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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.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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Previous issue date: 2010-09-30Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The question of learning of values in the roll of human behavior has aroused the interest of scholars of many specialities. In the context of education, the search to understand the formation of beliefs and values, the reason for aggressive, unfair, solidary and compassionated attitudes, has been constantly searched by researchers. But, is there really a crisis of values, or are the values in crisis? More than stick to this question, this study aims to understand a little more about the moral formation in its theoretical essence. Therefore, was sought in Jean Piaget and Lawrence Kohlberg's cognitive evolutionary perspective about the moral development, to highlight the points on which these have contributed to the advancement of the understanding of moral formation. A critical analysis is made of such perspective when thoughts of Richard Shweder and Jonathan Haidt are evidenced. Besides this extreme criticism of the evolutionary cognitive perspective, shall be also placed the contributions of Michel Foucault about the understanding of moral formation in the school environment, that in a characteristically particular way about the microphysics of Power, shows the micro relations in this same, and that goes through moral attitudes developed in such institutions. In this study about the theme of moral formation, the Brazilian National Curriculum Parameters must be analyzed, particularly what this document proposes on morality as Transversal Theme Ethics. The aim of this study is to analyze critically Piaget and Kohlberg's theory of moral development and compare it to other authors with different and divergent perspectives from evolutionary cognitive, through documentary analysis of the National Curriculum Parameters - Transversal Theme Ethics. Starting from this movement of documents analysis of Piaget and Kolhberg s theories observation, some results are shown on the understanding of how useful this can be to moral formation during the educational process in the school environment, as well as can contribute with new possibilities to act, to think and to live; way of life that goes beyond the walls of the school. Understanding the mechanisms of how the morality is being produced and aware of micro power relations existing in school institutions is fundamental to find new ways or even to have greater awareness of the path that everyone, or the great majority of society, is following. This study gives the opportunity to reflect about theories established, with the intent of producing new information networks, that may indicate new paths for the understanding of the process of moral formation.
A questão da aprendizagem de valores no campo dos comportamentos humanos vem despertando o interesse de estudiosos de variadas especialidades. No âmbito da educação a busca por entender a formação de crenças e valores, o porquê de atitudes agressivas, injustas, solidárias, compassivas, tem sido busca constante dos pesquisadores. Mas, será mesmo que há uma crise de valores, ou será que os valores em si estão em crise? Mais que se ater a este questionamento, o presente estudo procura compreender um pouco mais sobre a formação moral em seu cerne teórico. Para tanto, buscou-se, na perspectiva cognitiva evolutiva de Jean Piaget e Lawrence Kohlberg acerca do desenvolvimento moral ressaltar os pontos em que estas contribuíram no avanço do entendimento da formação moral. É feita uma análise crítica de tal perspectiva quando pensamentos de Richard Shweder e Jonathan Haidt são evidenciados. Além dessa crítica extremista à perspectiva cognitiva evolutiva, ainda serão colocadas, as contribuições de Michel Foucault acerca do entendimento da formação moral no ambiente escolar, que de maneira caracteristicamente particular acerca da microfísica do poder, evidencia as microrrelações existentes nas mesmas, e que ultrapassam atitudes morais desenvolvidas em tais instituições. Nesse mergulho à temática da formação moral, não se poderia deixar de analisar também os Parâmetros Curriculares Nacionais, mais particularmente no que este documento propõe no tocante à moralidade enquanto Tema Transversal Ética. O objetivo geral desse estudo é, então, analisar de maneira crítica, a teoria do desenvolvimento moral de Piaget e Kohlberg, colocando-as em diálogo com demais autores com perspectivas diferentes e divergentes à cognitiva evolutiva, através da análise documental dos Parâmetros Curriculares Nacionais - Tema Transversal Ética. A partir desse movimento, que não se encerra em si, de análise documentais, bem como de análise das teorias de Piaget e Kohlberg alguns resultados emergem no entendimento de como esta pode ser útil ao desenvolvimento moral durante o processo educativo no ambiente escolar, bem como pode comprometer novas possibilidades de agir, pensar e viver; forma de vida, estas, inclusive, que extrapolam os muros da escola. Entender os mecanismos de como a moralidade está sendo produzida e ter noção das relações de micro-poder existentes nas instituições escolares é fundamental para buscar novos caminhos ou mesmo ter maior consciência do caminho a que todos, ou a grande maioria da sociedade vêm seguindo. Este estudo oportuniza fazer uma reflexão sobre as teorizações estabelecidas, a fim de se produzir novas redes de informação, que possam sugerir novos caminhos à compreensão do processo de formação moral.
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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.ucfBachelors
Arts and Sciences
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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Owen, Roderic Lewis. "Liberal education and moral development: an integrated model of moral education." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618618.
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Two central questions are raised: at a college level, what should be our educational goals and methods in the realm of moral development? and, what curricular or instructional model is most logically consistent and ethically acceptable with the mission and philosophy of liberal education? The major purpose of this study is to answer these questions and develop one reasonable, clearly defined model of college-level moral education.;As a normative inquiry into the goals of moral education, this philosophical study rests on the assumption that statements of moral value can be rationally understood and taught and is guided by an awareness of the major findings in social scientific research on moral development and education and practical use of the conceptual analysis of educational terminology.;In order to answer the central questions, it is argued that the ideal of liberal education (its inherent logical and ethical criteria as well as a developed set of explicit curricular goals) can help determine legitimate curricular goals and methods that are focused on moral development. An extended definition of liberal education is developed through reference to widely accepted historical statements and examination of contemporary principles and goals.;Five contemporary models of undergraduate moral education are next identified and described in detail: values clarification, wholistic, humanities, normative ethics, and cognitive-developmental. The specific criteria for liberal education are then critically applied, evaluating the respective strengths and weaknesses of each model. It is argued that the normative ethics and cognitive-developmental models are most closely connected with the historical aims and contemporary goals of liberal education.;The study concludes with a detailed analysis of the two selected models. Reasons for their integration are developed, pedagogical methods and resources which emerge from their combination are outlined, and a summary of this approach to selecting and developing an acceptable model of college-level moral education is offered. In closing, it is stated that college students can legitimately be taught to reflect on morality, to be committed to the rational analysis and selection of moral values and lifestyles, and to act in accordance with their convictions.
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Josephine, Strandh. "Ensamhet och hjärtan av sten : En studie om moralisk utveckling, etikundervisning och Astrid Lindgrens böcker." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52485.
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This is a study about the following of Astrid Lindgren’s books The Brothers Lionheart and Mio, my son. The purpose of this study is to find out how moral development according to Lawrence Kohlberg’s theory may apply to the books protagonists. I have used a hermeneutic method for the analysis of Lindgren’s books. The books belong to the category children’s literature which is a valuable contribution to teaching from many aspects. The study shows that the books are well suited for teaching because there are many ethical questions to be discussed. The books may also help the pupils with their questions about life and help them to create their very own identity. Throughout the books the pupils get to learn about loneliness and how to handle it.
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Schneider, Heather B. "The Relationship of Compensation Plans to the Moral Cognizance of the Healthcare Executive." NSUWorks, 2012. http://nsuworks.nova.edu/hsbe_etd/103.
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The primary purpose of this research was to review the relationship between moral cognizance, as defined by the Defining Issues Test, and the compensation plan of a healthcare executive when factors such as licensure, career stage, gender, age, and ethics training were present. The study was conducted on 142 healthcare executives from both a publically traded for-profit hospital corporation and a multi-physician private practice. Analysis of Variance (ANOVA) tests were utilized to test the hypotheses of these moderating variables. The outcome of this study indicates that there is no difference in the relationship of moral cognizance and compensation plan of a healthcare executive when the factors of license, career stage, gender, age, or ethics training are involved. However, the analyses did find some interesting interactions of statistical significance between moral cognizance, as determined by P-score, and the individual factors of license and gender when compensation was not included.
While the results of the study were inconclusive, the study extends Kohlberg's research on cognitive moral development using Rest's Defining Issues Test to healthcare executives. It also contributes to the existing body of literature by introducing the variable of compensation plan to the moral cognizance equation. Future research in the healthcare field in relation to moral cognizance and financial performance will become a necessity as the focus on healthcare as a business continues to grow and society insists the highest values from its providers.
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Sabin, Bruce. "A FAITH-BASED PROGRAM EVALUATION: MORAL DEVELOPMENT OF SEMINARY STUDENTS AT THE LOUISIANA STATE PENITENTIARY." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2352.
