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Snell, Robin S. "Studying Moral Ethos Using an Adapted Kohlbergian Model." Organization Studies 21, no. 1 (January 2000): 267–95. http://dx.doi.org/10.1177/0170840600211006.
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Alasdair MacIntyre's (1988) analysis of moral philosophy shows that liberal individualism, the dominant contemporary tradition, has failed to secure consensus on ethical principles. It follows that Kohlberg's stages model of socio-moral development, which proposes universal morality, lacks universal foundations. There are further pitfalls when applying the model to organizational moral ethos (OME). I argue that these problems can be circumvented, and I reformulate the Kohlberg model, building it into a framework for analyzing five interrelated sub-systems of organizational moral ethos. These are: approach to formal moral governance; basis of moral authority; deep implicit socialization; morality behind normative structure; and corporate outlook towards social responsibility. I present 19 propositions based on the core idea that in liberal individualist societies, postconventionally orientated OME would lead to a reduction in ethical dysfunctions such as bribery, discrimination, employee exploitation, dangerous products, and environmental damage. I conclude with six further questions to consider in OME research.
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Robin, Donald P., Gus Gordon, Charles Jordan, and R. Eric Reidenbach. "The Empirical Performance of Cognitive Moral Development in Predicting Behavioral Intent." Business Ethics Quarterly 6, no. 4 (October 1996): 493–515. http://dx.doi.org/10.2307/3857501.
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AbstractThe substantial work on cognitive moral development (CMD) by Lawrence Kohlberg and James Rest popularized the use of this construct in the literature on business ethics. This construct has been prominently used in models attempting to explain ethical/unethical behavior in management, marketing, and accounting, even though Kohlberg did not intend for the construct to be used in that manner. As a predictor of behavior, CMD has been attacked on the theoretical level, and its empirical performance has been weak. This article uses another established construct, which seems to satisfy the central criticisms of CMD, as a means of testing those complaints. The comparative multidimensional ethics scale (MES) substantially outperforms CMD, operationalized using Rest's Defining Issues Test, in every test. These results seem to suggest that other options perform better than CMD when the purpose is to model ethical/unethical behavior or even ethical judgment.
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Thompson, Craig J. "A Contextualist Proposal for the Conceptualization and Study of Marketing Ethics." Journal of Public Policy & Marketing 14, no. 2 (September 1995): 177–91. http://dx.doi.org/10.1177/074391569501400201.
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As the study of marketing ethics continues to expand and develop, marketing researchers are increasingly confronted by conceptual and empirical dilemmas long debated by moral philosophers and researchers in other disciplines. These debates offer a rich legacy of insights that can facilitate efforts in developing more robust theoretical models of marketing ethics. The author draws on the widely noted debate between Kohlberg and Gilligan concerning the development of moral reasoning during the course of life and presents an analysis of the philosophical assumptions that underlie their competing theoretical accounts. The author also notes the relevance of these assumptions to several important models of marketing ethics and incorporates key implications deriving from the Kohlberg-Gilligan debate into a contextualist model of marketing ethics. He then describes the components of this model and notes their respective implications for the conceptualization of marketing ethics. The author proposes that naturalistic research approaches are particularly well-suited for exploring these conceptual issues. In a closing discussion, the author addresses the common criticism that a contextualist orientation equates to cultural moral relativism and explores some of the normative implications that derive from the contextual model.
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Christiana, Esther, Nikodemus Thomas Martoredjo, and Rina Patriana Chairiyani. "Pemetaan Perkembangan Moral Mahasiswa Binus ditinjau dari Perspektif Kohlberg (Studi Kasus Terhadap 10 Mahasiswa di Kelas 04 Paf)." Humaniora 4, no. 2 (October 31, 2013): 1116. http://dx.doi.org/10.21512/humaniora.v4i2.3552.
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Learning means changing. Conditions of learning rely on a person's organizational thought against the learning process. One’s organizational thought is categorized into three major categories, each of which is divided into two phases: pre-conventional, conventional, and post-conventional. The teaching world, not least Bina Nusantara university, should play a role in developing the organizational thought /moral development of every person whom becomes the believer. This moral mapping may be information underlying the learning model. This mapping is generated through qualitative research of 10 Bina Nusantara university students, grade 04, PAF. Data collection technique used observational-partisipative method with the instrument of three moral dilemmas and Kohlberg’s moral stage development indicators. The results in the form of mapping of moral development is reported in the form of pie charts moral The study also resulted in the proposal of moral learning model that can be tested in subsequent research.
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de Posada, Cristina Villegas. "A Motivational Model for Understanding Moral Action and Moral Development." Psychological Reports 74, no. 3 (June 1994): 951–59. http://dx.doi.org/10.2466/pr0.1994.74.3.951.
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The neglected topic of moral action and the explanations given for such actions, with their shortcomings, are discussed. To avoid these limitations a new model is offered which integrates personal and situational variables, wherein motivation for moral action is the result of the interaction among moral motives, expectations about costs/benefits, and expectations about outcomes for self-evaluation. The numerical values for these variables are defined and support for this model is given through a reanalysis of Kohlberg's stages and some data from other researchers.
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Ji, Chang-Ho C. "Collectivism in Moral Development." Psychological Reports 80, no. 3 (June 1997): 967–75. http://dx.doi.org/10.2466/pr0.1997.80.3.967.
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This study investigated the relations among ethnicity, moral reasoning, and collectivism by administering the Defining Issues Test and the Individualism-Collectivism Scale to 165 Euro-American and Asian graduate students. To the data were applied analyses of variance, correlation, t test, and regression analyses. The analysis indicated that the Asian subjects had lower P scores on the Defining Issues Test so Kohlberg's model may not incorporate the concerns and experience of Asian people. The study also showed that scores on collectivism were not necessarily associated with low P scores.
