Journal articles: 'Kohlberg, Lawrence - Moral development'

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Reed, T. M. "Developmental Moral TheoryThe Psychology of Moral Development. Lawrence Kohlberg." Ethics 97, no. 2 (January 1987): 441–56. http://dx.doi.org/10.1086/292850.

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Linn, Ruth. "THE HEART HAS ITS REASON AND THE REASON HAS ITS HEART: THE INSIGHT OF KOHLBERG AND GILLIGAN IN MORAL DEVELOPMENT AND COUNSELING." Social Behavior and Personality: an international journal 29, no. 6 (January 1, 2001): 593–600. http://dx.doi.org/10.2224/sbp.2001.29.6.593.

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This paper reflects on the work of Lawrence Kohlberg and Carol Gilligan as a missing chapter in the counseling curricula, and discusses the explanatory power of each theory. The paper illustrates how Kohlberg's theory mirrors the “separate” truth of theories of development, and the alternative truths suggested by Gilligan.

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Robin, Donald P., Gus Gordon, Charles Jordan, and R. Eric Reidenbach. "The Empirical Performance of Cognitive Moral Development in Predicting Behavioral Intent." Business Ethics Quarterly 6, no. 4 (October 1996): 493–515. http://dx.doi.org/10.2307/3857501.

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AbstractThe substantial work on cognitive moral development (CMD) by Lawrence Kohlberg and James Rest popularized the use of this construct in the literature on business ethics. This construct has been prominently used in models attempting to explain ethical/unethical behavior in management, marketing, and accounting, even though Kohlberg did not intend for the construct to be used in that manner. As a predictor of behavior, CMD has been attacked on the theoretical level, and its empirical performance has been weak. This article uses another established construct, which seems to satisfy the central criticisms of CMD, as a means of testing those complaints. The comparative multidimensional ethics scale (MES) substantially outperforms CMD, operationalized using Rest's Defining Issues Test, in every test. These results seem to suggest that other options perform better than CMD when the purpose is to model ethical/unethical behavior or even ethical judgment.

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

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

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Kuswandi, Iwan. "TAHAPAN PENGEMBANGAN MORAL: PERSPEKTIF BARAT DAN ISLAM (Telaah Terhadap Gagasan Thomas Lickona, Lawrence Kohlberg dan Al-Qur’an)." Ar-Risalah: Media Keislaman, Pendidikan dan Hukum Islam 18, no. 1 (May 7, 2020): 158. http://dx.doi.org/10.29062/arrisalah.v18i1.329.

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A decline in moral is among the impacts of technological development. For this reason, Thomas Lickona and Lawrence Kohlberg developed a concept of moral development, a concept which has also been discussed in the Holy Quran. Lickona stated that moral development stages are started with the ownership of moral knowledge (moral knowing) and move to moral feeling and moral action. Kohlberg stated that there are six stages in moral development. The stages are in three phases. First phase is called pre-conventional, which consists of stage 1 and stage 2. In this phase, people are more concerned about being right and wrong and getting reward or punishment. The next phase is called conventional phase, which consists of stage 3 and stage 4. In this level, people are more driven by internal motivation and how they are perceived by society. The final phase is post conventional phase, consisting of stage 5 and stage 6. In this level, people are able to independently interpret moral values and are driven by more universal values. The Quran divided the stages into some classes which are mentioned as ulul ilm (those of knowledge), ulin nuha (those of intelligence), ulil abshar (those of vision), ulil albab (those of understanding), ulil amri (those in authority), ulil aidi (those of strength) dan ulil azmi (those of determination).

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Sherman, Carol Jones. "The Psychology of Moral Development. Vol. 2: The Nature and Validity of Moral Stages. Lawrence Kohlberg." Journal of Religion 66, no. 3 (July 1986): 354–55. http://dx.doi.org/10.1086/487419.

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Dieser, Rodney. "Springsteen as Developmental Therapist: An Autoethnography." Biannual Online-Journal of Springsteen Studies 1, no. 1 (August 10, 2014): 96–120. http://dx.doi.org/10.26443/boss.v1i1.18.

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Based on differing theories of moral development proposed by Lawrence Kohlberg, Martin Hoffman, and John Gibbs, this paper posits that listening to Bruce Springsteen’s music can increase moral growth. Scores of Springsteen songs parallel psychological techniques used to increase moral development, such as being exposed to two or more beliefs that are contradictory, social perspective-taking by listening to moral dilemmas, gaining empathy with the distress that another person experiences, hypothetical contemplation, and meta-ethical reflection. Through qualitative-based autoethnographical storytelling, the author outlines how his moral development was enabled through such Springsteen songs as “Factory,” “Highway Patrolman,” “Independence Day,” “Johnny 99,” and “Used Cars,” as well as two self-disclosures from Springsteen’s Live 1975-85 album.