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The purpose of this dissertation was to conduct an outcomes-based program evaluation for the Louisiana State Penitentiary (Angola) campus of the New Orleans Baptist Theological Seminary. The study included one primary research question, with two subquestions. The primary research question asked to what extent students in the program developed moral judgment consistent with program goals of rehabilitating students and preparing them for effective ministry. The first subquestion asked whether statistically significant differences existed in the moral reasoning of students of different class years. The second subquestion asked whether statistically significant differences existed in the moral reasoning of students of different personality types. A cross-sectional study was conducted with students during the fall of 2005 using the Defining Issues Test 2 (DIT-2) and the Myers-Briggs Type Indicator (MBTI) instruments. All 101 program students were invited to participate in the study. To provide a benchmark for student scores, 30 Seminary faculty members were asked to complete the DIT-2. The student response rates were 94% for the DIT-2 instrument and 97% for the MBTI instrument. The response rate for faculty was 20%. After removing two outliers from the freshmen class, statistically significant differences were found in the principled moral reasoning scores (P scores) of freshmen (m = 22.146, sd = 12.002) and juniors (m = 30.274, sd = 13.165). No significant differences were found in moral reasoning based upon personality types. The mean P score among faculty members was 34.02 (sd = 15.25). In response to the primary research question, it was determined student scores did show moral reasoning differences consistent with the program goals. Conclusions reached in this study were limited because of the cross-sectional design. Further research is necessary before conclusions may be generalized beyond the sample.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Granlund, Anne, Daniela Sundberg, and Linnea Wallgren. "Att växa som individ i ett könsfokuserat samhälle : Perspektiv på moralutveckling och ART." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-27883.
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Moral och moralutveckling är ett komplext område som kan vara viktigt att belysa i socialt arbete, då det visat sig att ungdomar med ett normbrytande beteende ofta har en lägre moralnivå än andra ungdomar. Det kan därför hävdas att det finns ett behov av moralfrämjande insatser inom ramen för behandling. Studiens syfte är att undersöka moralutveckling och ställa detta mot behandlingsprogrammet Aggression Replacement Training för att se hur de moralbildande komponenterna är tänkta att främja normbrytande ungdomars moralutveckling. Ett vidare syfte är att undersöka hur moralteorier och ART kan förstås ur ett genusperspektiv. I Studien används scoping samt en riktad innehållsanalys för att tematisera manual, forskning och litteratur. Resultatet visar att ART:s syfte med moralträning är att ungdomar ska ledas framåt i sin moralutveckling och nå en medvetenhet kring ömsesidigt beroende mellan individ och samhälle. Behandlingsutfallet påverkas av en kombination av olika faktorer, inom och utanför behandlingsprogrammets ramar. Det är oklart huruvida det finns ett behov av att anpassa behandling utefter kön, dock kan det hävdas att det utifrån ett genusperspektiv krävs individanpassning. Diskussionen belyser att det kan finnas ett behov av att göra en distinktion mellan moraliskt resonerande och moraliskt handlande, samt så diskuteras genusperspektivets betydelse i relation till könsroller och socialisering.Morality and moral development are complex topics that may be important to social work, as it has been found that adolescents with antisocial behavior often has a lower moral level than other juveniles. It can therefore be argued that there is a need for moral interventions when different interventions are organized. The purpose of this study is to explore moral development in relation to the treatment program Aggression Replacement Training, how the components in moral skill training are meant to promote moral development in juvenile delinquents. A further aim is to examine how moral theories and ART can be understood from a gender perspective. Methods used in this study are scoping and directed content analysis. The results show that ART:s aim with moral training is to lead juveniles forward in their moral development. A combination of factors, both within and outside the treatment program affects the treatment outcome. Whether there is a need to adjust treatment to sex is unclear, thus it can be argued that there from a gender perspective may exist a need for more personalized treatment. The discussion illuminates a need to make a distinction between moral reasoning and moral action in treatment. Furthermore the discussion considers gender perspective in relation to gender role and socialization.
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Lima, Vanessa Aparecida Alves de. "A generosidade segundo sujeitos de 6, 9 e 12 anos." Universidade de São Paulo, 2000. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-26072007-151438/.
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O objetivo da pesquisa nesta dissertação foi a de dar a conhecer o conceito de generosidade demonstrado pelas crianças aos 6, 9 e 12 anos de idade, e as diferenças apresentadas entre as crianças da escola pública e particular. Através de entrevista clínica e aplicação de dilemas, foram submetidas 120 crianças: 20 em cada faixa etária para cada classe social, dividida entre os dois sexos. Os dados demonstraram que o conceito de generosidade forma-se precocemente nos indivíduos, e que maior clareza de sua definição cresce dos 06 aos 12 anos, contudo, não foram encontradas diferenças no desenvolvimento moral entre as crianças das duas classes. Outras virtudes, como a amizade e a fidelidade, surgiram nos inquéritos como vivencias intrinsecamente relacionadas à formação do conceito de generosidade.The objective of this research was to know the concept of generosity demonstrated by children who were 6, 9 and 12 years old, and the differences presented between children from public and private schools. Through clinical research and dilemma presenting, 120 children were analyzed. They were divided in two society class groups, 20 in each age group and divided between the two genders. Data have demonstrated that the generosity concept is formed early in individuals, and that the definition gets clearer between the ages of 6 and 12.|There were no moral development differences between the two classes however. Other virtues, like friendship and loyalty appeared in questionnaires as experiences intrinsically related to the formation of the generosity concept.
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Johansson, Elin. "Livselixir : En studie om Harry Potter, moralisk utveckling, livsfrågor och religionsundervisning." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-42912.
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This bachelor's thesis examines three books in the Harry Potter series, Harry Potter and the Philosopher's Stone, Harry Potter and the Order of the Phoenix and Harry Potter and the Deathly Hallows. The aim is to increase understanding for what Harry Potter could contribute in terms of morality in religious studies, and how the story about Harry Potter, as a popular literary phenomenon, can be helpful for this. Lawrence Kohlberg's theory of moral development is central to this essay. I have used an hermeneutic method for the analysis of the Harry Potter books. The result shows that the main character, Harry Potter, can be seen as kind of a role model when it comes to moral development. Pupils may benefit by reading this book series because it can open their eyes to life questions and moral values. Identity formation, loyalty and fellowship are issues that the reader will be able to recognize and relate to in the Harry Potter books. Therefore it is relevant to use the Harry Potter books in teaching of religion. Life questions and moral values are also stressed in the syllabus for religious studies in junior high school. Furthermore the character Harry Potter does follow the moral development theory developed by Kohlberg, though it seems like the various stages are not separated, but rather integrated with each other. Harry Potter changes both intellectually and emotionally according to the magical world of Hogwarts school of wizardry and witchcraft.
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Giesbrecht, Norman David. "A path model of the relationship among psychosocial, moral, and faith development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0008/NQ31027.pdf.
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Bewsey, Kyle. "Exploring Psychopathic Personality Traits and Moral Development in a Non-criminal Sample." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271780/.
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This study explored psychopathic personality traits among a non-criminal, college undergraduate sample. Much research has been done on conceptualizing the construct of psychopathy, but this work has been conducted primarily with incarcerated individuals using a structured interview, The Psychopathy Checklist – Revised (PCL-R; Hare, 1991, 2003). The goal of the current study was to assess psychopathic traits among non-criminal individuals using The Self-Report Psychopathy Scale - Version Four (SRP-IV; Paulhus, Neumann, & Hare, in press), and compare how SRP-IV scores were associated with a well recognized semi-structured interview for psychopathy, The Psychopathy Checklist – Screening Version (PCL: SV; Hart, Cox, & Hare, 1995). The study also examined whether psychopathic personality traits could be predicted using a measure of normal-range personality, based on the five-factor model (FFM; Digman, 1990), and a measure developed by Loevinger (1976) related to ego development. Five-Factor Model Rating Form (FFMRF; Mullins-Sweat, Jamerson, Samuel, Olson, & Widiger, 2006) scores and Total Protocol Ratings (TPR score) on the Washington University Sentence Completion Test (WUSCT; Hy & Loevinger, 1996) were used to predict psychopathy scores. Correlations of SRP-IV scores and PCL: SV scores with FFMRF scores and WUSCT TPR scores were also examined for their uniformity. As predicted, there were significant, negative correlations between FFM domains, Agreeableness and Conscientious, and SRP-IV scores, as well as significant, negative correlations between WUSCT TPR scores and SRP-IV scores. These correlations ranged from small to strong for both SRP-IV overall scores and for SRP-IV factor scores (i.e., Interpersonal Manipulation, Callous Affect, Erratic Lifestyle, and Criminal Tendencies). Additionally, FFM domain scores and WUSCT TPR scores significantly predicted SRP-IV scores. FFM domains, Agreeableness and Conscientiousness, and WUSCT TPR scores, were the strongest predictors of SRP-IV scores. Similar results were found when FFM domain scores and WUSCT TPR scores predicted SRP-IV factor scores. Results also indicated Agreeableness and Conscientious explained an additional 24% of the variance in psychopathy scores, after controlling for WUSCT TPR scores. Conversely, WUSCT TPR scores explained an additional 5% of the variance in psychopathy scores after controlling for Agreeableness and Conscientiousness. Finally, as predicted, the differences in correlations between psychopathy scores (i.e., PCL: SV, SRP-IV), and Agreeableness, Conscientiousness, and WUSCT TPR scores were not statistically significant providing evidence that correlates of psychopathic traits can be measured among non-criminal individuals using a self-report measure, the SRP-IV, and that these findings are concordant with those based on a standardized structured assessment for psychopathy. Limitations of the study, implications, and recommendations for future research are also discussed.