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Friedman, William J., Amy B. Robinson, and Britt L. Friedman. "Sex Differences in Moral Judgments? A Test of Gilligan's Theory." Psychology of Women Quarterly 11, no. 1 (March 1987): 37–46. http://dx.doi.org/10.1111/j.1471-6402.1987.tb00772.x.
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This study was designed to test Gilligan's (1982) claim that men and women differ in moral judgments. One hundred and one college students read four traditional moral dilemmas and rated the importance of 12 considerations for deciding how the protagonist should respond. Six of the statements were derived from the description by Kohlberg et al. (1978) of post-conventional moral reasoning, and six were derived from Gilligan's description of women's style of moral reasoning. Subjects also rated themselves on a measure of sex-typed personality attributes. There were no reliable sex differences on either of the types of moral reasoning, and confidence intervals allowed the rejection of all but negligible differences in the directions predicted by Gilligan's model. Furthermore, men and women showed highly similar rank orders of the items for each dilemma. The personality measures also failed to predict individual differences in moral judgments.
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HORDECKI, Bartosz. "Specyfika etyk kobiecych w ujęciu Carol Gilligan." Przegląd Politologiczny, no. 2 (November 2, 2018): 29–36. http://dx.doi.org/10.14746/pp.2011.16.2.3.
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The paper discusses the ethical views of Carol Gilligan that emerged to dispute the theory of six stages of moral development developed by Lawrence Kohlberg. In his opinion, women tend to reach the higher stages of his scale less frequently than men do. According to C. Gilligan this does not evidence the moral supremacy of men over women, but the faulty de- sign of the research tool. In her opinion, the Kohlbergian conception was based on an ethics of justice that took into account an exclusively male point of view. Women, whose voice is not heard in the public sphere, adopt a different type of ethics, namely the ethics of caring. C. Gilligan believes that it is necessary to promote this specific type of female ethics in order to overcome male dominance which is harmful both for women and men. Introducing a fe- male ethics will make it possible to refute the ‘double lie’ underlying patriarchal civilization. The lie involves (1) the assumption that male ethics are universal; and (2) female concealment of their own models of moral reasoning.
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DeSantis, Amanda J. "Kohlberg’s Moral Development Theory and Evolutionary Morality Model on Views of Homosexuality." Human Ethology 35, no. 1 (January 1, 2020): 106–21. http://dx.doi.org/10.22330/he/35/106-121.
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Rojek-Nowosielska, Magdalena, and Łukasz Kuźmiński. "CSR Level Versus Employees’ Attitudes towards the Environment." Sustainability 13, no. 16 (August 20, 2021): 9346. http://dx.doi.org/10.3390/su13169346.
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Are enterprises that achieve a higher level in the CSR continuum model more responsible towards the environment? This is the research problem of this paper. The purpose of the research was to identify whether (and if so, which of the independent variables (X) indicate this) there is a relationship between a higher level of CSR and more responsibility towards the environment? The basis for determining the level of CSR is a proprietary CSR continuum model, built on the basis of the CMMI maturity model and the levels of moral development were according to Kohlberg. STATISTICA 12 was used for data analysis, using the chi-square test of independence and correspondence analysis. The results of the conducted research allow to notice that, in the research sample of 417 business entities, only in the case of two pairs of variables was a significant relationship between the studied variables noticeable. Thus, the obtained results allow for a positive answer to the question posed in the research problem, but only in the case of water management and waste disposal.
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Xu, Feng, Cam Caldwell, and Verl Anderson. "Moral Implications of Leadership - Transformative Insights." International Journal of Business and Social Research 6, no. 3 (April 16, 2016): 76. http://dx.doi.org/10.18533/ijbsr.v6i3.940.
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<p>In this paper we examine the correlations between Lawrence Kohlberg’s six stages of morality and Transformative Leadership, a new morally-based approach to leadership. Using survey of students, faculty members, and staffs at a South Florida private university we present evidence that there is a clear relationship between an individual’s self-described leadership perspectives and the stages of Kohlberg’s moral development model. Our paper provides five significant contributions to the literature about leadership and its moral role and enables scholars and practitioners to understand more completely the relationships between leadership and moral behavior.</p>
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Dawson, Theo Linda. "New tools, new insights: Kohlberg’s moral judgement stages revisited." International Journal of Behavioral Development 26, no. 2 (March 2002): 154–66. http://dx.doi.org/10.1080/01650250042000645.
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In this paper, four sets of data, collected by four different research teams over a period of 30 years are examined. Common item equating, which yielded correlations from .94 to .97 across datasets, was employed to justify pooling the data for a new analysis. Probabilistic conjoint measurement (Rasch analysis) was used to model the results. The detailed analysis of these pooled data confirms results reported in previous research about the ordered acquisition of moral stages and the relationship between moral stages and age, education, and sex. New findings include: (1) empirical evidence that transitions between “childhood” and “adult” stages of development involve similar mechanisms; (2) support for the notion of stages as qualitatively distinct modes of reasoning that display properties consistent with a notion of structure d’ensemble; and (3) evidence of a stage between Kohlberg’s stages 3 and 4. Consistent with reports from earlier research, the relationship between age and moral development is curvilinear. The relationship between educational attainment and moral development is linear, suggesting that educational environments have an equivalent impact across the course of development. Older males have slightly higher scores than older females after age and education are taken into account (accounting for 0.3% of the variance in moral ability).
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Kipper, Knut. "A Neo-Kohlbergian approach to moral character: the moral reasoning of Alfred Herrhausen." Journal of Global Responsibility 8, no. 2 (September 11, 2017): 196–211. http://dx.doi.org/10.1108/jgr-05-2017-0027.