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Lind, Georg. "Measuring Moral Judgment: A Review of ‘TheMeasurement of Moral Judgment’by Anne Colby and Lawrence Kohlberg." Human Development 32, no. 6 (1989): 388–97. http://dx.doi.org/10.1159/000276491.

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Day, James M., and Myriam H. L. Naedts. "Convergence and Conflict in the Development of Moral Judgment and Religious Judgment." Journal of Education 177, no. 2 (April 1995): 1–29. http://dx.doi.org/10.1177/002205749517700202.

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In this article the authors present results from research that tested well-established assumptions and explored longstanding dissatisfactions concerning questions about the relationship between moral development and religious development. Relying upon classical constructs derived from the work of Lawrence Kohlberg, Fritz Oser, and certain of their colleagues, the authors translated, revalidated, and employed a measure developed by John Gibbs for the measurement of moral judgment, and developed, validated, and employed a new measure of religious judgment for the purpose of comparing moral judgment and religious judgment levels in a population of French-speaking Belgian adolescents and young adults. Their findings introduce the beginning of a large-scale empirical effort in the testing of claims central to the literature of developmental psychology and the practice of developmental education where moral and religious judgment are concerned. The results of their research also raise a series of interesting questions about conflict and convergence in moral and religious development. Readers are invited to regard these findings both as a source of reinvigoration for the constructivist case about the relatedness of moral and religious development, and as an opportunity to enquire collaboratively into a series of perplexing questions which arise therein.

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Medina Vicent, Maria. "La ética del cuidado y Carol Gilligan: una crítica a la teoría del desarrollo moral de Kohlberg para la definición de un nivel moral postconvencional contextualista." Daímon, no. 67 (March 10, 2016): 83. http://dx.doi.org/10.6018/199701.

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<p>El presente artículo pretende realizar un acercamiento a los estudios sobre el razonamiento moral humano desarrollados por Lawrence Kohlberg<a href="file:///C:/Users/windows/Dropbox/Doctorat/Articles%20en%20revistes/Daimon%20n%C2%BA63/La%20%C3%A9tica%20del%20cuidado%20y%20Carol%20Gilligan%20-%20Daimon%2063.doc#_ftn1">[1]</a> así como a la crítica realizada por parte de Carol Gilligan a dicho trabajo. Abordaremos pues, la teoría del desarrollo moral de Kohlberg, adentrándonos en los niveles morales preconvencional, convencional y postconvencional, con el objetivo de discernir si esta explicación evolutiva de la moralidad humana adquiere un carácter universal, o si por el contrario, se refiere a las estructuras morales de un grupo humano concreto. Más tarde, nos introduciremos en la crítica de Gilligan<a href="file:///C:/Users/windows/Dropbox/Doctorat/Articles%20en%20revistes/Daimon%20n%C2%BA63/La%20%C3%A9tica%20del%20cuidado%20y%20Carol%20Gilligan%20-%20Daimon%2063.doc#_ftn2">[2]</a> hacia dichos niveles morales, haciendo hincapié en la necesidad de incorporar las particularidades contextuales en la noción de razonamiento moral para definir un nivel postconvencional contextualista, que nos permita confrontar las nociones de ética de la justicia y ética del cuidado.</p><div><br /><hr size="1" /><div><p><a href="file:///C:/Users/windows/Dropbox/Doctorat/Articles%20en%20revistes/Daimon%20n%C2%BA63/La%20%C3%A9tica%20del%20cuidado%20y%20Carol%20Gilligan%20-%20Daimon%2063.doc#_ftnref1">[1]</a> Kohlberg, L., <em>The Philosophy of Moral Development</em>, San Francisco, Harper & Row, 1981.</p></div><div><p><a href="file:///C:/Users/windows/Dropbox/Doctorat/Articles%20en%20revistes/Daimon%20n%C2%BA63/La%20%C3%A9tica%20del%20cuidado%20y%20Carol%20Gilligan%20-%20Daimon%2063.doc#_ftnref2">[2]</a> Gilligan, C., <em>In a Different Voice: Psychological Theory and Women’s Development</em>, Cambridge, Harvard University Press, 1982.</p></div></div>

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Shepard, Richard G. "Biblical Progression as Moral Development: The Analogy and its Implications." Journal of Psychology and Theology 22, no. 3 (September 1994): 182–86. http://dx.doi.org/10.1177/009164719402200303.