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Mills, Juliana J. H. "The effect of a deliberate psychological education model on the ego development, moral development, and sexual assertiveness of college women." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154136.
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Luczkiewicz, Dulciane Alves. "Desenvolvimento moral e valores culturais dos estudantes de gradua????o em ci??ncias cont??beis no Brasil." FECAP - Faculdade Escola de Com??rcio ??lvares Penteado, 2015. http://132.0.0.61:8080/tede/handle/tede/544.
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Previous issue date: 2015-03-18The objective of this study was to analyze, considering the brazilian cultural diversity, if there is a statistically meaningful difference in the level of moral development of Accounting students from different universities. The study was based on Kohlberg's moral development Theory, which presents three stages of moral development: pre-conventional (stages 1 and 2), conventional (stages 3 and 4) and post-conventional (stages 5 and 6), and on Hofstede's Culture Theory, which presents the following dimensions: power distance, collectivism versus individualism, femininity versus masculinity, uncertainty avoidance and long-term orientation versus short term orientation. The results were obtained through a descriptive analysis, ANOVA test, equality of proportion test, Pearson's correlation, confidence interval for average and p-value. The variables related to moral development, age, gender, religion and professional experience did not present statistically meaningful difference in the regions surveyed, what did not occur with the variable education, which proved to be a strong and consistent variable when compared to moral development. This study also aimed to verify if Hofstede's cultural dimensions presented significance between the studied regions. Difference was found in the following dimensions: power distance, individualism and long-term orientation. It is also possible to observe that the p index of moral development presents a statistically meaningful relation with the regions. Another important find in this study is that there is no statistically meaningful relation between the p index of moral development and the cultural values among the students that participated in this research in the regions surveyed.
Esta pesquisa teve como objetivo analisar, considerando-se as diversidades culturais do Brasil, se h?? diferen??a estatisticamente significativa em rela????o ao n??vel de desenvolvimento moral dos estudantes de gradua????o de Ci??ncias Cont??beis de diferentes Institui????es de Ensino Superior. Para tanto, utilizou-se como base a Teoria do desenvolvimento moral de Kohlberg, que postula em sua teoria tr??s n??veis de desenvolvimento moral: o pr??-convencional (est??gios 1 e 2), o convencional (est??gios 3 e 4) e o p??s-convencional (est??gios 5 e 6), e a Teoria da Cultura de Hofstede, que est?? definida nas seguintes dimens??es: dist??ncia do poder, coletivismo versus individualismo, feminilidade versus masculinidade, controle da incerteza e orienta????o de longo prazo versus curto prazo. Os resultados foram obtidos atrav??s de an??lise descritiva, teste ANOVA, teste de igualdade de propor????es, correla????o de Pearson, intervalo de confian??a para m??dia e p-valor. As vari??veis relacionadas com o Desenvolvimento Moral, idade, g??nero, religi??o e experi??ncia profissional, n??o tiveram diferen??as estatisticamente significativas nas regi??es pesquisadas, diferentemente da vari??vel educa????o, que comprovou ser uma vari??vel forte e consistente quando comparada com o desenvolvimento moral. Buscou-se ainda verificar se as dimens??es culturais de Hofstede tinham ou n??o signific??ncia entre as regi??es pesquisadas. Constatou-se diferen??a nas dimens??es dist??ncia do poder, individualismo e orienta????o a longo prazo. Nota-se ainda que o ??ndice p do desenvolvimento moral possui rela????o estatisticamente significante entre as regi??es. Outro achado importante nesta pesquisa foi que n??o h?? rela????o estatisticamente significativa entre o ??ndice p do desenvolvimento moral com os valores culturais entre os estudantes das regi??es pesquisadas.
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Logan, Patricia Adele. "Enhancing counselor empathy to promote moral development and conceptual complexity: A new model for counselor preparation and supervision." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1550154121.
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Jan, Shafiullah. "A critique of Islamic finance in conceptualising a development model of Islam : an attempt in Islamic moral economy." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/8503/.
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As part of Islamic identity development, in the postcolonial era Islamic economists, while dissatisfied with the western approach toward economic and institutional development, initiated a project of developing an economic system. Since, Muslim countries were faced with socio-political problems such as inequality, lack of political rights as well developmentalist failures, such cruel realities on the ground led to call for the revival of Islamic Moral Economy (IME). This socio-religiously constructed economic system understanding places the wellbeing of society at the centre and achieve human development through fair distribution and establishment of social justice and equity as proposed by maqasid al-Shari’ah or the objective of Shari’ah. While the IME project was being conceptualised, the emergence of OPEC in 1960’s and increases in wealth in the Middle East countries due to petrol price shocks added to such demand for Islamically permissible financial products and eventually led to the creation of Islamic Banking and Finance (IBF) resulting in a paradigm shift from ‘searching an authentic development strategy’ to ‘financialisation of economy’. IBF was hailed as first step toward a unique and comprehensive IME, growing with more than 15% annually, which would allow Muslims to create a society based on justice and equity. However, development of debt like instruments and utilizing of such controversial instruments in majority for financing on the balance sheets of IBF clearly shows that IME discourse is only limited to the contractual aspects of these instruments. Such preference of economic incentives over religion has shifted IBF to become an integral part of international financial system. Thus, IBF, an operational tool of IME, failed to produce the economic development based on justice and equity in Muslim world as envisaged by IME, as majority of Muslim countries are still faced with basic issues such as health, education and overall wellbeing and are lagging behind on various development indices. The aim of this study, hence, is to explore IME within alternative system approach in an attempt to propose an Islamic development model, while integrating both worldly developments from Islamic perspective with the spiritual development representing a search for an Islamic authenticity in economic development. In an attempt for doing so, this research located the economic development issues in the Muslim world through an extensive analysis and also extensively analysed the aspects of Islamic banks to identify the ‘social failures of IBF’ with the objective of developing ground for the development of an authentic model. The theoretical model proposed in this study is, by definition, value laden in the sense of being determined by Islamic ontology and epistemology, integrating both qualitative and quantitative aspect of human life proposed by maqasid al-Shari’ah that not only helps to formulate policies related to economic aspect of human life but also broad enough to cover all aspects of human life in order to achieve falah in akhirah. In the model, axioms of IME and maqasid al-Shari’ah, serve as higher-order generalisations from which specific statements of lower order generality are deduced about the moral imperative which motivates individuals to work for social good. Furthermore, theoretical model of Islamic development is compared with the Sen’s capability Approach to establish parallelism in terms of processes and outcomes with the objective of identifying articulation and also the essentialisation of justice as the main crux of IME in the development process within the tawhidi knowledge universe.
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Ling, Trent. "An Examination of School Principals' Moral Reasoning and Decision-Making along the Principalship Track and across Years of Experience." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6307.
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Previous research by Vitton & Wasonga (2009) and Strenth (2013) found public school K-12 principals struggling in the moral reasoning and decision-making measures of the second Defining Issues Test ("DIT-2"). In response to these studies, this research sought to collect, to examine, and to compare DIT-2 data for educational leaders at various stages of the principalship track in an effort to determine and/or to isolate the locus of principals' reported underperformance. The moral reasoning and decision-making of regular-education K-12 public school principals and assistant principals in Florida, and current master's degree students in educational leadership programs at a large public Florida university were measured and compared.
Research questions were posed: 1) to find the levels of moral reasoning and decision-making reached by acting principals, acting assistant principals, and current master's students in educational leadership programs; 2) to determine if there was a difference between these principals, assistant principals, and master's students in moral reasoning and decision-making; and 3) to see if there was a difference in moral reasoning and decision-making between principals across various years of experience.
The DIT-2 was administered anonymously to participants through an online link, and was scored by the University of Alabama's Office for the Study of Ethical Development. Data were analyzed through descriptive and inferential statistical methods principally to determine the degree to which participants reasoned and made decisions based upon personal interests, upon the maintenance of norms, or upon the basis of more sophisticated principles.