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Purpose This paper aims to provide a new methodological approach by applying Neo-Kohlbergian considerations in historical context to an analysis of the late speaker of Deutsche Bank Dr Alfred Herrhausen’s moral reasoning process. Design/methodology/approach A wide range of methods is used, including analyzing Herrhausen interviews, biographies, speeches, statements and further written material, as well as interviews of his contemporaries conducted by this researcher to derive the most accurate posthumous depiction of Herrhausen’s moral reasoning. Findings The study reveals that Herrhausen was indeed a person of significant moral character when judged by his activist stance on several highly salient global issues. Practical/implications The thought construct Kohlbergian scholars have been providing is deeply imbedded in a tradition of continental philosophy. While the underlying philosophy in Kohlberg’s cognitive moral development model provides much more than is often considered when used in the field of business ethics, discourse ethicists still consider Kohlberg’s ideas a cornerstone of their philosophical ventures. Originality/value Herrhausen has become an iconic figure in Germany, often used by politicians as an aspirational standard and corrective to the current management elites’ mishaps. Internationally, he played an important role as a global manager on the political stage by arguing for a Chapter 11 solution for highly indebted countries during the late 1980s.
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Oboh, Collins Sankay. "Personal and moral intensity determinants of ethical decision-making." Journal of Accounting in Emerging Economies 9, no. 1 (February 4, 2019): 148–80. http://dx.doi.org/10.1108/jaee-04-2018-0035.
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PurposeThe purpose of this paper is to examine the influence of personal and moral intensity variables on specific processes, namely, ethical recognition, ethical judgment and ethical intention, involved in the ethical decision making (EDM) of accounting professionals.Design/methodology/approachA structured questionnaire containing four vignettes of ethical dilemmas is used in the paper to obtain data from 329 accounting professionals. The data are analyzed using Pearson correlation matrix, independent samplet-test, one-way analyses of variance and multiple regression estimation techniques.FindingsThe findings of the paper suggest that age, economic status, upbringing, moral idealism and relativism, magnitude of consequence and social consensus are significant determinants of the EDM process of accounting professionals.Practical implicationsThe paper provides evidence to guide accounting regulatory bodies on ways to strengthen extant measures that ensure strict compliance with ethics codes among accounting professionals in Nigeria.Originality/valueThe paper provides support for Kohlberg’s cognitive reasoning and moral development theory and Rest’s EDM theoretical model, which will aid the development of a structured curriculum for accounting ethics instruction in Nigeria, as hitherto, there is yet to be a provision for a stand-alone ethics course in the undergraduate accounting programs in Nigeria.
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Chudzik, Lionel. "Moral Judgment and Conduct Disorder Intensity in Adolescents Involved in Delinquency: Matching Controls by School Grade." Psychological Reports 101, no. 1 (August 2007): 221–36. http://dx.doi.org/10.2466/pr0.101.1.221-236.
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Most studies that have found associations between delinquency and moral judgment generally compare incarcerated juveniles with adolescents in normal schooling. However, this comparison is subject to two criticisms. First, a large number of adolescents in school who are not charged with any crime in the legal system are still involved in unlawful behaviour. Second, adolescents involved with delinquency often have difficulties at school. The aim of the present study was to measure this association by matching a sample of adolescents involved with delinquency ( n — 18, M age=15.8, SD=1.1) to adolescents not involved in delinquency ( n = 42, M age = 15.8, SD = 0.8) according to their school grade and Conduct Disorder Intensity as measured by a self-report index using DSM-IV diagnostic criteria. Participants who met four or more criteria were assigned to the High Conduct Disorder group ( n = 28), and the rest were assigned to the Low Conduct Disorder group ( n = 32). Their level of moral judgment was evaluated with the French version of the Sociomoral Reflection Measure-Short Form by Gibbs, Basinger, and Fuller, inspired by Kohlberg's model of moral development. Findings demonstrate that in both samples, adolescents in the High Conduct Disorder group presented moral judgment that was significantly less mature than that of adolescents in the Low Conduct Disorder group. However, the majority of participants in the Low Conduct Disorder group also scored low on the Sociomoral Reflection Measure-Short Form, suggesting more immature moral judgment. The bias introduced by the mode of recruitment in most comparisons of adolescents involved with delinquency to adolescents with no delinquency problems is discussed, and an argument is made for the importance of analysing moral judgment development within a framework of general cognitive development.
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Reed, T. M. "Developmental Moral TheoryThe Psychology of Moral Development. Lawrence Kohlberg." Ethics 97, no. 2 (January 1987): 441–56. http://dx.doi.org/10.1086/292850.
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Boom, Jan. "Egocentrism in moral development: Gibbs, Piaget, Kohlberg." New Ideas in Psychology 29, no. 3 (December 2011): 355–63. http://dx.doi.org/10.1016/j.newideapsych.2010.03.007.
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Chang, Christina Ling-hsing, and Jim Q. Chen. "The information ethics perception gaps between Chinese and American students." Information Technology & People 30, no. 2 (June 5, 2017): 473–502. http://dx.doi.org/10.1108/itp-08-2014-0181.
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Purpose The purpose of this paper is to understand the impact of Chinese culture on the information ethics perception gaps between Chinese and American students. Design/methodology/approach Using a qualitative approach, this study utilizes Kohlberg’s Cognitive Moral Development model and an open-ended questionnaire to measure and analyze the gaps among information ethics perceptions of students from Taiwan, Mainland China, Hong Kong, and the USA, and to assess the extent to which the gaps are influenced by Chinese culture. Findings Students’ perceptions of intellectual property, information accuracy, privacy, and accessibility (PAPA) are deeply influenced by national culture. Sub-cultures have significant impact on the perceptions. Political systems, history, and legal environment may also play a role in the differences of PAPA perceptions among the three Chinese societies. The study also revealed that accuracy and intellectual property are the most deficient areas of moral developments in both Chinese and American samples. Research limitations/implications The sample sizes from Hong Kong and the USA were relatively small due to resource and time constraints. In addition, the subjects from Hong Kong and the USA were a little bit older than the subjects from Taiwan and Mainland China due to the fact that universities in HK and USA tend to have more non-traditional students than in universities in Mainland China and Taiwan. Second, the questionnaire is a limited means of studying moral reasoning because the results are likely to reflect espoused theory rather than theory-in-use. Practical implications The educational implication of this study calls for a renewed approach to educate students on the importance of information ethics for the sake of sustained economic development. Originality/value The novelty of this research lies in its interpretation of students’ PAPA perceptions and fresh insights from a Chinese guanxi perspective.
