Relevant bibliographies by topics / Kohlberg moral development model

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  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Kohlberg moral development model'

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Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Kohlberg moral development model"

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Snell, Robin S. "Studying Moral Ethos Using an Adapted Kohlbergian Model." Organization Studies 21, no. 1 (2000): 267–95. http://dx.doi.org/10.1177/0170840600211006.

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Alasdair MacIntyre's (1988) analysis of moral philosophy shows that liberal individualism, the dominant contemporary tradition, has failed to secure consensus on ethical principles. It follows that Kohlberg's stages model of socio-moral development, which proposes universal morality, lacks universal foundations. There are further pitfalls when applying the model to organizational moral ethos (OME). I argue that these problems can be circumvented, and I reformulate the Kohlberg model, building it into a framework for analyzing five interrelated sub-systems of organizational moral ethos. These are: approach to formal moral governance; basis of moral authority; deep implicit socialization; morality behind normative structure; and corporate outlook towards social responsibility. I present 19 propositions based on the core idea that in liberal individualist societies, postconventionally orientated OME would lead to a reduction in ethical dysfunctions such as bribery, discrimination, employee exploitation, dangerous products, and environmental damage. I conclude with six further questions to consider in OME research.
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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 (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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Thompson, Craig J. "A Contextualist Proposal for the Conceptualization and Study of Marketing Ethics." Journal of Public Policy & Marketing 14, no. 2 (1995): 177–91. http://dx.doi.org/10.1177/074391569501400201.

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As the study of marketing ethics continues to expand and develop, marketing researchers are increasingly confronted by conceptual and empirical dilemmas long debated by moral philosophers and researchers in other disciplines. These debates offer a rich legacy of insights that can facilitate efforts in developing more robust theoretical models of marketing ethics. The author draws on the widely noted debate between Kohlberg and Gilligan concerning the development of moral reasoning during the course of life and presents an analysis of the philosophical assumptions that underlie their competing theoretical accounts. The author also notes the relevance of these assumptions to several important models of marketing ethics and incorporates key implications deriving from the Kohlberg-Gilligan debate into a contextualist model of marketing ethics. He then describes the components of this model and notes their respective implications for the conceptualization of marketing ethics. The author proposes that naturalistic research approaches are particularly well-suited for exploring these conceptual issues. In a closing discussion, the author addresses the common criticism that a contextualist orientation equates to cultural moral relativism and explores some of the normative implications that derive from the contextual model.
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Christiana, Esther, Nikodemus Thomas Martoredjo, and Rina Patriana Chairiyani. "Pemetaan Perkembangan Moral Mahasiswa Binus ditinjau dari Perspektif Kohlberg (Studi Kasus Terhadap 10 Mahasiswa di Kelas 04 Paf)." Humaniora 4, no. 2 (2013): 1116. http://dx.doi.org/10.21512/humaniora.v4i2.3552.

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Learning means changing. Conditions of learning rely on a person's organizational thought against the learning process. One’s organizational thought is categorized into three major categories, each of which is divided into two phases: pre-conventional, conventional, and post-conventional. The teaching world, not least Bina Nusantara university, should play a role in developing the organizational thought /moral development of every person whom becomes the believer. This moral mapping may be information underlying the learning model. This mapping is generated through qualitative research of 10 Bina Nusantara university students, grade 04, PAF. Data collection technique used observational-partisipative method with the instrument of three moral dilemmas and Kohlberg’s moral stage development indicators. The results in the form of mapping of moral development is reported in the form of pie charts moral The study also resulted in the proposal of moral learning model that can be tested in subsequent research.
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de Posada, Cristina Villegas. "A Motivational Model for Understanding Moral Action and Moral Development." Psychological Reports 74, no. 3 (1994): 951–59. http://dx.doi.org/10.2466/pr0.1994.74.3.951.

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The neglected topic of moral action and the explanations given for such actions, with their shortcomings, are discussed. To avoid these limitations a new model is offered which integrates personal and situational variables, wherein motivation for moral action is the result of the interaction among moral motives, expectations about costs/benefits, and expectations about outcomes for self-evaluation. The numerical values for these variables are defined and support for this model is given through a reanalysis of Kohlberg's stages and some data from other researchers.
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Ji, Chang-Ho C. "Collectivism in Moral Development." Psychological Reports 80, no. 3 (1997): 967–75. http://dx.doi.org/10.2466/pr0.1997.80.3.967.