Results showed master's students in educational leadership outperforming active principals and assistant principals in moral reasoning and decision-making by more often employing sophisticated principles and by more often avoiding choices associated with personal interests. With regard to principals, the difference was statistically significant on DIT-2 N-2 scores (based on ANOVA and t-test results) and P-scores (based on t-test results, but not based on ANOVA results). Principals not only underperformed master's students in educational leadership statistically significantly, but also underperformed active assistant principals in comparisons of group means on DIT-2 sub-scores.
This research confirms the prior works of Strenth (2013) and Vitton & Wasonga (2009), where principals had been found to struggle in measures of moral reasoning and decision-making. These consecutive and consistent findings now require consideration, discussion, and action by the array of K-12 public school stakeholders. In response to the startling findings that K-12 principals are significantly underperforming those still aspiring for the principalship, a substantial, alarmed, and sober re-examination must take place as to what has happened to principals in K-12 public schools, and as to what can and must be done about it.Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive Track
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Buck, Marc Fabian. "Vorsicht Stufe!" Doctoral thesis, Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät, 2016. http://dx.doi.org/10.18452/17436.
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In dieser Arbeit werden verschiedene Entwicklungsmodelle des Menschen vorgestellt und in ihrem Gebrauch in und für die Pädagogik kritisch reflektiert. Zunächst werden Vorüberlegungen zur Etymologie und Systematik der Begriffe Entwicklung (zwischen Natur und Kultur) und Modell (gegenüber Theorie, Simulation und Schema) angestellt. Anhand des Gangs von Beispiel zu Beispiel (Günther Buck) werden jeweils die Entwicklungsmodelle des Menschen von Rudolf Steiner, Maria Montessori, Jean Piaget, Lawrence Kohlberg, Erik Erikson und Werner Loch kritisch dargestellt und problematisiert. Es schließen sich bildungs- und erziehungstheoretische Überlegungen an, wie das Phänomen der Entwicklung heute in angemessener Weise behandelt werden kann. Anhand der dargestellten Modelle zeigt sich, dass nur ein von absoluter Teleologie und Linearität befreiter Entwicklungsbegriff mit modernen Vorstellungen pädagogischer Anthropologie und Ethik kompatibel sein kann. Deswegen können Entwicklungsmodelle lediglich eine veranschaulichende oder regulierende Funktion ausüben. Sie stehen jedoch so zumeist im Widerspruch zu den grundlegenden Momenten der freien Bildsamkeit und Mitbestimmung des Einzelnen im Erziehungsprozess. Eine Rehabilitation des Entwicklungsdenkens erweist sich dennoch als sinnvoll, da dieser in der Lage ist, auf die komplexe Genealogie menschlichen Lebens und die Möglichkeiten und Grenzen pädagogischer Einsätze zu verweisen.The issue of developmental models of human beings and their implementation in both pedagogical practice and theory are critically reflected within this thesis. In the beginning, preliminary considerations of the etymology and systematization of development (between nature and nurture) and model (as opposed to theory, simulation, scheme) are framed. Based on Günther Bucks''s approach (from „Beispiel“ to „Beispiel“) several developmental models by Rudolf Steiner, Maria Montessori, Jean Piaget, Lawrence Kohlberg, Erik Erikson and Werner Loch are critically examined. Subsequently, considerations on addressing the phenomenon of development from the perspective of education theory and „Bildung“ in an appropriate contemporary way are given expression. On the basis of the outlined models it is depicted that only a concept of development that is exempt from absolute teleology and linearity can be compatible with modern ideas of educational anthropology and ethics. Hence, developmental models may only serve visualizing and regulating purposes. They often contradict fundamental principles such as „Bildsamkeit“ (the ability and necessity of self-forming) and participation within the process of education. Nevertheless, the rehabilitation of development thinking proves beneficial due to its ability to indicate the complex genealogy of human life and the opportunities as well as limitations of pedagogical actions.
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Andersson, Marcus. "Matchfixning – Ett hot mot idrotten? : En studie om uppfattningar, ansvarstagande och åtgärder." Thesis, Linnéuniversitetet, Institutionen för idrottsvetenskap (ID), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60649.
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Syftet var att undersöka uppfattningar, ansvarstagande och åtgärder kring matchfixning. Urvalet bestod av totalt sju respondenter fördelade på två spelare, två ledare och tre styrelsemedlemmar. Respondenterna tillhörde föreningar inom Gävleborgs län idrottsförbund med koppling till fotboll och bandy. Studien bygger på semistrukturerade intervjuer och har fair-play idealet, sociala konstruktioner och Kohlbergs moralutvecklingsteori som teoretiska utgångspunkter. Bearbetningen och analysen följde de tre stegen transkribering, datareduktionoch skapande av teman. Resultaten från intervjuerna delades in i de tre teman som bildades utifrån syftet och frågeställningarna. Vid temat uppfattningar uppvisade intervjuerna framförallt att det fanns bristande kunskaper angående matchfixning och ett ekonomiskt hot med anknytning till spelindustrins utveckling. I temat ansvarstagande framfördes att både idrottsrörelsen och de samhällsmässiga aktörerna bör integrera mer och ta större ansvar. Angående åtgärder var anblicken riktad emot spelutbudet, värdegrunden, samverkan mellan aktörer och en avskräckande bestraffning. I analysen framkom det att idrotten är i förändring med spelindustrin och synen på moraliska handlingar. Det är något som utgör ett hot mot idrottens kärna med god etik och moral, samt en försvårande omständighet i arbetet mot matchfixning. Slutsatsen är att det finns flera bekymmersamma aspekter inom samtliga tre teman och att det behövs ett gemensamt arbete gentemot matchfixningen.The aim was to explore perceptions, responsibility and measures around matchfixing using an idiographic approach. The sample of consisted seven respondents with two players, two managers and three board members. The respondents belonged to associations in Gävleborg county sports federations linked to football and bandy. The study is based on semi-structured interviews and has the ideal of fair play, social structures and Kohlberg's moral development theory as the theoretical bases. The processing and analysis followed the three steps oftranscription, data reduction and creation of themes. The results from the interviews were divided into three themes that were formed after the purpose and issues. The respondent’s perceptions showed that there was a lack of knowledge regarding matchfixing and an economic threat related to the gaming industry. Regarding the measures they were directed against the betting line, values, interaction between performer and a deterrent punishment. The analysis revealed that sports is under change with the gaming industry and with a new different view of moral acts in sport. That’s something that poses a threat to the sport's good values with good ethics and morals, as well as an aggravating factor in working against matchfixning. The conclusion is that there are several worrying aspects in all three themes and a need for a common effort against matchfixing.
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Paim, Igor de Moraes [UNESP]. "Os impactos do enriquecimento escolar e da estimulação da memória operacional sobre o desenvolvimento cognitivo e moral de alunos do ensino médio." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/148537.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Segundo a literatura especializada, diversas contribuições e benefícios para aprendizagem são reiteradamente apontados como possíveis através do Enriquecimento Escolar Amplo (EEa) de Renzulli e da Estimulação da Memória Operacional (eMO). Diante disso, considerou-se importante avaliar os benefícios dos mesmos sobre o desenvolvimento cognitivo e moral de estudantes do ensino médio por meio de uma pesquisa de caráter quase experimental. Compreender qual o impacto que programas de EEa e de eMO, combinados ou não, causariam sobre as capacidades intelectivas e morais dos estudantes foi o cerne deste trabalho, desenvolvido em duas escolas, nas cidades de Fortaleza e Maracanaú (CE). Delineou-se o estudo com nove grupos de alunos, assim constituídos: (2) EEa em ciências naturais, (1) EEa em desenvolvimento moral, (2) EEa em ciências naturais combinados a eMO, (2) EEa em desenvolvimento moral combinados a eMO e (2) controles. Os programas tiveram duração de 4 meses ao longo do segundo semestre de 2015 e foram autorizados pelo Parecer do Comitê de Ética n. 1.092.233. Iniciaram a participação desta pesquisa 87 alunos de uma escola particular e 114 de uma escola pública de natureza militar, porém apenas concluíram 34 da escola particular e 35 da escola pública. Foram empregados os seguintes instrumentos: para medição da inteligência, o G38, WISC IV e WAIS III; para medição da competência moral, MCT_xt (Teste de Competência Moral); para medição do estágio moral, SROM-SF; e para avaliar aspectos de autoconceito, a LHIPCEA (Lista de Habilidades, Interesses, Preferências, Características e Estílos de Aprendizagem). Os participantes foram avaliados em pré e pós testes apenas com o G38 e MCT_xt. Os dados foram avaliados de forma quantitativa e qualitativa. Como resultados, na parte quantitativa foram observados por análise de variância ganhos significativos quanto a elevação da inteligência medida pelo G38 para os alunos da EPu que receberam EEa + eMO, porém não foi possível afirmar qual das variáveis, EEa ou eMO, foi mais influente para o aumento da inteligência. Na análise estatística do MCT_xt, também foi identificada significância no aumento da competência moral para o tempo pré e pós teste, porém, devido ao baixo n de participantes, não se precisou estatisticamente se foi ou não devido a intervenção. Em outra análise para o MCT_xt, conforme os critérios de Lind, existiram ganhos significativos nas médias do C índice, com 5,89 e 7,83 pontos para as escolas partícular e pública, respectivamente. Quanto ao SROM, foram encontradas diferenças significativas entre os grupos testes e controles. Também houve correlação significativa entre G38 e SROM e entre WISC IV/WAIS III e SROM, mas não é possível estabelecer causalidade entre inteligência e o estágio moral. Não foram encontrados efeitos diretos de aumento da memória operacional dos alunos, apenas indiretos. Em termos qualitativos, foram identificadas sensíveis melhoras no desempenho, raciocínio e capacidade de produção autêntica. Conclui-se que o EEa combinado com a eMO pode trazer significativos benefícios sobre a cognição e a moralidade dos estudantes, tendo-se por base os ganhos aferidos pelos instrumentos G38 e MCT_xt, além das evidências comportamentais relativas a motivação e produtividade acadêmica dos alunos.