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The progression of history as described in the Bible is considered from the perspective of Lawrence Kohlberg's theory of moral development. A rationale for this analogy is provided with potential implications. Suggestions for future discussion are also included.

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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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Woods, Cindy J. P. "GENDER DIFFERENCES IN MORAL DEVELOPMENT AND ACQUISITION: A REVIEW OF KOHLBERG'S AND GILLIGAN'S MODELS OF JUSTICE AND CARE." Social Behavior and Personality: an international journal 24, no. 4 (January 1, 1996): 375–83. http://dx.doi.org/10.2224/sbp.1996.24.4.375.

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Issues of moral development and moral action have been explored by psychologists by both empirical and nonempirical methods. Lawrence Kohlberg's moral stages have been of particular interest and scrutiny since his longitudinal study of boys was first published in 1969. Harvard's Carol Gilligan contests Kohlberg's findings in her 1982 book In A Different Voice, as well as other publications, claiming that girls' morality developed differently from boys' and that Kohlberg's stages were not universal as he asserted. The debate over gender differences in moral development has focused primarily on these two theories. Numerous studies and articles have been published deliberating about both Kohlberg's and Gilligan's theories with most concluding there is no significant difference in the way the sexes make moral decisions. This article reviews the current literature of both theories, providing a context in which to view morality, and offers suggestions for future research.

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Xu, Feng, Cam Caldwell, and Verl Anderson. "Moral Implications of Leadership - Transformative Insights." International Journal of Business and Social Research 6, no. 3 (April 16, 2016): 76. http://dx.doi.org/10.18533/ijbsr.v6i3.940.

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<p>In this paper we examine the correlations between Lawrence Kohlberg’s six stages of morality and Transformative Leadership, a new morally-based approach to leadership. Using survey of students, faculty members, and staffs at a South Florida private university we present evidence that there is a clear relationship between an individual’s self-described leadership perspectives and the stages of Kohlberg’s moral development model. Our paper provides five significant contributions to the literature about leadership and its moral role and enables scholars and practitioners to understand more completely the relationships between leadership and moral behavior.</p>

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Carnevalli, Henrique Abarca Schelini. "Medidas Socioeducativas e Desenvolvimento Moral: uma Possibilidade Através da Interação e do Respeito." Revista Brasileira Adolescência e Conflitualidade, no. 17 (August 9, 2018): 16. http://dx.doi.org/10.17921/2176-5626.n17p16-22.

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O objetivo deste trabalho é revelar as perspectivas de desenvolvimento moral contidas nas diretrizes pedagógicas do Sistema Nacional de Atendimento Socioeducativo - SINASE/2006, analisadas sob a luz da teoria construtivista das obras de Jean Piaget e Lawrence Kohlberg. Segundo estes autores, a autonomia moral é alcançada por meio de relacionamentos cooperativos, em que se estabelece uma relação de diálogo e respeito entre os sujeitos. Já o SINASE, enquanto conjunto ordenado de princípios, regras e critérios que envolvem a execução de medidas socioeducativas aos adolescentes em conflito com a lei, objetiva promover o desenvolvimento destes defendendo um alinhamento conceitual estruturado em bases éticas e pedagógicas. Ambos enxergam na educação, no respeito e na interação entre o sujeito e o mundo, meios de contribuir na formação de um sujeito autônomo, solidário e capaz de se relacionar melhor consigo mesmo e com os outros, cujos princípios e valores se tornarão os norteadores para uma tomada de decisão em detrimento de uma obediência irrefletida, baseada no medo e na punição. Diante de um quadro agravante de violência envolvendo o público infantojuvenil é fundamental que as bases, que sustentam os direitos e norteiam os serviços sejam constantemente ressignificadas para que as práticas alcancem os resultados esperados.Palavras-chave: SINASE. Adolescentes. Desenvolvimento.AbstractThe objective of this work is to reveal the moral development prospects contained in pedagogical guidelines SINASE, analyzed in the light of the constructivist theory of Piaget and Kohlberg’s works. According to these authors the moral autonomy is achieved through cooperative relationships that establish a relationship of dialogue and respect among subjects. Whereas SINASE as an ordered set of principles, rules and criteria involves the educational measures execution for young offenders, aiming to promote the development of adolescents defending a conceptual alignment with structured ethical and pedagogical bases. Both sighted in education, respect and interaction between the subject and the world, means to contribute to the formation of an autonomous subject, supportive, able to relate better with himself or herself and with others, the principles and values will become the guiding for a decision-making at the expense of an unthinking obedience based on fear and punishment. Faced with a worsening situation of violence involving children and youth it is essential that the underpinning rights and guide services are constantly reinterpreted so that the practices achieve the expected results.Keywords: SINASE. Adolescents. Development.