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Killen, Melanie. "Moral Development Research After Kohlberg: The Next Generation." Contemporary Psychology: A Journal of Reviews 34, no. 9 (September 1989): 821–24. http://dx.doi.org/10.1037/031071.
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TADJUDDIN, NILAWATI. "Pendidikan Moral Anak Usia Dini Dalam Pandangan Psikologi, Pedagogik, dan Agama." Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini 1, no. 1 (November 22, 2018): 100–116. http://dx.doi.org/10.24042/ajipaud.v1i1.3386.
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Artikel ini ingin meninjau konsep pendidikan moral untuk menghasilkan perilaku dan sikap anak dalam pembentukan sumber daya manusia yang berkualitas. Metode penelitian perpustakaan dan teknik analisis isi diterapkan. Artikel ini menunjukkan bahwa konsep pendidikan moral dalam pandangan Nashk Ulwan yang berhubungan dengan nilai-nilai agama dan konsep pendidikan moral dalam pandangan Kohlberg yang berhubungan dengan tahapan perkembangan moral dapat dibentuk dengan mengukur variabel yaitu: 1) Menyusun pandangan Nasihk Ulwan, dan Kohlberg, 2) Menetapkan konsep-konsep Nasihk Ulwan dan Kohlberg, 3) Menentukan tolak ukur keberhasilan pandangan Nasihk Ulawan dan Kohlberg, 4) Mengembangkan konsep pendidikan moral, 5) Membangun budaya ilmiah yang mengintegrasikan ilmu pengetahuan dan Islam sebagai dasar kurikulum dan konsep pembelajaran pendidikan moral. Model temuan penelitian adalah konsep strategi pengembangan pendidikan moral disekolah, keluarga dan masyarakat untuk menghasilkan sikap perilaku anak yang islami. Akhirnya, artikel ini membahas elemen nilai-nilai moral dalam membentuk sumber daya manusia yang berkualitas.
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Woods, Cindy J. P. "GENDER DIFFERENCES IN MORAL DEVELOPMENT AND ACQUISITION: A REVIEW OF KOHLBERG'S AND GILLIGAN'S MODELS OF JUSTICE AND CARE." Social Behavior and Personality: an international journal 24, no. 4 (January 1, 1996): 375–83. http://dx.doi.org/10.2224/sbp.1996.24.4.375.
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Issues of moral development and moral action have been explored by psychologists by both empirical and nonempirical methods. Lawrence Kohlberg's moral stages have been of particular interest and scrutiny since his longitudinal study of boys was first published in 1969. Harvard's Carol Gilligan contests Kohlberg's findings in her 1982 book In A Different Voice, as well as other publications, claiming that girls' morality developed differently from boys' and that Kohlberg's stages were not universal as he asserted. The debate over gender differences in moral development has focused primarily on these two theories. Numerous studies and articles have been published deliberating about both Kohlberg's and Gilligan's theories with most concluding there is no significant difference in the way the sexes make moral decisions. This article reviews the current literature of both theories, providing a context in which to view morality, and offers suggestions for future research.
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Miocinovic, Ljiljana. "Moral education: School as a just community." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 195–221. http://dx.doi.org/10.2298/zipi0335195m.
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The paper discusses Kohlberg?s view of moral education, how it was developing and changing over time. Starting from a theoretical postulate that thinking constitutes the essence of morality and from empirical findings of the stage development of moral judgment, in his early works Kohlberg defines moral education as "encouraging the natural course of moral judgment development". As a principal method of work, Kohlberg recommends the encouragement of a cognitive conflict by means of discussing hypothetic moral dilemmas. Criticisms that he is over-intellectualizing moral education, getting acquainted with a collective upbringing in kibbutz's, active participation in work in schools and prisons and finding that moral judgment and acting in everyday life is a response to the prevailing moral atmosphere of a group are leading to the changes in moral education goals and development of a new approach known as "just community". Now a group is in the focus of moral education, not an individual any longer, the major area of studies being group norms and expectations. The "just community" approach does not remain only at the classroom level discussing hypothetical moral dilemmas but directly influences the structure of school justice i.e. its rules and discipline, processes they are passed as well as the rights and duties of both teachers and students. Its goal is no longer to develop moral judgment of an individual student but to develop a group as moral community founded upon the norms of trust, participation and collective responsibility.
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Shapiro, Johnna K. "Dr. Kohlberg Goes to Washington: Using Congressional Debates to Teach Moral Development." Teaching of Psychology 22, no. 4 (December 1995): 245–47. http://dx.doi.org/10.1207/s15328023top2204_9.
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In his theory of moral development, Kohlberg (1976) stressed that the reasoning behind a moral decision is more important in determining a person's stage of development than the decision itself. Students in introductory psychology and human development courses may have difficulty appreciating this distinction, as well as the differences among Kohlberg's stages. An activity is described in which arguments from congressional debates provide a real-world moral dilemma, to which students can apply Kohlberg's theory. Suggestions on how to use the arguments are presented, as well as possible discussion topics on the validity and usefulness of the theory.
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Vozzola, Elizabeth C. "The Kohlberg paradigm and beyond Review of moral development: A compendium." New Ideas in Psychology 14, no. 2 (July 1996): 197–206. http://dx.doi.org/10.1016/0732-118x(96)00011-6.