According to specialized literature, several contributions and benefits to learning are really pointed as possible through Schoolwide Enrichment Model (SEM) by Renzully and Working Memory Stimulation (sWM). In face of that, it was relevant to evaluate their benefits on cognitive and moral development of high school students by an experimental research. Understanding what impact caused by SEM and sWM programs combined or not would cause on students’ moral and intellective capacities was the core of this study developed in two schools in Fortaleza and Maracanaú (CE). The study was designed with a nine student group. It was composed of: (2) SEM in natural sciences, (1) SEM in moral development, (2) SEM in natural sciences combined with sWM, (2) SEM in moral development combined with sWM and (2) control groups. The programs lasted 4 months during the second semester of 2015 and they were authorized by Ethic Committee n. 1.092.233. 87 private school students and 114 military public school students took part of this study; however, just 35 from public school and 34 from private school went all the way to the end. To measure intelligence, it was used G38, WISC IV and WAIS III; To measure moral competence, MCT_xt (Moral Competence Test); To measure moral stage, SROM-SF; and to evaluate self concept aspects, LHIPCEA (Skills, Interests, Preferences, Characteristics and Learning Styles). The subjects were evaluated by G38 and MCT_xt pre and post tests. Data were evaluated quantitatively and qualitatively. As results, as far as quantity is concerned, significant gains were observed by variance analysis when it comes to intelligence increase measured by G38 on public school students who took SEM + sWM, however, it was not possible to state which one of the variables, SEM or sWM, was more influential to intelligence gain. In Statistical analysis of MCT_xt, it was also identified significant increase on moral competence on pre and post tests, but, due to the low number of subjects, it was impossible to infer if it was or not because of the intervention. In other analysis for the MCT_xt, according to Lind criteria, there were meaningful gains on index C averages, 5,89 and 7,83 points for private and public schools respectively. As for the SROM, significant differences were found between test and control groups. There was also significant correlation between G38 and SROM and between WISC IV/WAIS and SROM, but it is not possible to establish causality between intelligence and moral stage. Direct effects of memory increase were not found on students. Only indirect effects. As for the qualitative data, sensitive improvements were identified on performance, reasoning and authentic production capacity. We conclude that SEM combined with sWM can bring meaningful benefits on cognition and students’ morality when we use as foundation the measured gains by G38 and MCT_xt, besides the behavioral evidences related to motivation and academic productivity of students.
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Alleyne, Philmore A. "The influence of individual, team and contextual factors on external auditors' whistle-blowing intentions in Barbados. Towards the development of a conceptual model of external auditors' whistle-blowing intentions." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/5325.
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Following the collapse of Arthur Andersen in the Enron debacle, whistle-blowing
within audit firms has taken on greater importance. Given the profession's requirements
to be confidential, independent and to act in the public's interest, there is a need for a model that addresses auditors' whistle-blowing intentions. This thesis presents a
conceptual model on whistle-blowing intentions among external auditors, where
individual-led antecedents influence whistle-blowing intentions, but are moderated by
isomorphic and issue-specific factors.
Survey questionnaires were administered to 226 external auditors, and 18
individual interviews as well as 2 focus groups were conducted in Barbados. Results
indicated that individual antecedents (attitudes, perceived behavioural control,
independence commitment, personal responsibility for reporting, and personal cost of
reporting) were significantly related to internal whistle-blowing, but only perceived
behavioural control was significantly related to external whistle-blowing. Partial
support was found for the moderating effects of perceived organizational support,
moral intensity, team norms and group cohesion on the relationships between the
majority of the independent variables (attitudes, perceived behavioural control,
independence commitment, personal responsibility for reporting and personal cost of
reporting) and internal whistle-blowing. However, partial support was found for the
moderating effects of perceived organizational support, moral intensity, team norms
iii
and group cohesion on the relationships between fewer independent variables and
external whistle-blowing.
Overall, respondents preferred anonymous internal channels of reporting, and
showed a general reluctance to report externally. The presence of an open-door policy,
ethics partners, hotline, on-going training and clearly defined policies could encourage
whistle-blowing. Further implications for research and practice are discussed.University of the West Indies
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Alleyne, Philmore Alvin. "The influence of individual, team and contextual factors on external auditors' whistle-blowing intentions in Barbados : towards the development of a conceptual model of external auditors' whistle-blowing intentions." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/5325.
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Following the collapse of Arthur Andersen in the Enron debacle, whistle-blowing within audit firms has taken on greater importance. Given the profession's requirements to be confidential, independent and to act in the public's interest, there is a need for a model that addresses auditors' whistle-blowing intentions. This thesis presents a conceptual model on whistle-blowing intentions among external auditors, where individual-led antecedents influence whistle-blowing intentions, but are moderated by isomorphic and issue-specific factors. Survey questionnaires were administered to 226 external auditors, and 18 individual interviews as well as 2 focus groups were conducted in Barbados. Results indicated that individual antecedents (attitudes, perceived behavioural control, independence commitment, personal responsibility for reporting, and personal cost of reporting) were significantly related to internal whistle-blowing, but only perceived behavioural control was significantly related to external whistle-blowing. Partial support was found for the moderating effects of perceived organizational support, moral intensity, team norms and group cohesion on the relationships between the majority of the independent variables (attitudes, perceived behavioural control, independence commitment, personal responsibility for reporting and personal cost of reporting) and internal whistle-blowing. However, partial support was found for the moderating effects of perceived organizational support, moral intensity, team norms iii and group cohesion on the relationships between fewer independent variables and external whistle-blowing. Overall, respondents preferred anonymous internal channels of reporting, and showed a general reluctance to report externally. The presence of an open-door policy, ethics partners, hotline, on-going training and clearly defined policies could encourage whistle-blowing. Further implications for research and practice are discussed.
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Jacobs, Phillip A. H. "The identification and evaluation of key sustainable development indicators and the development of a conceptual decision-making model for capital investment within Gold Fields Limited (GFL)." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1008304.
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The current trends in sustainable development (SO) were examined in this study, which brought about the realisation that SO has become a business imperative. Mining, which is a highly impacting industry, is faced with the dilemma of implementing the principles of SO despite the realisation that its activities are severely limited by· the finite nature of the resource it is capitalising on. This reality, however, does not detract from the non-negotiable requirement for the industry to meet the increasing pressures to act responsibly towards the environment and the community in which it operates. Gold Fields has stepped up to the plate and has already taken several steps to achieve this end. These include the adoption of SO in its Vision, Values and strategies and the development and implementation of a SO framework to ensure the integration of the principles of SO into the business. Furthermore, Gold Fields has also entered into voluntary activities that further cement the commitment the company has towards so. These other initiatives include, inter alia, its International Council on Mining and Metals membership, UN Global Compact participation, becoming a signatory to the cyanide code, IS014001, and so on. This study focussed on several indicator categories and the identification of a set of supporting sustainable development indicators (SOls) for each, which included environmental, social, economic, technological, and ethics, legal and corporate governance (not in order of priority). These indicators were assessed by a carefully selected group of respondents whose collective wisdom and expertise were used to identify and weight supporting SOls for each of the indicator categories. These supporting SOls were in turn used to develop a model that is able to assist in the business's decision making processes when capital investment is being considered . A water treatment project that is currently being considered by Gold Fields was utilised to demonstrate how the decision making model can be applied to two different scenarios. The result clearly and successfully demonstrated that by proactively taking environmental, economic, social, technological, and ethics, legal and corporate governance considerations into account, a gold mining company is able to increase the level of SO of a capital investment project.