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Sherrill, Claudine. "Integration of Handicapped Students: Philosophical Roots in Pragmatism, Idealism, and Realism." Adapted Physical Activity Quarterly 2, no. 4 (October 1985): 264–72. http://dx.doi.org/10.1123/apaq.2.4.264.

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This paper presents an alternative rationale, other than compliance with PL 94-142, for implementing the integration of handicapped and nonhandicapped students in physical education. Support for integration is related to Lawrence Kohlberg’s (1971, 1984) stages of moral development. Integration is discussed in terms of the three major philosophical positions (pragmatism, idealism, and realism) as described by Davis (1963), Van Dalen (1975), and Webster (1965). Support for integration, although for different reasons and to different degrees, can be found in each philosophy. The paper illustrates an exercise in the clarification of values that can be replicated by readers.

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Conn, Walter E. "The Psychology of Moral Development: The Nature and Validity of Moral Stages. By Lawrence Kohlberg. San Francisco: Harper & Row, 1984. xxxvi + 729 pages. $34.95. - Morality, Moral Behavior, and Moral Development. Edited by William M. Kurtines and Jacob L. Gewirtz. New York: John Wiley, 1984. xiv + 415 pages. $33.00." Horizons 12, no. 2 (1985): 425–26. http://dx.doi.org/10.1017/s0360966900035519.

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Melonowski, Michał. "„Ethics of care” and its limitations in psychotherapy and psychological counselling." Educational Psychology 57, no. 15 (June 30, 2019): 230–41. http://dx.doi.org/10.5604/01.3001.0013.2982.

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The problematic field in this article is one of the most vivid, contemporary dispute, i.e. the dispute between “ethics of care” and “ethics of justice”. “Ethics of care” is Carol Gilligan’s concept derived from her controversy with Lawrence Kohlberg’s theory of moral development. “Ethics of justice” is a summary term for different concepts developed within the traditional ethics. This traditional ethics tried to name universal principles of acting, independent from the acting person and her feelings. The central categories were “justice” and “the Good”. For the second kind of ethics the central category is “care” and moral duties are gradable. In this article I analyse the controversy in the field of psychotherapy. I maintain that dynamics of psychotherapeutic relation is such that it “imposes” the “ethics of care”. Referring to some examples from clinical practice I tend to prove how dangerous absence of the “ethics of justice” can be in psychotherapy. I claim that using only the “ethics of care” approach in understanding and approaching the patient’s acting may narrow the therapeutic process and slow down the patient’s moral growth.

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

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

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

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

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

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

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

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Elorrieta-Grimalt, María Paz. "A Critical Analysis of Moral Education According to Lawrence Kohlberg." Educación y Educadores 15, no. 3 (December 1, 2012): 497–512. http://dx.doi.org/10.5294/edu.2012.15.3.9.

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Yáñez Canal, Jaime. "Lawrence Kohlberg y la psicología moral: trayectoria y variaciones conceptuales." Revista Iberoamericana de Psicología 12, no. 3 (December 30, 2019): 33–42. http://dx.doi.org/10.33881/2027-1786.rip.12304.

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Lawrence Kohlberg fue un pionero en el estudio del desarrollo del juicio moral, de las acciones de responsabilidad, de las apreciaciones de justicia, de la solidaridad y del compromiso con los otros. Su trayectoria, sin embargo, estuvo marcada por múltiples giros y reconceptualizaciones. En este artículo presentamos algunas de estas variaciones asociadas a la descripción y caracterización de los estadios y comprensiones de lo moral en los sujetos en desarrollo. Se abordará el cambio en la caracterización de los estadios del desarrollo desde sus formulaciones iniciales propuestas en su tesis doctoral y su trabajo de la década de los 60s (época marcada por una clara influencia de la perspectiva piagetiana), hasta su última conceptualización expuesta en la posteridad de su obra y donde se retoman planteamientos de las teorías del ciclo vital y teorías del desarrollo no piagetianas. Se concluye que, a pesar de las múltiples críticas y conflictos que se señalaron a su teoría, es importante resaltar como su formulación lucha por dar cuenta de una tensión permanente en los abordajes psicológicos que tienen que ver con el desarrollo moral, por abordar algunas de las tensiones entre los abordajes estructuralistas y los abordajes hermenéuticos y por ofrecer una formulación novedosa frente a la tradicional discusión entre formas y contenidos. Se cierra el texto afirmando que la obra de este autor determinó los diferentes caminos que siguieron los posteriores desarrollos de la psicología moral y fue generadora de ideas y de vías variadas que sus continuadores han recorrido en las décadas más recientes.