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This study investigated the relations among ethnicity, moral reasoning, and collectivism by administering the Defining Issues Test and the Individualism-Collectivism Scale to 165 Euro-American and Asian graduate students. To the data were applied analyses of variance, correlation, t test, and regression analyses. The analysis indicated that the Asian subjects had lower P scores on the Defining Issues Test so Kohlberg's model may not incorporate the concerns and experience of Asian people. The study also showed that scores on collectivism were not necessarily associated with low P scores.
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Friedman, William J., Amy B. Robinson, and Britt L. Friedman. "Sex Differences in Moral Judgments? A Test of Gilligan's Theory." Psychology of Women Quarterly 11, no. 1 (1987): 37–46. http://dx.doi.org/10.1111/j.1471-6402.1987.tb00772.x.

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This study was designed to test Gilligan's (1982) claim that men and women differ in moral judgments. One hundred and one college students read four traditional moral dilemmas and rated the importance of 12 considerations for deciding how the protagonist should respond. Six of the statements were derived from the description by Kohlberg et al. (1978) of post-conventional moral reasoning, and six were derived from Gilligan's description of women's style of moral reasoning. Subjects also rated themselves on a measure of sex-typed personality attributes. There were no reliable sex differences on either of the types of moral reasoning, and confidence intervals allowed the rejection of all but negligible differences in the directions predicted by Gilligan's model. Furthermore, men and women showed highly similar rank orders of the items for each dilemma. The personality measures also failed to predict individual differences in moral judgments.
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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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DeSantis, Amanda J. "Kohlberg’s Moral Development Theory and Evolutionary Morality Model on Views of Homosexuality." Human Ethology 35, no. 1 (2020): 106–21. http://dx.doi.org/10.22330/he/35/106-121.

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Rojek-Nowosielska, Magdalena, and Łukasz Kuźmiński. "CSR Level Versus Employees’ Attitudes towards the Environment." Sustainability 13, no. 16 (2021): 9346. http://dx.doi.org/10.3390/su13169346.

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Are enterprises that achieve a higher level in the CSR continuum model more responsible towards the environment? This is the research problem of this paper. The purpose of the research was to identify whether (and if so, which of the independent variables (X) indicate this) there is a relationship between a higher level of CSR and more responsibility towards the environment? The basis for determining the level of CSR is a proprietary CSR continuum model, built on the basis of the CMMI maturity model and the levels of moral development were according to Kohlberg. STATISTICA 12 was used for data analysis, using the chi-square test of independence and correspondence analysis. The results of the conducted research allow to notice that, in the research sample of 417 business entities, only in the case of two pairs of variables was a significant relationship between the studied variables noticeable. Thus, the obtained results allow for a positive answer to the question posed in the research problem, but only in the case of water management and waste disposal.
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Dissertations / Theses on the topic "Kohlberg moral development model"

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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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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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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.<br>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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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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Made available in DSpace on 2015-05-07T15:08:18Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 751890 bytes, checksum: 1c509e025a4e66448d092bac40fb51a4 (MD5) Previous issue date: 2010-09-30<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>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.<br>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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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<br>Bachelors<br>Arts and Sciences<br>Philosophy
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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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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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Books on the topic "Kohlberg moral development model"

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1940-, Gielen Uwe P., and Hayes Richard L. 1946-, eds. The Kohlberg legacy for the helping professions. R.E.P. Books, 1991.

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Pourkos, Marios A. Hē anaptyxē tēs ēthikēs autonomias: Methodologikē prosengisē tou L. Kohlberg (gnōstiko-anaptyxiakē prosengisē). M.A. Pourkos, 1990.

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Kohlberg, Sokrates und Platon: Sokratisch-platonische Elemente in Lawrence Kohlbergs Theorie des moralischen Urteils. P. Lang, 2007.

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Becker, Günter. Kohlberg und seine Kritiker: Die Aktualität von Kohlbergs Moralpsychologie. VS, 2011.

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Vreeke, G. J. Zorg en rechtvaardigheid: Analyse van de Kohlberg-Gilligandiscussie. Dekker & van de Vegt, 1992.

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Moral development and reality: Beyond the theories of Kohlberg and Hoffman. Allyn and Bacon, 2010.

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Reed, Donald R. C. Following Kohlberg: Liberalism and the practice of democratic community. University of Notre Dame Press, 1997.

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Raters, Marie-Luise. Das moralische Dilemma im Ethik-Unterricht: Moralphilosophische Überlegungen zur Dilemma-Methode nach Lawrence Kohlberg. Thelem, 2011.