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Armstrong, Carolyn Sue. "A moral development theory : a synthesis from selected moral development theories, a spiral progression model of human development, and ego-state personality theory." Thesis, 1991. http://hdl.handle.net/1957/36864.
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Controversy regarding moral development research has given rise
to a proliferation of theories competing for acceptance. For all
these researchers, the work of Lawrence Kohlberg is the pivot point
for comparisons, contrasts, and discussions. Still, no theories to
date adequately describe and document a theoretically complete conception
of moral judgment and behavior. The contention in this thesis is
that Kohlberg's moral development theory should remain the base-camp
for further exploration but concepts from the past as well as new components
from other fields should be added to construct a better model
of human moral thinking and behaving. This thesis formulates a comprehensive
and more adequate moral development theory which fits
existing data. Pertinent aspects of past and present moral theories
are summarized. Theories are evaluated in light of knowledge gained
from past thinkers and recent research. Inadequacies are discussed.
New pieces from psychological personality theories are presented to
replace the normally accepted concept of a unitary ego theory. A more
realistic model of growth as a spiral development process is presented.
This spiral model allows features of the invariant stage
sequence and step-wise hierarchial development process, critical to
Piaget's cognitive development theory and to Kohlberg's justice-oriented
moral development theory, to exist while couched in a broader
growth process that encompasses the pertinent additional features of
other researchers' works. The newly constructed theory is presented.
Documented case materials and portions of counseling sessions are used
to show some adequacy-of-fit of aspects of this theory.Graduation date: 1992
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Kao, Po-Chuan, and 高博銓. "A STUDY ON KOHLBERG''S COGNITIVE MORAL DEVELOPMENT THEORY." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/03327425103928581604.
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碩士國立臺灣師範大學
教育學系
84
A STUDY ON KOHLBERG''S COGNITIVE MORAL DEVELOPMENT THEORY Po- Chuan Kao Abstract This study aims at an analysis on Kohlberg''s moral development theory. The purposes of this research are, firstly, to find out the root of moral develop-ment theory in order to understand accurately its foundations, secondly, to e-laborate on moral development theory and analyze its practical application, f-uthermore,to gain a valuable insight into moral education, and finally, to end with a comprehensive conclusion and comment. It is hoped that the deep unders-tanding of moral development theory as gained through this study can function as a reference in the implementation of practice of moral education. There are six chapters in this study . Chapter I describes the motivation and objectives for this study, the methods and process adopted, as well as the scope and limitations . Chapter II analyzes the root of moral development the-ory. Chapter III exhaustively discusses the levels of moral development ( pre-conventional level, conventional level, and postconventional level). Preconve- ntional level consists of the punishment and obedience orientation as well asthe instrumental relativist orientation. Conventional level is composed of th-e interpersonal concordance orientation and society maintaining orientation. Postconventional level is made up of the social contract orientation and the universal ethical principle orientation. Chapter IV goes into details of moraldevelopment theory applying to the practice of moral dilemmas, moral curricul- um , and just community schools . Chapter V seeks enlightment for the purposes of moral education , moral curriculum and teaching , as well as the staff and and adminstration of schools from moral development theory . Chapter VI serves as a general conclusion and comment. In conclusion, as time progresses, moral development theory is kind of aw-ay its blosson time , yet it has aroused surging waves of moral education and displayed the afterglow of Kohlberg''s achievement . This study can serve as a reference in the implementation of practice of moral education , especially in the discussion of moral dilemmas , the integration of the discussion into curr-iculum, and the experiment of just community schools.
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Powers, Kimberly Dawn. "An analysis of Kohlbergian moral development in relationship to Biblical factors of morality in seminary students /." 2006.
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Lin, Li-chuan, and 林麗娟. "The Possibility Concerning the Moral-relativism Crises and Principle Ethics–Research on the Philosphical Basis of the Teenagers'' Moral Education from the Theories of Kohlberg & Habermas'' Moral Development." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/44407750208761697113.
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Huang, Hai-Rong, and 黃海容. "The Determinants Affecting Moral Development Model of Internal Auditors." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/47458605271630398831.
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碩士靜宜大學
會計學系研究所
98
On the basis of the moral of the moral development from Rest（1986）, this study is to discuss the determinants affecting moral development of internal auditors. It includes three major factors: management issue（moral intensity）, organization contextual（obedience pressure）and individual（moral philosophy）. The sample size selected for this study is internal auditors form listed and OTC companies in Taiwan. 154 usable questionnaires were received and used the structure equation modeling to confirm hypothesis. The results are as follow:（1）According to the analysis of goodness of fit based on the structure equation modeling, the construction of this research matched the goodness of fit index. It truly affected the relations. This show that moral intensity, obedience pressure and moral philosophy are the primary determinants to affect moral development model of internal auditors.（2）On the management issue factor, the moral intensity has the positive impact on moral perception.（3）On the organization factor, the negative obedience pressure has the negative impact on the moral judgment from internal auditors.（4）On individual factor, the idealism from moral philosophy has positive impact on moral judgment; however the relativism has negative impact on moral judgment.
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Šusta, Petr. "Vliv dlouhodobého pobytu jedince v dětském domově na jeho morální vývoj." Doctoral thesis, 2018. http://www.nusl.cz/ntk/nusl-389854.
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CHARLES UNIVERSITY FACULTY OF ARTS DEPARTMENT OF EDUCATION PhD programme studied subject - education DISSERTATION ABSTRACT Vliv dlouhodobého pobytu jedince v dětském domově na jeho morální vývoj Effect of Long-term Residence of Individual in Children's Home to His Moral Development Mgr. Petr Šusta Supervisor: doc. PhDr. Jaroslav Koťa Prague 2018 Abstract and keywords The dissertation thesis elaborates on the effect of the long-term residence of an individual in a children's home to his moral development. The dissertation thesis includes theoretical and empirical parts and the aim of the thesis is to find and eventually describe differences in the level of moral development of children and teenagers experienced with a long-therm residence in a children's home and subjects without this expirience. It has been gained and collected results of the original research in accordance with the methodology of Lawrence Kohlberg in cooperation with children from the children's homes and children from usuall families as control group. There are elaborated these topisc in the theoretical part of the thesis: institutional foster care in the Czech Republic, methodological research issues of the level of moral development in accordance with the theory of Lawrence Kohlberg. The empirical part of the dissertation thesis defines...
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Hradilová, Tereza. "Morální usuzování osob s lehkým mentálním postižením." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-412103.
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The aim of this thesis is to describe and analyse the moral reasoning of people with mild intellectual disability, as well as to find out their understanding of more abstract terms of the moral domain, what the principle of their deciding is, and which values are important for them. In the first part, the thesis concentrates on the influence of the intellectual disability on the cognitive, emotional and personality aspects of the subjects. It also introduces several theories of the moral development, moral structure and values, and finally, the thesis presents the outcomes of the foreign research focused on the moral reasoning of people with intellectual disability. In six case studies in the empirical part, the thesis demonstrates the moral reasoning of people with mild intellectual disability, who have been respondents of exploratory interviews. In the concluding part, the thesis attempts to find some identical significant moments which might be characteristic of moral reasoning of people with mild intellectual disability, and put them into the context of other research and theories.
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Ferns, Ilse 1961. "Morele ontwikkeling tydens adolessensie : 'n tussenkulturele studie." Thesis, 1998. http://hdl.handle.net/10500/16776.