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Laily, Nujmatul, Ria Zulkha Ermayda, and Aulia Azzardina. "The relationship between accounting students’ moral development and narcissism on academic fraud." Journal of Education and Learning (EduLearn) 15, no. 2 (May 1, 2021): 251–56. http://dx.doi.org/10.11591/edulearn.v15i2.15985.
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The stages in an individual's moral development will determine how an individual will behave. Kohlberg divides moral development into three stages, namely pre-conventional, conventional and post-conventional. However, the stages of individual moral development may vary. These different levels of moral development will influence individuals’ behavior when they face ethical dilemmas. This research aimed to determine the correlation between accounting students’ moral development and narcissism on academic fraud. This quantitative research employed a survey method. The research samples were 46 accounting students taken with a random sampling method. The results showed that narcissism affects accounting students’ academic fraud but there is no correlation between the level of moral development and academic fraud.
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Kuswandi, Iwan. "TAHAPAN PENGEMBANGAN MORAL: PERSPEKTIF BARAT DAN ISLAM (Telaah Terhadap Gagasan Thomas Lickona, Lawrence Kohlberg dan Al-Qur’an)." Ar-Risalah: Media Keislaman, Pendidikan dan Hukum Islam 18, no. 1 (May 7, 2020): 158. http://dx.doi.org/10.29062/arrisalah.v18i1.329.
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A decline in moral is among the impacts of technological development. For this reason, Thomas Lickona and Lawrence Kohlberg developed a concept of moral development, a concept which has also been discussed in the Holy Quran. Lickona stated that moral development stages are started with the ownership of moral knowledge (moral knowing) and move to moral feeling and moral action. Kohlberg stated that there are six stages in moral development. The stages are in three phases. First phase is called pre-conventional, which consists of stage 1 and stage 2. In this phase, people are more concerned about being right and wrong and getting reward or punishment. The next phase is called conventional phase, which consists of stage 3 and stage 4. In this level, people are more driven by internal motivation and how they are perceived by society. The final phase is post conventional phase, consisting of stage 5 and stage 6. In this level, people are able to independently interpret moral values and are driven by more universal values. The Quran divided the stages into some classes which are mentioned as ulul ilm (those of knowledge), ulin nuha (those of intelligence), ulil abshar (those of vision), ulil albab (those of understanding), ulil amri (those in authority), ulil aidi (those of strength) dan ulil azmi (those of determination).
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de Posada, Cristina Villegas. "Some Problems in Use of the Moral Judgment Test." Psychological Reports 96, no. 3 (June 2005): 698–700. http://dx.doi.org/10.2466/pr0.96.3.698-700.
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The Moral Judgment Test has been widely used in evaluation of moral development; however, it presents some problems related to the trait measured, reliability, and validity of its summary score (C-index). This index reflects consistency in moral judgment, but this construct is different from moral development as stated by Kohlberg. Therefore, users interested in the latter evaluation should refer to other indexes derived from the test. Some of the analyzed problems could be partially corrected with more theory and research on moral consistency as a component of moral competence.
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Lourenço, Orlando. "Why be moral? In defense of a Kohlbergian approach." Psychologica 56 (March 28, 2014): 25–42. http://dx.doi.org/10.14195/1647-8606_56_2.
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This article revolves around the “Why be moral?” question, a fundamental ethical question raised by Kohlberg and Ryncarz (1990) in the field of moral development. The study is in three parts. In the first part, Introduction, I refer to this fundamental ethical question and the questions related to it. In the second part, I compare Kohlberg’s response to that question and the questions related to it with those given, implicitly or explicitly, by other relevant figures of developmental psychology. Contrary to other developmental psychologists, I argue that, for several reasons, Kohlberg’s response to the why be moral question is more complete and deeper than that presented by the relevant developmental figures analyzed in this article. Despite this, I recognize that, as far as the other questions associated with the why be moral question are concerned, all those figures made important contributions to a better understanding of one’s moral functioning, and that some of them explored moral issues, which, to some extent, were overlooked by Kohlberg. In the third part, Final Words, I summarize the main ideas of the paper and enumerate several reasons why Kohlberg’s answer to the why be moral question is the most complete and deepest one among those presented so far in the field of moral development.
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Trups-Kalne, Ingrīda. "PSYCHOLOGICAL ASPECTS OF MORAL DEVELOPMENT: HISTORY AND RECENT STUDIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 7 (May 25, 2018): 280. http://dx.doi.org/10.17770/sie2018vol1.3400.
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The aim of the study is to analyse psychological aspects of moral development by assessing studies on cognitive rational theory, as well as to learn about the most recent studies on the socially intuitive and evolutionary paradigm of morality. The study analyses the views of Piaget, Kohlberg, Lind, Shweder, Haidt, Joseph, Hamlin, Wynn, Bloom and others on cultural differences of the content of morality, process and mechanisms of moral development, as well as endogenous and environmental factors affecting development. The study led to conclusion that general understanding about morality is innate to a human being and that morality is the core of personality, which helps people to work and live together in a community.
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Schertz, Matthew. "Moral development and reality: Beyond the theories of Kohlberg, Hoffman, and Haidt." Journal of Moral Education 44, no. 3 (June 3, 2015): 389–91. http://dx.doi.org/10.1080/03057240.2015.1053737.
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Sherman, Carol Jones. "The Psychology of Moral Development. Vol. 2: The Nature and Validity of Moral Stages. Lawrence Kohlberg." Journal of Religion 66, no. 3 (July 1986): 354–55. http://dx.doi.org/10.1086/487419.
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Anderson, Stephanie, and Brian Bourke. "Teaching Collegiate Journalists How to Cover Traumatic Events Using Moral Development Theory." Journalism & Mass Communication Educator 75, no. 2 (December 12, 2019): 233–46. http://dx.doi.org/10.1177/1077695819891020.