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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. EOS Verlag, 1992.

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O'Callaghan, Mary Regina. Moral development: An examination of some of the philosophical issues which arise from the work of Lawrence Kohlberg. The Author], 1993.

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Book chapters on the topic "Kohlberg moral development model"

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Zizek, Boris, and Detlef Garz. "Reconstructing Moral Development—Kohlberg Meets Oevermann." In Kohlberg Revisited. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-079-6_5.

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Oser, Fritz. "Moral Change is not a Birthday Journey: The Stop-and-Change Model of Moral Education." In Kohlberg Revisited. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-079-6_10.

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Prechtl, Peter, and Jörg Zirfas. "Kohlberg, Lawrence: Essays on Moral Development." In Kindlers Literatur Lexikon (KLL). J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_9220-1.

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Walters, Glenn D. "The Moral Model of Criminal Lifestyle Development." In Modelling the Criminal Lifestyle. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57771-5_5.

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Miller, Joan G., Matthew Wice, and Namrata Goyal. "Culture and Moral Development." In The Handbook of Culture and Psychology. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190679743.003.0010.

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This chapter presents a critical overview of theory and research on culture and morality. The authors address both classic and contemporary models of morality, with consideration given to empirical findings that support the claims of these models as well as to how the claims of the models are supported or challenged by cultural approaches. The authors examine models of justice morality, including the classic cognitive developmental framework of Kohlberg and the contemporary distinct domain perspective of Turiel, work on moralities of caring, and moral ethics frameworks that dominate current work on morality in social psychology. They identify valuable directions for future research, including studies of culture and morality that go beyond taxonomic approaches to moral content and that examine such concerns as intergroup relations and prejudice, power dynamics in school and family relations, and cultural influences on the course, outcomes, and processes of moral socialization.
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Jarrett, Brian, and Kara Dellacioppa. "Navigating Moral Reasoning in Mediation." In Advances in Human Resources Management and Organizational Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8516-9.ch003.

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This chapter examines the importance of understanding of moral reasoning processes in individuals involved in mediation. It discusses Lawrence Kohlberg's model of moral reasoning and applies it to a case study of a workplace dispute. The chapter also discusses the care ethic versus justice ethic debate put forth by feminist psychologists challenging mainstream theories of moral reasoning. The chapter concludes by examining the impact of moral reasoning processes on mediation and how it might lead to re-imagining the skill set needed mediate conflict effectively (i.e., skills that involve emotional intelligence).
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Langford, Peter E. "Kohlberg." In Approaches to the Development of Moral Reasoning. Psychology Press, 2018. http://dx.doi.org/10.4324/9781315791258-6.

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Salvano-Pardieu, Veronique, Leïla Oubrahim, and Steve Kilpatrick. "Cognitive Structure of Moral Reasoning, Development, and Evolution With Age and Pathology." In Advances in Religious and Cultural Studies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1811-3.ch002.

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This chapter presents research on moral judgment from the beginning of the 20th century to the present day. First, the authors will present the contribution of Piaget and Kohlberg's work on moral development from childhood to adulthood as well as the work of Gilligan on moral orientation and the difference observed between men and women. Then, the authors will analyze underlying structures of moral judgment in the light of the Dual Process Theory with two systems: system 1: quick, deontological, emotional, intuitive, automatic, and system 2: slow, utilitarian, rational, controlled, involved in human reasoning. Finally, the model of Dual Process Theory will be confronted with data from moral judgment experiments, run on elderly adults with Alzheimer's disease, teenagers with Autism Spectrum Disorder, and children and teenagers with intellectual disability in order to understand how cognitive impairment affects the structures and components of moral judgment.
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"From Stages to Schemas: Kohlberg and Rest." In Moral Development. Routledge, 2014. http://dx.doi.org/10.4324/9781315871226-12.

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Honeycutt, James M. "How Imagined Interaction Conflict-Linkage Theory Complements Social Intuitionist Theory in Terms of Moral Judgments." In Advances in Linguistics and Communication Studies. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7439-3.ch007.