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

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

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

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

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Weber, James. "Adapting Kohlberg to Enhance the Assessment of Managers’ Moral Reasoning." Business Ethics Quarterly 1, no. 3 (July 1991): 293–318. http://dx.doi.org/10.2307/3857615.

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This paper presents an adaptation of Lawrence Kohlberg's Moral Judgment Interview and Standard Issue Scoring method. The adaptation emphasizes four points: (1) a mixture of less familiar and more familiar moral dilemmas, (2) followup questions which probe managers’ moral reasoning by focusing upon key organizational values, (3) the flexibility of utilizing either an oral or written interview method, and (4) a simpler, yet reliable, system for scoring the managers’ responses and identifying their stage of moral reasoning. An empirical investigation found that each adaptation could enhance the assessment of managers’ moral reasoning.

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

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

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

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

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Slote, Michael. "Sentimentalist moral education." Theory and Research in Education 8, no. 2 (July 2010): 125–43. http://dx.doi.org/10.1177/1477878510368611.

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Care ethics, and moral sentimentalism more generally, have not developed a picture of moral education that is comparable in scope or depth to the rationalist/Kantian/Rawlsian account of moral education that has been offered by Lawrence Kohlberg. But it is possible to do so if one borrows from the work of Martin Hoffman and makes systematic use of Hume’s earlier sentimentalist ideas. Kohlberg and Rawls offer accounts of moral learning that leave moral motivation largely unexplained or mysterious, but an emphasis on the psychology of empathy can help us to better understand both the content of our morality and the ways in which children and adults can become and be morally motivated. Parents can in a number of ways evoke and strengthen children’s empathic moral tendencies, and such processes can also occur and need to occur in schools and later on in life. In addition, a sentimentalist understanding of the meaning of moral terms can show how moral rules, principles, and injunctions can strongly reinforce the sorts of empathic/moral tendencies that are at least initially based in other elements of human psychology.

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Helwig, Charles C. "Making Moral Cognition Respectable (Again): A Retrospective Review of Lawrence Kohlberg." Contemporary Psychology: A Journal of Reviews 42, no. 3 (March 1997): 191–95. http://dx.doi.org/10.1037/000492.

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Nunes, Vinícius Bozzano, and Patricia Unger Raphael Bataglia. "Trabalho com dilemas morais na resolução de conflitos entre escolares: fundamentos habermasianos à teoria kohlberguiana | The work with moral dilemmas for conflict resolution among students: Habermasian foundations to kohlberguian theory." Revista de Educação PUC-Campinas 24, no. 1 (February 11, 2019): 125. http://dx.doi.org/10.24220/2318-0870v24n1a4236.

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Este ensaio defende a estratégia de discussão conduzida a partir de dilemas morais como meio para a problematização de conflitos entre escolares. Tal estratégia, inicialmente proposta por Moshe Blatt e Lawrence Kohlberg, em 1975, evidencia o papel do conflito de ordem cognitiva no processo de indução do desenvolvimento moral. Por este texto, no entanto, propõe-se um resgate da dimensão intersubjetiva dessa estratégia, revelando o viés social dos conflitos. Com isso, é endossada a tese de que a discussão de dilemas é positiva para a abordagem dos conflitos na escola. Para tanto, são sublinhados alguns dos conceitos capitais das teorias de Lawrence Kohlberg e Jürgen Habermas, dando ênfase à sua intersecção. Das implicações educacionais que derivam desse encontro, é encaminhada uma reflexão sobre sua aplicação à dimensão dos conflitos entre estudantes na comunidade escolar. Entende-se, por fim, a discussão de dilemas como um momento institucional privilegiado para a promoção dos conflitos motrizes do desenvolvimento moral, para o favorecimento da ação comunicativa e para a coordenação de perspectivas, o que leva ao reconhecimento do outro e, portanto, ao desenvolvimento moral.

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

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Yáñez Canal, Jaime, Javier Corredor, and Laura Pacheco. "La sabiduría y la psicología del desarrollo moral." Diversitas 5, no. 2 (December 31, 2010): 255. http://dx.doi.org/10.15332/s1794-9998.2009.0002.04.