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The authors make the argument that trauma journalism should be taught as part of the postsecondary curriculum in journalism schools. As part of that education, students will learn that coping with the psychological effects of repeated exposure to such events can have long-term impacts on their mental health. As Kohlberg and Rest found, students in college are at a pivotal point in their moral development. Education takes place as adolescents are developing key psychological skills, including moral and ethical decision-making. Collegiate journalists should be gaining these valuable reasoning skills as it relates to covering traumatic events.
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Rudd, Andrew, Susan Mullane, and Sharon Stoll. "Development of an Instrument to Measure the Moral Judgments of Sport Managers." Journal of Sport Management 24, no. 1 (January 2010): 59–83. http://dx.doi.org/10.1123/jsm.24.1.59.
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The purpose of this study was to develop an instrument to measure the moral judgments of sport managers called the Moral Judgments of Sport Managers Instrument (MJSMI). More specifically, our intention was to measure moral judgment on a unidimensional level given past research suggesting moral judgment is a unidimensional construct (Hahm, Beller, & Stoll, 1989; Kohlberg, 1984; Piaget, 1932; Rest, 1979, 1986). The MJSMI contains 8 moral dilemmas/stories in the context of sport management. Sport managers respond to the dilemmas on a four-point Likert scale. Three pilot studies were undertaken to develop the MJSMI. Exploratory factor analysis and internal consistency analysis were the primary methods for assaying reliability and validity. Results consistently showed that sport managers’ responses vary depending on the nature of the moral scenario and thus do not indicate a unidimensional construct. The reasons for inconsistent responses are thoroughly discussed.
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Self, Donnie J., and Joy D. Skeel. "Facilitating Healthcare Ethics Research: Assessement of Moral Reasoning and Moral Orientation from a Single Interview." Cambridge Quarterly of Healthcare Ethics 1, no. 4 (1992): 371–76. http://dx.doi.org/10.1017/s0963180100006563.
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In recent years, the theoretical work of Gilligan in women's psychological development has led to the development of the concept of moral orientation or moral voice in contrast to the concept of moral reasoning or moral judgment developed by Kohlberg. These concepts have been of particular interest in gender studies, especially as applied to adolescence. These concepts of moral orientation and moral reasoning are being increasingly employed in healthcare ethics studies in a wide variety of settings. The recent work has included studies of physicians, nurses, dentists, veterinarians, social workers, teachers of medical ethics, and hospital ethics committees. However, the study of moral development in healthcare providers has been hampered because collecting the necessary data from healthcare workers has been labor intensive and extremely time consuming. More efficient methods are needed.
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Bohle, Martin, Cornelia Nauen, and Eduardo Marone. "Ethics to Intersect Civic Participation and Formal Guidance." Sustainability 11, no. 3 (February 1, 2019): 773. http://dx.doi.org/10.3390/su11030773.
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Sound governance arrangement in socio-ecological systems (human niche) combines different means of sense-making. The sustainability of human niche-building depends on the governability of the social-ecological systems (SES) forming the niche. Experiences from small-scale marine fisheries and seabed mining illustrate how ethical frameworks, civic participation and formalised guidance combine in the context of a “blue economy”. Three lines of inquiries contextualise these experiences driving research questions, such as “what is the function of ethics for governability?” First, complex-adaptive SES are featured to emphasise the sense-making feedback loop in SES. Actors are part of this feedback loop and can use different means of sense-making to guide their actions. Second, the “Voluntary Guidelines for Sustainable Small-Scale Fisheries” and geoethical thinking are featured to highlight the relevance of actor-centric concepts. Third, Kohlberg’s model of “stages of moral adequacy” and the United Nations Convention on the Law of the Sea (UNCLOS) are used to show how to strengthen actor-centric virtue-ethics. Combining these lines of inquiry leads to the conclusion that ethical frameworks, civic participation and formalised guidance, when put in a mutual context, support governability and multi-actor/level policy-making. Further research could explore how creativity can strengthen civic participation, a feature only sketched here.
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Dieser, Rodney. "Springsteen as Developmental Therapist: An Autoethnography." Biannual Online-Journal of Springsteen Studies 1, no. 1 (August 10, 2014): 96–120. http://dx.doi.org/10.26443/boss.v1i1.18.
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Based on differing theories of moral development proposed by Lawrence Kohlberg, Martin Hoffman, and John Gibbs, this paper posits that listening to Bruce Springsteen’s music can increase moral growth. Scores of Springsteen songs parallel psychological techniques used to increase moral development, such as being exposed to two or more beliefs that are contradictory, social perspective-taking by listening to moral dilemmas, gaining empathy with the distress that another person experiences, hypothetical contemplation, and meta-ethical reflection. Through qualitative-based autoethnographical storytelling, the author outlines how his moral development was enabled through such Springsteen songs as “Factory,” “Highway Patrolman,” “Independence Day,” “Johnny 99,” and “Used Cars,” as well as two self-disclosures from Springsteen’s Live 1975-85 album.
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Sudirman, Irvan, Amirio Tri Kusuma, Muhamad Rizky Nurdin, Neng Desty Cahyanti Shabilla, Hery Wibowo, and Santoso Tri Raharjo. "STUDI DESKRIPTIF TINGKAT PERKEMBANGAN MORAL REMAJA PUNK DI KECAMATAN JATINANGOR KABUPATEN SUMEDANG." Share : Social Work Journal 9, no. 2 (February 5, 2020): 195. http://dx.doi.org/10.24198/share.v9i2.25608.