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Traditionally, research on moral reasoning has been based on the idea that moral judgments are based on reasoning and cognitive development. For example, Kohlberg's classic model of moral reasoning argues that morality develops with aging and experience in terms of preconventional, conventional, and postconventional beliefs. Conversely, Haidt's social intuitionist model offers a view in which moral judgments can be impetuous and driven primarily by intuition, not reason. This idea reflects the concept of moral dumbfounding, in which people maintain a moral judgment based on conditioning. A cognitive theory that explains the conditioning for moral dumbfounding is imagined interaction conflict-linkage theory. This theory explains how arguments are ruminated in the mind. People often remember episodes of disagreement, arguing, or fighting and dwell on them. This chapter will review research in these areas. Additionally, a few examples pertaining to personality and ideological beliefs in terms of COVID-19 pandemic compliance and rule violations are discussed.
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Conference papers on the topic "Kohlberg moral development model"

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Muarifah, Alif, and Dody Hartanto. "Local Development Model to Increase Moral Behavior." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.24.

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Chanprathak, Anusorn, Paisan Worakham, and Arun Suikraduang. "Development of the promoting teacher attribution model for promoting science teachers’ moral and ethical characteristics." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019551.

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Badawi, Badawi, Sri Nurhayati, Ahmad Hidayat, Muhammad Syarif, and Muhammad Fasa. "Moral Teaching in the Age of Digital Economy: A Model for Elementary School Character Education for Sustainable Development." In Proceedings of the 2nd International Conference of Business, Accounting and Economics, ICBAE 2020, 5 - 6 August 2020, Purwokerto, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.5-8-2020.2301217.

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ÁVILA CERÓN, Carlos Alberto, Ignacio DE LOS RÍOS-CARMENADO, Maria RIVERA, and Susana MARTÍN. "RURAL DEVELOPMENT PLANNING IN COLOMBIA’S CONFLICT ZONES: A PROPOSAL FROM THE WWP MODEL." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.085.

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During the past fifty years, Colombia has endured an internal armed conflict. It has left as a result massive forced displacements, destruction of the social capital and indiscriminate logging of forests in regions affected by illicit crops and a strong presence of illegal armed groups supported by drug trafficking. In spite of a number of national policies and programs against illicit crops, the issue still persists, along with all the social implications it carries with. This paper presents a model for planning rural development projects in regions with illicit crops. The methodology applied is based on the model "Working With People (WWP)" and integrates the knowledge and experience gathered throughout the implementation of various projects in the region of La Macarena, Colombia. It takes into account eight years of continuous work with the communities, in one of the areas of greatest social unrest in Colombia, due to illicit crops, on-going criminal activity and violence by illegal armed groups and a weak presence of State institutions. Some of the factors hindering successful advancement of rural development policies include the breakdown of the social fabric, deterioration of moral values, family disintegration and lack of confidence. The conceptual framework applied integrates elements from policy analysis and social learning (Friedmann, 1991; Cazorla et al., 2015), proposed as a reaction from traditional and ineffective social reform models (Friedmann, 1991) developed in this type of scenarios. Following a thorough review of rural development planning theories regarding illicit crops areas, we carried out an analysis of the experience in the Macarena region under the WWP model. The results show the effects of the WWP model and the necessity to develop a strategy for the eradication of illicit crops in a post-conflict scenario, taking into account various social variables. Findings denote a greater relevance of the ethical-social and political-contextual dimensions in terms of sustainable rural development. Trust building, the enhancement of social relationships and direct interaction with target communities are the basic factors to the reconstruction of the social fabric and value systems, fostering sustainable rural development and stabilization.
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Haryati, S., S. Sukarno, S. Siswanto, Ahmad Muhlisin, C. Anggraeni, and W. Brata. "Development of Engage, Research, and Present (ERP) Instructional Model to Promote HOTs and 21st Century Moral Values: A Fuzzy Delphy Method." In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296468.

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Dragić, Želimir, and Mile Ilić. "LITERARY TEXT RECEPTION IN DEVELOPING TEACHING AND LEVEL OF MORAL DEVELOPMENT OF YOUNGER SCHOOL AGE STUDENTS." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.281d.

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The processes and outcomes of literary text reception are determined by the flows and methodical specificities of the traditional and innovative-developing teaching system. Increased intensity of literary text reception can be achieved in the models of developing teaching at a younger school age. Starting from the premises of the reception theory, the theory of innovative-developing teaching and the findings of tangent research, transferable theoretical foundations of literary reception and literary text reception microplans were developed in the models of developing classroom teaching (different complexity levels interactive teaching ‒ DCLIT and responsible teaching ‒ RT). During the one-year experimental-methodical programme, elementary school fifth grade students were adopting literary-artistic texts in the context of one innovative-developing model of classroom teaching (different complexity levels teaching ‒ E1 or responsible teaching – E2), and in the regular teaching of literature. On average, students in the experimental groups (E1 and E2) achieved generally statistically significantly higher scores during the final evaluation of the knowledge of moral qualities and knowledge of human personalities than the students in the control groups (K1 and K2). The obtained findings of the experimental-methodical research can be a significant contribution to the advancement of work on literary text in the teaching practice.
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Boyazitova, I. V. "The development of subjectivity as a basic construct of personal identity formation at student age." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.405.418.