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Afrikaans textDie vlak van morele ontwikkeling van wit A:frikaanssprekende, wit Engelssprekende, swart Sotbosprekende, swart Xhosasprekende en swart Zoeloesprekende adolessente seuns en meisies in vroee, middel- en laatadolessensie (12-19 jaar) in Suid-Afrika is afsonderlik, tussenkultureel en vir geslagsverskille asook ouderdomsverskille ondersoek. Moontlike verbande tussen genoemde groepe se vlak van morele ontwikkeling, stedelike/plattelandse woonomgewing, vlak: van identiteitsontwikkeling en lokus van kontrole-orientasie is ondersoek vir kultuur- en geslagsverskille. Wit en swart adolessente redeneer nie in dieselfde mate op die verskillende stadia van morele ontwikkeling nie en bulle openbaar oak verskillende morele ontwikkelingspatrone. Swart adolessente funksioneer betekenisvol meer as wit adolessente op laer stadia van morele redenering terwyl wit adolessente betekenisvol meer as swart adolessente op boer stadia van morele redenering funksioneer. Wit adolessente toon 'n morele ontwikkelings patroon ooreenkomstig Westerse waardes en norme wat ooreenstem met Kohlberg se teorie. Swart adolessente toon 'n andersoortige morele ontwikkelingpatroon wat nie ooreenstem met Kohlberg se teorie nie. Met betrekking tot die wit adolessente groep bereik meisies betekenisvolle boer stadia van morele ontwikkeling as seuns. Wat swart adolessente seuns en meisies betreis geen betekenisvolle geslagsverskille ten opsigte van vlak van morele redenering gevind nie. Morele ontwikkeling verloop ooreenkomstig ouderdom in stadia volgens 'n spesifieke patroon. Jonger adolessente funksioneer in 'n grater mate op laer stadia van morele redenering as ouer adolessente terwyl ouer adolessente meer tekens van boer stadia van morele redenering as jonger adolessente toon. Verskille in die morele ontwikkeling van adolessente seuns wat uit 'n stedelike omgewing kom en die wat op die platteland woon bet nie voorgekom nie. Stedelike adolessente meisies funksioneer in 'n grater mate as plattelandse adolessente meisies op boer vlakke van morele ontwikkeling. Ten opsigte van wit adolessente het 'n betekenisvolle verband tussen vlak van morele ontwikkeling en vlak van identiteitsontwikkeling voorgekom. By swart adolessente is sodanige verband nie gevind nie. Geen verband tussen vlak van morele ontwikkeling en lokus van kontrole-orientasie vir wit en swart adolessente in Suid-Afrika is aangetoon nie. Die bevindings is verklaar aan die hand van verskillende tipes sosialisering, sosiokulturele faktore, kultuur-historiese aspekte en adolessente se ontwikkelingkenmerke.
The level of moral development of white Afrikaans speaking, white English speaking, black Sotho speaking, black Xhosa speaking and black Zulu speaking adolescent boys and girls in early, middle and late adolescence {12-19 years) in South Africa was investigated separately, cross-culturally and with regard to gender differences and age differences. Possible relationships between level of moral development and urban/country living environments, level of identity development and locus of control orientation for the above mentioned groups were also investigated for cultural and gender differences. White and black adolescents do not reason to the same extent at different stages of moral development and they exhibit different moral developmental patterns. Black adolescents function significantly more than white adolescents at lower stages of moral reasoning while white adolescents function significantly more than black adolescents at higher stages of moral reasoning. White adolescents reveal a moral developmental pattern in line with Western values and norms which corresponds with Kohlberg's theory. Black adolescents reveal a different moral developmental pattern which does not correspond with Kohlberg's theory. With regard to the white adolescent group, girls reach significantly higher stages of moral development than boys. With regard to black adolescent boys and girls, no significant gender differences in level of moral reasoning were found. Moral development takes place in accordance with age in stages according to a specific pattern. Younger adolescents function more at lower moral reasoning stages than older adolescents while older adolescents display more signs of higher moral reasoning stages than younger adolescents. No differences in the moral development of adolescent boys who come from urban environments and those from country districts were found. Girls from urban environments function significantly more than girls from country districts at higher levels of moral development. A significant relationship was found between level of moral development and level of identity development for white adolesceJJtS. No such relationship was found for black adolescents. No relationship between level of moral development and locus of control orientation for white and black adolescents in South Africa was found. The findings were considered in relation to different types of socialisation, socio-cultural factors, culture-historical aspects and adolescent developmental characteristics.
Psychology
D.Litt. et Phil. (Sielkunde)
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Ray, Christopher Michael. "Development of an integrated model and measure of the moral dimensions of justice and care." 2007. http://digital.library.okstate.edu/etd/umi-okstate-2439.pdf.
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Cartagena, Nathan Luis. "Towards an Empirically and Developmentally Informed Account of Virtue." Thesis, 2013. http://hdl.handle.net/1969.1/149396.
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In this thesis, I aim to build upon recent attempts to situate a theory of virtue within work on character traits by social-cognitive scientists like Walter Mischel and Yuichi Shoda. I begin by examining the empirical adequacy of global cognitive-affective processing systems (CAPS) based character traits and virtues. I contend that empirical research does seem to support the existence of the former and is compatible with the existence of the latter.
Next, I argue that one model of moral development that is compatible with my findings in the previous chapter is the communal and tradition based model of moral development. I go on to defend the claim that this model is also well-suited to play a significant role in an account of human moral development that is in keeping with my findings in the previous chapter. Here I specifically focus on pre-adult human moral development.
I then turn my attention to consider human moral development in adults. I argue that character-friendships between adult human beings are compatible with and well-suited for CAPS based accounts of virtue that tie virtue to human flourishing. Recent empirical research on the impact of groups on helping behavior does not subvert the moral significance of character-friendships for adult moral development.
I conclude my thesis by considering future issues that CAPS based virtue theorists need to address. This discussion is undergirded by my attempt to extend CAPS based accounts of virtue by defending three primary theses. First, some CAPS based theories of virtue are empirically adequate. Second, the communal and tradition based model of moral development is compatible and well-suited for such theories, particularly their accounts of pre-adult moral development. Third, character-friendships are compatible with and well-suited for adult moral development in said accounts of virtue. Instead of arguing for a single CAPS based account of virtue, I defend components and models of virtuous development that are consonant with a variety of accounts. Thus, while it excludes some accounts of virtue, my project is broad enough to serve as a framework for a number of different understandings of virtue.
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Wessel, Bjorn Peter Burdon. "Towards an improved understanding of environmental concern: development of an environmental concern model, corroboration of previous assessments, and pilot testing original scales." Thesis, 2018. https://hdl.handle.net/10539/27058.
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Research report submitted in accordance for partial requirements for the degree of Masters in Interdisciplinary Global Change Studies in the Faculty of Science at the University of the Witwatersrand, 2018The vision for this project is to aid in approaching climate change by providing an improved understanding of environmental concern. There are two missions. First, to develop heuristic models of environmental concern, and to utilize their constructs to assess environmental behaviour and environmental concern in a population. The model is intended to provide a depiction to aid in better understanding environmental concern and may aid in framing and developing intervention strategies to mitigate harmful effects of climate change. Broadly, assessments of environmental concern have been operationalized in two ways, as a unidimensional construct, ranging from high concern to low concern, or as multidimensional constructs demonstrating underlying reasons for environmental concern. Examining two multidimensional assessments reveals limitations of both and gaps between their underlying constructs. A reading of value-orientated theories from environmental ethics literature identifies six constructs for use in a multidimensional assessment of environmental concern. Utilizing equivalent constructs to the previous multidimensional assessments and expanding “nature” and natural entities into three separate categories results in six constructs intended to fill the gaps of the previous multidimensional assessments and may addresses some of their limitations. This reading also provides a theoretical foundation for designing items to relate to the six constructs. A theory map is presented which demonstrates constructs relating to an expanded narrative for use in multidimensional assessments. Climate change is a complex and often poorly understood phenomenon. Furthermore, it is clear that human behaviours are the underlying causes of climate change. Cross-disciplinary research and integration of several disciplines and fields of inquiry are necessary for developing sound approaches to climate change. Experimental philosophy and empirical ethics are discussed as guiding methodologies for this project. Meta-ethical fallacies and two considerations from the philosophy of science aid in contextualizing this research and provide epistemological limits for deriving ethical conclusions from facts about the world. A survey consisting of 11 sociodemographic items, the revised NEP scale’s 15 items, an existing 17 item environmental behaviour scale, and six 10 item original scales relating to six constructs based on value-orientated theories from environmental ethics and presented in the heuristic models, was drafted. An electronic version was designed and emailed to firstyear Life Science and Economics students. The environmental behaviour scale and the revised NEP scale are significant and correlate moderately positively, corroborating the hypothesis, that there is a relationship between environmental behaviour and environmental concern. While three of the six original scales (egocentrism, sociocentrism, and sentiocentrism) were unreliable, did not have many significant relationships with other variables, and require further development, the other three (nihilism, biocentrism, and ecocentrism) succeeded in corroborating the hypothesis, that there are underlying dimensions of environmental concern, and that they are significantly related to environmental behaviour. The project’s implications and recommendations discusses different intervention strategies in response to climate change as well as environmental communications and education, and how the heuristic models may aid in these topic’s endeavours. The project concludes by identifying a lack of environmental concern in two South African President’s State Of the Nation Addresses and stresses the need to improve environmental concern and increase the frequencies of people engaging in environmental behaviours. Key words: nature; natural entities; environment; environmental concern; environmental behaviour; value; environmental communication; environmental education; nihilism; anthropocentrism; egocentrism; sociocentrism; sentiocentrism; biocentrism; ecocentrism; experimental philosophy; empirical ethics; quantitative research.