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<p style="text-align: justify;">A partir del análisis de algunas concepciones éticas y del desarrollo psicológico se busca presentar la evolución de la teoría de Lawrence Kohlberg y de la psicología del desarrollo moral. Las posiciones deontológicas y formalistas de la filosofía moral determinaron las primeras conceptualizaciones en el estudio de la moral en psicología. Posteriormente, y de manera paralela al debate en la ética, la psicología y el mismo Kohlberg fueron más receptivos a posiciones que proponían contemplar las significaciones sociales y los juicios de una forma más contextual y flexible. El comunitarismo y algunas reflexiones no-cognitivas ejercieron alguna influencia en el estudio psicológico de la moral, campo que reconsideró igualmente nuevas edades para estudiar el desarrollo moral, al igual que incorporó las teorías del ciclo vital y las nociones de sabiduría.</p><p style="text-align: justify;"><strong>Palabras clave: </strong>ética, desarrollo, cognición, deontología, comunitarismo, ciclo vital, sabiduría.</p>

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Romo Martínez, José Matías. "Desarrollo del juicio moral en adolescentes de Aguascalientes." Caleidoscopio - Revista Semestral de Ciencias Sociales y Humanidades 8, no. 15 (January 1, 2004): 7. http://dx.doi.org/10.33064/15crscsh429.

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En este artículo se presenta una parte de los resultados de una investigación tipo encuesta realizada en ocho bachilleratos del municipio de Aguascalientes acerca del desarrollo del juicio moral y la solución de la crisis de identidad. El documento sólo muestra lo referente al juicio moral, enmarcado éste en la teoría del desarrollo moral de Lawrence Kohlberg; el instrumento utilizado fue el DIT (Defining Issues Test). Principales resultados: el nivel de razonamiento moral predominante fue el convencional; en moralidad postconvencional se obtuvieron puntuaciones por debajo de otros estudios.

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Killen, Melanie. "Moral Development Research After Kohlberg: The Next Generation." Contemporary Psychology: A Journal of Reviews 34, no. 9 (September 1989): 821–24. http://dx.doi.org/10.1037/031071.

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Titus, Craig Steven. "Le développement moral dans la psychologie morale de Lawrence Kohlberg et de Martin Seligman." Revue d'éthique et de théologie morale 251, HS (2008): 31. http://dx.doi.org/10.3917/retm.251.0031.

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Hayes, Richard L. "The Legacy of Lawrence Kohlberg: Implications for Counseling and Human Development." Journal of Counseling & Development 72, no. 3 (January 2, 1994): 261–67. http://dx.doi.org/10.1002/j.1556-6676.1994.tb00932.x.

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Kawashima, Rosana Akemi, Raul Aragão Martins, and Patrícia Unger Raphael Bataglia. "Histórias e dilemas morais com crianças: instrumento para pesquisadores e educadores." INTERFACES DA EDUCAÇÃO 6, no. 16 (June 2, 2015): 211–30. http://dx.doi.org/10.26514/inter.v6i16.439.

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O objetivo do presente artigo é discutir o uso de histórias-estímulo e dilemas morais como instrumentos de coleta de dados sobre o tema do desenvolvimento do juízo moral. Em estudos com o enfoque teórico da Psicologia do Desenvolvimento Moral, apoiado nos estudos de Jean Piaget e de Lawrence Kolhberg, as histórias-estímulo têm sido o instrumento mais utilizado com crianças pequenas e os dilemas morais têm sido mais empregados com adolescentes e adultos. Diante disso, discute-se o histórico do método clínico criado por Jean Piaget (no intuito de apreender o curso do pensamento da criança), o debate de dilemas morais proposto por Lawrence Kohlberg, a construção de histórias-estímulo e a estrutura interna dos dilemas morais, assim como parâmetros para educadores utilizarem histórias e dilemas morais no intuito de aprimorar as discussões morais existentes no ambiente escolar.

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Miocinovic, Ljiljana. "Moral education: School as a just community." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 195–221. http://dx.doi.org/10.2298/zipi0335195m.

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The paper discusses Kohlberg?s view of moral education, how it was developing and changing over time. Starting from a theoretical postulate that thinking constitutes the essence of morality and from empirical findings of the stage development of moral judgment, in his early works Kohlberg defines moral education as "encouraging the natural course of moral judgment development". As a principal method of work, Kohlberg recommends the encouragement of a cognitive conflict by means of discussing hypothetic moral dilemmas. Criticisms that he is over-intellectualizing moral education, getting acquainted with a collective upbringing in kibbutz's, active participation in work in schools and prisons and finding that moral judgment and acting in everyday life is a response to the prevailing moral atmosphere of a group are leading to the changes in moral education goals and development of a new approach known as "just community". Now a group is in the focus of moral education, not an individual any longer, the major area of studies being group norms and expectations. The "just community" approach does not remain only at the classroom level discussing hypothetical moral dilemmas but directly influences the structure of school justice i.e. its rules and discipline, processes they are passed as well as the rights and duties of both teachers and students. Its goal is no longer to develop moral judgment of an individual student but to develop a group as moral community founded upon the norms of trust, participation and collective responsibility.

