviste du cadre de la théorie (stades, cognition) et 2) à l'absence de plusieurs variables importantes dans la définition du jugement moral (personnalité, émotions). Krebs a utilisé le concept de stratégies plutôt que de stades. Selon l'auteur, ces stratégies sont des structures intuitives qui peuvent se retrouver chez les animaux, les enfants et les adultes et dont l'expression dépend du contexte écologique ou social. Rest a parlé de schèmes, structures intuitives aussi présentes à la naissance, dont l'importance pourrait varier en fonction de plusieurs composantes (notamment psychologiques). Finalement, cette étude conclut en présentant une théorie néo-kohlbergienne du jugement moral. Il est aujourd'hui possible d'utiliser cette théorie en parlant d'émotions et de fonctions cognitives. La deuxième étude visait à mesurer l'impact des émotions sur les schèmes moraux de la théorie néo-kohlbergienne et à mesurer les fonctions cognitives impliquées traditionnellement dans le jugement moral (intelligence, fonctions exécutives et théorie de l'esprit). Quatre-vingt-quatre jeunes adultes normaux (40 hommes et 44 femmes) ont écouté deux versions de dilemmes (neutre et avec ton dramatique). Les résultats ont montré que les pourcentages des schèmes préconventionnels ont diminué dans la condition avec ton dramatique. Par ailleurs, les pourcentages des schèmes postconventionnels ont diminué chez les hommes, mais ont augmenté chez les femmes dans la condition dramatique. Comme fonction cognitive, la théorie de l'esprit était corrélée positivement avec les schèmes postconventionnels. En outre, plus les sujets étaient flexibles, plus ils obtenaient des pourcentages des schèmes conventionnels dans la condition dramatique. Ces résultats confirment le rôle des émotions et des fonctions cognitives pour expliquer le jugement moral et montrent des différences de ce jugement entre les sexes. En conclusion, cette thèse a montré qu'il y a la place pour les émotions dans la théorie néo-kohlbergienne, pour mieux comprendre le jugement moral. Cette thèse confirme que les émotions permettent de diminuer le pourcentage des schèmes d'intérêts personnels (préconventionnels), mais n'augmentent pas nécessairement les pourcentages des schèmes prosociaux (postconventionnels) chez tout le monde. Ce pourcentage diminue chez les hommes tandis qu'il augmente chez les femmes et les fonctions cognitives classiques contribuent partiellement à expliquer le jugement moral. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : jugement moral, théorie de Kohlberg, émotions, Haidt, fonctions cognitives, Rest, Krebs.

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Wang, Chun-ping, and 王俊斌. "Compare and Contrast on Lawrence Kohlberg''s,Jurgen Habermas''s, and Michel Foucault''s Ethical Positions--Pluralism of Postmodernity and Moral Education." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/67209937284273374192.

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碩士
國立新竹師範學院
國民教育研究所
86
Compare and Contrast on Lawrence Kohlberg''s ,Jurgen Habermas''s ,and Michel Foucault''s Ethical Positions --Pluralism of Postmodernity and Moral Education The thesis intends to development the shape of "Postmodern"Multi-Moral Education through two levels of argument :"theorical criticism" and "practical verification."Theorically,the author analyzes Lawrence Kohlberg''s elaboration of "General Law of justice "and his establishmentof "Universal Moral Stages."Next ,the author discourses how Jurgen Habermasdevelops his "Universal Pragmatics Ethics"through anti-metaphysical commu-nicative action to give the Moral-Stages Theory a higher level by discourse ethics. Bisides, unlike Kohlberg''s and Habermas''s modernity foundation, michel Foucault composes his aestheic ehtics position--the Aesthetic Existence of Self Technology -in his discourse of "power relaion." Practically, the author on the one hand confirms the moral analysis on "Multi-Discourses of Postmodernity"by using the method opposition contrastingon comparing the three ethic positions. On the other hand, when discourses turn to "postmodern" positioning , the reader will find unexpectedly that contemporary moral education -the transformation of absolute moral purposes to be relative ;the construction of Multi-Culture Curricula; critism on Modern Moral Instruction(Morality Discussion Instruction, Value Carifying Instruction, Moral Aim Instruction),and the use of New Assessment Paradigm(Alternative Assessment)in Moral Education, etc.-and filled with postmodern significance.

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Lin, Li-chuan, and 林麗娟. "The Possibility Concerning the Moral-relativism Crises and Principle Ethics–Research on the Philosphical Basis of the Teenagers'' Moral Education from the Theories of Kohlberg & Habermas'' Moral Development." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/44407750208761697113.

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PAREISOVÁ, Lenka. "Mládež a její morálka ve vztahu k současné společnosti." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-110429.

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The thesis deals with the moral thinking of youth in its adolescent age. The first part deals with the basic ethic terms and with historical development of ethic thinking. The thesis deals further with determinants, which influence the moral development of thinking of a man including primary and secondary socialisation and the influence of a state. The theoretical part ends with a chapter dealing with the psychological aspects of development of moral judgement, where are described the particular stages of moral development according to Lawrence Kohlberg. The practical part deals with the research in a given group according to Kohlberg. The research is made with regard to family background of an individual. Except for reactions to Heinz´s dilemma, there are researched the differences between moral attitudes of men and women and the differences between individuals coming from villages or cities. The aim of this thesis is to judge, if it is possible from the stage of a moral judgement of the researched adoloscents, judge a relation according to the context of their experience in the family. The research showed some influences to moral thinking of a man, but it is not possible to determine the convincing conclusions. The man is to complicated human being, whose moral quality shows the concrete and practical situation only.

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Dissertations / Theses on the topic 'Kohlberg, Lawrence - Moral development'

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