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Penelitian ini bertujuan untuk mengetahui tahapan perkembangan moral remaja Punk di kecamatan Jatinangor, Kabupaten Sumedang. Selain itu, penelitian ini pun secara implisit berusaha untuk menjawab alasan dibalik perilaku-perilaku yang terlihat dari remaja Punk. Adapun teknik pengumpulan data yang digunakan dalam penelitian ini adalah teknik observasi dan wawancara. Sedangkan, untuk menganalisis datanya digunakan pendekatan kualitatif deskriptif dengan menggunakan teori perkembangan moral dari L. Kohlberg. Hasil dari penelitian ini memperlihatkan bahwa remaja Punk di Kecamatan Jatinangor Kabupaten Sumedang memiliki kecenderungan memiliki pemahaman moral pada tahapan ketiga dari teori L. Kohlberg.The purpose of this research is to find out about the moral developmental stages of Punk teenagers in the jatinangor sub-district of sumedang. Moreover, this research is implicitly trying to answer the reasons behind the perceived behaviors of Punk teenagers. As for the techniques used in this study are observation techniques and interviews. However, to analyze the data used a descriptive qualitative approach using the moral development theory of L.Kohlberg. The results from this study show that Punk teenagers at the jatinangor district of sumedang have a conscious awareness of morals at the third phase of the L. kohlberg theory.
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Pinch, W. J. Ellenchild, and Mary E. Parsons. "Moral Orientation of Elderly Persons: considering ethical dilemmas in health care." Nursing Ethics 4, no. 5 (September 1997): 380–93. http://dx.doi.org/10.1177/096973309700400504.
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Knowledge about moral development and elderly persons is very limited. A hermeneutical interpretative study was conducted with healthy elderly persons ( n = 20) in order to explore and describe their moral orientation based on the paradigms of justice (Kohlberg) and care (Gilligan). The types of moral reasoning, dominance, alignment and orientation were determined. All but one participant included both types of reasoning when discussing an ethical conflict. None of the men’s moral reasoning was dominated by caring, but justice dominated the reasoning of four women. The implications for ethical decision-making and future research are discussed.
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Kim, Yong-Soon, Jee-Won Park, Youn-Jung Son, and Sung-Suk Han. "A Longitudinal Study on the Development of Moral Judgement in Korean Nursing Students." Nursing Ethics 11, no. 3 (May 2004): 254–65. http://dx.doi.org/10.1191/0969733004ne693oa.
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This longitudinal study examined the development of moral judgement in 37 nursing students attending a university in Suwon, Korea. The participants completed the Korean version of the Defining Issues Test to allow analysis of their level of moral judgement. The development of moral judgement was quantified using ‘the moral development score’ at each stage (i.e. the six stages detailed by Kohlberg) and the ‘P(%) score’ (a measure of the overall moral judgement level). The results were as follows: (1) the moral development score for stage 5A was consistently the highest across the four years of the students’ course, showing significant differences in some sociodemographic factors including home, birth order and monthly income; and (2) the P(%) score was higher in fourth-year (47.47 ± 11.21) than in first-year (46.13±9.73) students. There was no significant difference in the P(%) score according to sociodemographic factors. Further studies will examine in detail the correlation between curriculum and moral judgement development. We suggest that courses in ethics education should be made more relevant.
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Day, James M., and Myriam H. L. Naedts. "Convergence and Conflict in the Development of Moral Judgment and Religious Judgment." Journal of Education 177, no. 2 (April 1995): 1–29. http://dx.doi.org/10.1177/002205749517700202.
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In this article the authors present results from research that tested well-established assumptions and explored longstanding dissatisfactions concerning questions about the relationship between moral development and religious development. Relying upon classical constructs derived from the work of Lawrence Kohlberg, Fritz Oser, and certain of their colleagues, the authors translated, revalidated, and employed a measure developed by John Gibbs for the measurement of moral judgment, and developed, validated, and employed a new measure of religious judgment for the purpose of comparing moral judgment and religious judgment levels in a population of French-speaking Belgian adolescents and young adults. Their findings introduce the beginning of a large-scale empirical effort in the testing of claims central to the literature of developmental psychology and the practice of developmental education where moral and religious judgment are concerned. The results of their research also raise a series of interesting questions about conflict and convergence in moral and religious development. Readers are invited to regard these findings both as a source of reinvigoration for the constructivist case about the relatedness of moral and religious development, and as an opportunity to enquire collaboratively into a series of perplexing questions which arise therein.
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Medina Vicent, Maria. "La ética del cuidado y Carol Gilligan: una crítica a la teoría del desarrollo moral de Kohlberg para la definición de un nivel moral postconvencional contextualista." Daímon, no. 67 (March 10, 2016): 83. http://dx.doi.org/10.6018/199701.