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Lima, Vanessa Aparecida Alves de. "De Piaget a Gilligan: retrospectiva do desenvolvimento moral em psicologia um caminho para o estudo das virtudes." Psicologia: Ciência e Profissão 24, no. 3 (September 2004): 12–23. http://dx.doi.org/10.1590/s1414-98932004000300003.

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Este artigo é a adaptação de um capítulo da dissertação desenvolvida no Mestrado em Psicologia Escolar e do Desenvolvimento Humano do Instituto de Psicologia da USP. Implica a visitação teórica das obras de Jean Piaget, Lawrence Kohlberg e Carol Gilligan sobre o desenvolvimento moral na perspectiva da Psicologia. As teorias são construídas a partir de uma concepção da moralidade por meio de fatores cognitivos e baseados na justiça, na opinião dos dois primeiros autores, até o desenvolvimento da ética do cuidado, na teoria da terceira autora. Tal caminho nos leva inevitavelmente a considerar que diversos elementos, não só a justiça, participam do juízo e da ação moral, entre eles, virtudes como a generosidade.

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Escobar Galo, Juan Pablo. "Pedagogía crítica como medio para desarrollar la autonomía moral." Revista Latinoamericana de Derechos Humanos 27, no. 1 (July 8, 2016): 57. http://dx.doi.org/10.15359/rldh.27-1.3.

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El objetivo principal de este ensayo es exponer los estudios y las propuestas contemporáneas sobre el surgimiento de la conciencia moral y el ejercicio de la autonomía moral, así como analizar si los planteamientos pedagógicos de Paulo Freire favorecen o no el ejercicio de la libertad y la configuración de la autonomía moral. Para comprender el desarrollo de la autonomía moral es necesario exponer los principios del nacimiento de la conciencia moral de Jean Piaget, los procesos de desarrollo moral de Lawrence Kohlberg y la acción comunicativa y el desarrollo moral desde la perspectiva de Jürgen Habermas. La pedagogía crítica de Freire se orienta en tres ejes: la toma de conciencia de los sujetos (lectura del mundo) frente a la realidad, el ejercicio de la libertad desde la acción educativa y la generación del pensamiento crítico desde lo personal y comunitario, lo que implica la comprensión de la historia (personal y comunitaria) como posibilidad y no como determinación.

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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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Vozzola, Elizabeth C. "The Kohlberg paradigm and beyond Review of moral development: A compendium." New Ideas in Psychology 14, no. 2 (July 1996): 197–206. http://dx.doi.org/10.1016/0732-118x(96)00011-6.

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Marques, Vinicius Pinheiro, and Graziele Coelho Borba. "O MODELO DE PROCESSO CIVIL COOPERATIVO COMO INSTRUMENTO DE CONSTRUÇÃO DA DECISÃO JUDICIAL: UMA ANÁLISE A PARTIR DA TEORIA DE DESENVOLVIMENTO MORAL DE LAWRENCE KOHLBERG." REVISTA ESMAT 11, no. 17 (September 17, 2019): 39. http://dx.doi.org/10.34060/reesmat.v11i18.282.

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O Código de Processo Civil, de 2015, adotou o modelo do processo cooperativo imprimindo diversos deveres processuais às partes. Aos magistrados, no exercício da função de decidir, cabe proferir decisões adequadamente justificadas, conforme preconiza o art. 489, § 1º, do Código de Processo Civil, de 2015. O problema central da pesquisa residiu no seguinte questionamento: Em qual nível de argumentação encontra-se o dever de fundamentação das decisões judiciais estampadas pela norma processual civil? O objetivo da pesquisa foi analisar o nível de argumentação exigido pelo Código de Processo Civil, de 2015, à luz da teoria do desenvolvimento moral de Lawrence Kohlberg. Para alcançar tal desiderato, o método utilizado foi o dedutivo, com pesquisa de dados bibliográficos com abordagem qualitativa. A pesquisa realizada teve foco teórico com finalidade exploratória. Ao final, concluiu-se que, em decorrência do modelo de processo cooperativo, o dever de fundamentação exigida pelo Código de Processo Civil, em especial quanto ao art. 489, § 1º, enquadra-se no nível de pós-convencionalidade da teoria de Kohlberg.

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Laily, Nujmatul, Ria Zulkha Ermayda, and Aulia Azzardina. "The relationship between accounting students’ moral development and narcissism on academic fraud." Journal of Education and Learning (EduLearn) 15, no. 2 (May 1, 2021): 251–56. http://dx.doi.org/10.11591/edulearn.v15i2.15985.