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The article presents the results of the study of factors, patterns and conditions for the formation of personal identity in student age. The conceptual provisions of the theory of integral individuality of V. S. Merlin, the integrative psychology of development of V. V. Belous and I. V. Boyazitova, the conceptual model of the personal potential of D. A. Leontiev served as the methodological basis for the study of subjectivity as the basic construct of the formation of personal identity among students. The article reveals the features of the development of subjectivity with different status of personal identity, the specifics of the relationship of personal identity with the properties of personal and socio-psychological levels of subjectivity at the student age. It is experimentally proved that the status of personal identity at the student age is determined by the development of multi-level properties of subjectivity, but to a greater extent is due to the development of properties that characterize psychological stability and self-regulation of a person. For the first time, the results are presented that reveal the patterns of achieving personal identity. The article describes the technology of implementing psychological support for the development of subjectivity as a basic condition for achieving a stable personal identity, aimed at forming the ability to understand and build a life perspective, to make independent conscious choices, developing moral stability and moral and ethical responsibility, teaching skills of confident behavior and active response to social changes in the student age. The results of the research can be used in the practice of psychological services of the University in the development of programs for the formation of a stable personal identity, the development of subjective activity, in the process of providing individual and group counseling during the period of adaptation to training and professional training crises.
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Bayrak Kök, Sabahat, and İbrahim Aksel. "Stance against Quantitative Success Descriptive in Professional Life: Virtue Ethics Approach." In International Conference on Eurasian Economies. Eurasian Economists Association, 2016. http://dx.doi.org/10.36880/c07.01516.

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We argue that capitalist model in society and its success criteria as benefit and profit maximizations have been under heavy attacks these days. The argument in the center of the discussion in this paper is about there being serious distress in moral and socio-cultural indicators, though relatively rise in economical growth indicators. Thus, we argue that global economy suffers deepest moral crisis in line with the proportional shares that governments, international companies, big or small enterprises and their owners bear upon. Among the signs of this moral collapse, we point for unhealthy products to general health, unfair competitive actions, illusive commercials, price-quality inequalities, labor exploitations, bribery scandals and also environmental ruins around. In this point the sole solution for increase in societal trust of social and economical actors is, in our side, clear to take moral principles and standards as a reference. We argue that benefit, or profit maximization based approaches focusing on material gaining in professional life do not provide effective motivations. Rather approaches that putting internal character development forward and aiming good internal mood based on virtue should be placed in professional life. We see virtue based moral approach as a novel formula for regaining humanity where there are increasing rates of uncertainty and distrust. This study aims to show that commercial and economical activities could not be designed as exempted from moral codes and motives, rather it insists on that some notions as character, and virtue should be in heart in place of responsibility, duty, or benefit.
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Frolova, Lyudmila Sergeevna. "Features of tolerance among schoolchildren in the context of inclusive education." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-22216.

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The article is devoted to the problems of spiritual and moral education of schoolchildren through a tolerant attitude towards children with disabilities in conditions of inclusive education in a secondary school. The model of inclusive education is revealed, which is based on the following conviction: tolerance education among schoolchildren in an inclusive education is systematic and complex work, where the participants are teachers, children and their parents, as well as society and its relationship to such children. The difficulties arising during inclusive schooling are represented. However, there are new opportunities for inclusive education for the spiritual and moral education of the younger generation, which have a positive effect on the adaptation in society of children with disabilities, and the spiritual and moral development of healthy children.
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Byrne, Graeme, and Lorraine Staehr. "The Evaluation of a Computer Ethics Program." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2761.

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The importance of teaching computer ethics is shown by its inclusion as core content in both information systems and computer science model curricula. This paper outlines a method for evaluating undergraduate computer ethics programs using the Defining Issues Test of moral judgment. A “before-and-after with a control group” research design was used. The experimental group exhibited a significantly larger increase in moral judgment development than the control group. This indicates that computer ethics teaching is having a useful effect on students’ ethical development.
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