XL2019
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PAREISOVÁ, Lenka. "Mládež a její morálka ve vztahu k současné společnosti." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-110429.
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The thesis deals with the moral thinking of youth in its adolescent age. The first part deals with the basic ethic terms and with historical development of ethic thinking. The thesis deals further with determinants, which influence the moral development of thinking of a man including primary and secondary socialisation and the influence of a state. The theoretical part ends with a chapter dealing with the psychological aspects of development of moral judgement, where are described the particular stages of moral development according to Lawrence Kohlberg. The practical part deals with the research in a given group according to Kohlberg. The research is made with regard to family background of an individual. Except for reactions to Heinz´s dilemma, there are researched the differences between moral attitudes of men and women and the differences between individuals coming from villages or cities. The aim of this thesis is to judge, if it is possible from the stage of a moral judgement of the researched adoloscents, judge a relation according to the context of their experience in the family. The research showed some influences to moral thinking of a man, but it is not possible to determine the convincing conclusions. The man is to complicated human being, whose moral quality shows the concrete and practical situation only.
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Bezuidenhoud, Leon. "Constructing an organisational climate model to predict potential risk of management fraud." Thesis, 2014. http://hdl.handle.net/10500/18421.
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Fraudulent behaviour by management has become a global problem that cuts across cultural and ideological divides. Therefore, given the high incidence and cost of fraud internationally and locally, as well as the fact that stakeholders, including shareholders, governments and non-governmental organisations, are increasing the pressure on organisations to manage unethical behaviour more effectively, it is astonishing that fraud per se has not attracted more research efforts. Enron, WorldCom and Arthur Andersen, among others, have underscored the fact that the current modes which are governing companies are not sufficient to protect investors and public interests, because it is easy for otherwise honest people to be swept along in a climate of corruption.
The aim of this study was to propose a model to predict potential risk of management fraud based on the organisational climate of the organisation. An interpretative framework was used to develop a conceptual model. Analytical induction and Lawshe’s content validity ratio were applied to validate the conceptualised model. The conceptual model assumes that there are certain organisational climate factors (determinants and dimensions) within an organisation which could indicate the direction of climate within the organisation. The determinants are leadership style, managerial values, trustworthiness, and organisational values. The following dimensions were identified: level of individual autonomy, reward system of organisation, degree of open communication between employees and management, perceived individual pressure, and fairness and innovation.
The conceptual model further assumes that, although employees’ acceptance and/or tolerance of unethical behaviour might be high, not all managers will engage in fraud, as the various aspects of the fraud diamond also impose a form of constraint on the organisation. The level of individual constraint as imposed by the fraud diamond is
moderated by an individual’s gender, tenure, education and age, which form part of an individual’s capability and comprise the acquired traits of an individual. Apart from these biographical traits, the model includes personal traits that will also have an impact on an individual’s capability.
The limitations, practical implications and recommendations for future research are also discussed. This study, not only augments fraud literature, but also contributes to industrial/organisational psychology by studying individual deviance from an organisational perspective.Psychology
D. Phil. (Consulting psychology) : illustrated (some colored)
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Potvin, Marie-Josée. "Guider la pratique et la formation éthique des professionnels de la santé : établir les fondements du modèle de la déontologie réflexive (MDR)." Thèse, 2014. http://hdl.handle.net/1866/11209.
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Si l’approche par compétences au Canada et aux États-Unis est particulièrement
valorisée pour orienter la pratique des professionnels de la santé (PDS) – et en bioéthique
clinique –, les travaux permettant de mieux comprendre les fondements psychologiques,
ontologiques et philosophiques de ces compétences sont peu présents dans la littérature en
bioéthique. Les principaux outils actuellement disponibles se divisent généralement en quatre
principales catégories : 1) les documents officiels (codes de déontologie, règlements
institutionnels, etc.); 2) les principales théories éthiques (éthique de la discussion, éthique de la
vertu, principisme, etc.); 3) les ouvrages de référence scientifiques; 4) les outils de prise de
décision éthique. Ces documents sont des incontournables pour les bioéthiciens et les PDS,
mais leur disparité, voire leur contenu parfois contradictoire, jumelée à une compréhension
limitée de l’éthique, est souvent source de confusion dans les processus décisionnels et peut
être la cause de comportements ne répondant pas aux standards éthiques des pratiques
professionnelles.
Notre recherche constitue une réflexion qui s’inscrit en amont de ces outils dont le
caractère pragmatique a le désavantage de simplifier la réflexion théorique au profit de
données plus concrètes. Nos travaux visent à développer les bases d’un modèle flexible et
inclusif – le modèle de la déontologie réflexive (MDR) – permettant de : 1) poser les
principaux repères philosophiques, sociaux et déontologiques des problématiques éthiques
rencontrées en pratique; 2) saisir les principales tensions éthiques inhérentes à cette
complexité; 3) mieux comprendre, dans une perspective psychologique et développementale,
les exigences personnelles et professionnelles qu’impose le statut de professionnel de la santé
dans le contexte actuel des soins de santé.
Entreprise théorique, ce projet consiste principalement à mettre en relation dynamique
un ensemble de dimensions (légale, éthique, clinique, sociale, psychologique) à l’oeuvre dans
la rencontre du bioéthicien et du PDS avec la complexité des situations éthiques, en s’inspirant
du concept de sensibilité éthique de la « petite éthique » de Paul Ricoeur (1990), du modèle des
quatre composantes de Rest (1994) et de la théorie du soi et des modes identitaires
d’Augusto Blasi (1993). Ce processus implique trois étapes successives : 1) une mise en
ii
perspective de la posture épistémologique particulière du bioéthicien et du PDS à la lumière de
la « petite éthique » de Ricoeur; 2) une revue de la littérature interdisciplinaire sur le concept
de sensibilité éthique afin d’en proposer une définition et de le mettre en perspective avec
d’autres compétences éthiques; 3) le développement d’un cadre de référence en matière
d’identité éthique professionnelle (professional ethics identity tendencies, PEIT), inspiré de la
théorie du soi et des modes identitaires de Blasi. Ces PEIT proposent un repère normatif aux
exigences liées à la construction de l'identité en contexte de pratique des PDS et suggèrent des
pistes de réflexion quant à la formation et à la recherche en éthique professionnelle. Cette
recherche souhaite établir des fondements théoriques pour le développement ultérieur du
modèle de la déontologie réflexive (MDR).If the competency approach seems to be particularly valorised in Canada and in the United States for orienting the practice of health care professionals (HCP) – and in clinical bioethics – material that could provide with a better understanding of the psychological, ontological and philosophical foundations of these competencies seems rather limited in the bioethical literature. The tools that are generally available can be divided into four main categories: 1) official documents (e.g., code of ethics, institutional policies); 2) the main ethical theories (e.g., virtue ethics, theories of justice, principlism); 3) scientific references (e.g., journals, books); 4) decision-making tools. These documents are important for bioethicists and HCPs, but their disparities and even contradictions, coupled with poor knowledge in professional ethics, may be a significant source of confusion in the decision making process and even lead to behaviour that does not meet the ethical standards of HCP. This thesis is an upstream reflection regarding these tools, whose pragmatic character has the disadvantage of simplifying theoretical reflection at the benefit of more concrete evidence useful for practical decision making. This project aims at developing the foundations for a flexible and inclusive model – a model of deontological reflexivity (MDR) – that will: 1) present the main philosophical, psychological, sociological and deontological landmarks characterising ethical issues encountered in practice; 2) understand, from a psychological and developmental perspective, the personal and professional requirements inherent to the status of the health care professional in the current context of health care. A theoretical enterprise, this project primarily consists in relating, in a dynamic manner, a variety of dimensions (legal, ethical, clinical, psychological) at work in complex ethical situations encountered by HCPs and bioethicists, inspired by the concept of ethical sensitivity, the “petite éthique” of Paul Ricoeur (1990), the self theory along with Blasi's Identity modes (Blasi, 1993). The analysis process will consist in three successive phases: 1) a putting into perspective of the bioethicist's and HCPs’ epistemological posture in light of the “petite éthique” of Paul Ricoeur (1990); 2) an interdisciplinary literature review of “ethical sensitivity” in order to propose a definition of the concept and place it into perspective with other ethical competencies; 3) the development of a framework regarding professional ethics iv and identity (professional ethics identity tendencies, PEIT), inspired both by the self theory and Blasi's Identity modes. These PEITs provide a normative benchmark related to the construction of identity in the health care context and suggest some innovative avenues for professional ethics research and education. This research wish to elaborate the theoretical foundations that will be utilised further in the future to develop the model of deontological reflexivity (MDR).