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The stages in an individual's moral development will determine how an individual will behave. Kohlberg divides moral development into three stages, namely pre-conventional, conventional and post-conventional. However, the stages of individual moral development may vary. These different levels of moral development will influence individuals’ behavior when they face ethical dilemmas. This research aimed to determine the correlation between accounting students’ moral development and narcissism on academic fraud. This quantitative research employed a survey method. The research samples were 46 accounting students taken with a random sampling method. The results showed that narcissism affects accounting students’ academic fraud but there is no correlation between the level of moral development and academic fraud.

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Galvão, Lilian Kelly de Sousa, and Cleonice Pereira dos Santos Camino. "Julgamento moral sobre pena de morte e redução da maioridade penal." Psicologia & Sociedade 23, no. 2 (August 2011): 228–36. http://dx.doi.org/10.1590/s0102-71822011000200003.

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O objetivo principal deste trabalho foi investigar o julgamento moral de estudantes do ensino médio e de licenciaturas sobre pena de morte e redução da maioridade penal. Para tanto, utilizou-se como suporte teórico e empírico a tipologia do desenvolvimento moral de Lawrence Kohlberg. Participaram deste estudo 200 estudantes que responderam, além de uma lista que solicitava informações de alguns dos seus dados biodemográficos, a questões relacionadas à pena de morte e à redução da maioridade penal. De um modo geral, os participantes opinaram favoravelmente pela pena de morte e pela redução da maioridade penal, e, em defesa de suas opiniões, utilizaram, sobretudo, argumentos típicos dos estágios hierarquicamente inferiores da tipologia kohlberguiana, havendo, contudo, algumas diferenças entre as respostas em função do grau de escolaridade. Esses resultados foram discutidos com base na teoria kohlberguiana e em estudos empíricos que tratam dos temas pena de morte e redução da maioridade penal.

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de Posada, Cristina Villegas. "Some Problems in Use of the Moral Judgment Test." Psychological Reports 96, no. 3 (June 2005): 698–700. http://dx.doi.org/10.2466/pr0.96.3.698-700.

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The Moral Judgment Test has been widely used in evaluation of moral development; however, it presents some problems related to the trait measured, reliability, and validity of its summary score (C-index). This index reflects consistency in moral judgment, but this construct is different from moral development as stated by Kohlberg. Therefore, users interested in the latter evaluation should refer to other indexes derived from the test. Some of the analyzed problems could be partially corrected with more theory and research on moral consistency as a component of moral competence.

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Lourenço, Orlando. "Why be moral? In defense of a Kohlbergian approach." Psychologica 56 (March 28, 2014): 25–42. http://dx.doi.org/10.14195/1647-8606_56_2.

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This article revolves around the “Why be moral?” question, a fundamental ethical question raised by Kohlberg and Ryncarz (1990) in the field of moral development. The study is in three parts. In the first part, Introduction, I refer to this fundamental ethical question and the questions related to it. In the second part, I compare Kohlberg’s response to that question and the questions related to it with those given, implicitly or explicitly, by other relevant figures of developmental psychology. Contrary to other developmental psychologists, I argue that, for several reasons, Kohlberg’s response to the why be moral question is more complete and deeper than that presented by the relevant developmental figures analyzed in this article. Despite this, I recognize that, as far as the other questions associated with the why be moral question are concerned, all those figures made important contributions to a better understanding of one’s moral functioning, and that some of them explored moral issues, which, to some extent, were overlooked by Kohlberg. In the third part, Final Words, I summarize the main ideas of the paper and enumerate several reasons why Kohlberg’s answer to the why be moral question is the most complete and deepest one among those presented so far in the field of moral development.

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Trups-Kalne, Ingrīda. "PSYCHOLOGICAL ASPECTS OF MORAL DEVELOPMENT: HISTORY AND RECENT STUDIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 7 (May 25, 2018): 280. http://dx.doi.org/10.17770/sie2018vol1.3400.

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The aim of the study is to analyse psychological aspects of moral development by assessing studies on cognitive rational theory, as well as to learn about the most recent studies on the socially intuitive and evolutionary paradigm of morality. The study analyses the views of Piaget, Kohlberg, Lind, Shweder, Haidt, Joseph, Hamlin, Wynn, Bloom and others on cultural differences of the content of morality, process and mechanisms of moral development, as well as endogenous and environmental factors affecting development. The study led to conclusion that general understanding about morality is innate to a human being and that morality is the core of personality, which helps people to work and live together in a community.

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Journal articles on the topic 'Kohlberg, Lawrence - Moral development'

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