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<p>El presente artículo pretende realizar un acercamiento a los estudios sobre el razonamiento moral humano desarrollados por Lawrence Kohlberg<a href="file:///C:/Users/windows/Dropbox/Doctorat/Articles%20en%20revistes/Daimon%20n%C2%BA63/La%20%C3%A9tica%20del%20cuidado%20y%20Carol%20Gilligan%20-%20Daimon%2063.doc#_ftn1">[1]</a> así como a la crítica realizada por parte de Carol Gilligan a dicho trabajo. Abordaremos pues, la teoría del desarrollo moral de Kohlberg, adentrándonos en los niveles morales preconvencional, convencional y postconvencional, con el objetivo de discernir si esta explicación evolutiva de la moralidad humana adquiere un carácter universal, o si por el contrario, se refiere a las estructuras morales de un grupo humano concreto. Más tarde, nos introduciremos en la crítica de Gilligan<a href="file:///C:/Users/windows/Dropbox/Doctorat/Articles%20en%20revistes/Daimon%20n%C2%BA63/La%20%C3%A9tica%20del%20cuidado%20y%20Carol%20Gilligan%20-%20Daimon%2063.doc#_ftn2">[2]</a> hacia dichos niveles morales, haciendo hincapié en la necesidad de incorporar las particularidades contextuales en la noción de razonamiento moral para definir un nivel postconvencional contextualista, que nos permita confrontar las nociones de ética de la justicia y ética del cuidado.</p><div><br /><hr size="1" /><div><p><a href="file:///C:/Users/windows/Dropbox/Doctorat/Articles%20en%20revistes/Daimon%20n%C2%BA63/La%20%C3%A9tica%20del%20cuidado%20y%20Carol%20Gilligan%20-%20Daimon%2063.doc#_ftnref1">[1]</a> Kohlberg, L., <em>The Philosophy of Moral Development</em>, San Francisco, Harper & Row, 1981.</p></div><div><p><a href="file:///C:/Users/windows/Dropbox/Doctorat/Articles%20en%20revistes/Daimon%20n%C2%BA63/La%20%C3%A9tica%20del%20cuidado%20y%20Carol%20Gilligan%20-%20Daimon%2063.doc#_ftnref2">[2]</a> Gilligan, C., <em>In a Different Voice: Psychological Theory and Women’s Development</em>, Cambridge, Harvard University Press, 1982.</p></div></div>
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Linn, Ruth. "THE HEART HAS ITS REASON AND THE REASON HAS ITS HEART: THE INSIGHT OF KOHLBERG AND GILLIGAN IN MORAL DEVELOPMENT AND COUNSELING." Social Behavior and Personality: an international journal 29, no. 6 (January 1, 2001): 593–600. http://dx.doi.org/10.2224/sbp.2001.29.6.593.
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This paper reflects on the work of Lawrence Kohlberg and Carol Gilligan as a missing chapter in the counseling curricula, and discusses the explanatory power of each theory. The paper illustrates how Kohlberg's theory mirrors the “separate” truth of theories of development, and the alternative truths suggested by Gilligan.
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Semerci, Çetin. "THE OPINIONS OF MEDICINE FACULTY STUDENTS REGARDING CHEATING IN RELATION TO KOHLBERG'S MORAL DEVELOPMENT CONCEPT." Social Behavior and Personality: an international journal 34, no. 1 (January 1, 2006): 41–50. http://dx.doi.org/10.2224/sbp.2006.34.1.41.
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In all education systems, cheating is a serious problem. It is regarded as a significant problem because of its frequency and interference in learning and evaluation processes. As cheating is not a fair behavior, it can be dealt with morally. Kohlberg (1969, 1979, 1984) tried to explain our moral behaviors by relating moral development to age and intellectual development. The relationship between Kohlberg's moral development concept and cheating could help find the reasons and solutions for cheating. The aim in this paper is to explain the opinions of the students attending the Faculty of Medicine at Fırat University in Turkey related to cheating in terms of Kohlberg's moral development. A survey method was used in the form of a questionnaire containing of 15 questions. It revealed that in Turkey, at Fı;rat University, Medicine Faculty students emphasize that cheating is unlawful or a sin and forgery; however, they themselves cheat during examinations.
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Rothwell, Erin, and Philip Theodore. "Intramurals and College Student Development: The Role of Intramurals on Values Clarification." Recreational Sports Journal 30, no. 1 (May 2006): 46–52. http://dx.doi.org/10.1123/rsj.30.1.46.
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Intramural programs on college campuses enforce standards of moral conduct, otherwise known as “good sportsmanship,” in their programs. Moral development education focuses on helping students reach higher levels of moral reasoning (Kohlberg, 1981). To achieve higher levels of moral reasoning requires one to first clarify her or his values. This research explores the relationship between participation in intramural programs and values clarification. Values clarification assumes if an individual is successful in clarifying her or his own values, then changes in behavior will result. When values are not clear, students' lives lack direction and decisions about how to spend their time and energy (Raths, Harmin, & Simon, 1966). According the theory of values clarification, individuals who are confused or unclear about their values will tend to behave in immature, over-conforming, or over-dissenting ways, while individuals who possess clarified values behave in calm, confident, and purposeful ways (Kinnier, 1995). Through the enforcement of good sportsmanship in an intramural program, opportunities are provided for individuals to clarify their values, thus contributing to the overall development of the student.
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White, Charles B. "Age, Education, and Sex Effects on Adult Moral Reasoning." International Journal of Aging and Human Development 27, no. 4 (December 1988): 271–81. http://dx.doi.org/10.2190/cf38-5hxa-pdn9-akxk.
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The role of age and education in adult moral reasoning was examined utilizing Kohlberg's cognitive-developmental stage theory of moral development and the most recent Standard Scoring System for assessing moral judgments. Individual interviews utilizing standard Kohlberg moral dilemmas were conducted with 195 adults ranging in age from nineteen to eighty-two years and in years of education from three to twenty-five years. Results indicated no overall significant effect for age of reasoner, no significant effect for sex, and a significant effect for education ( p < .01). However, the effect of age was significant in the group with eighteen or more years of education, but not in the group with less than eighteen years of education.
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Lownsdale, Scott. "Faith Development across the Life Span: Fowler's Integrative Work." Journal of Psychology and Theology 25, no. 1 (March 1997): 49–63. http://dx.doi.org/10.1177/009164719702500105.
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Fowler's faith development theory is a relatively recent achievement in cognitive developmental psychology, based on the earlier work of Piaget and Kohlberg in cognitive and moral development, and is a significant contribution to the integration of theology and psychology. In this article, an attempt is made to acquaint the reader with (a) some major reasons for the scientific study of faith development, (b) a brief history of the contributions of theorists prior to Fowler, and (c) a basic understanding of faith development theory, in terms of the concepts and stages described by Fowler. In conclusion, several implications of Fowler's work for psychotherapists and religious educators are discussed.
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Westman, Alida S., and Lisa M. Lewandowski. "How Empathy, Egocentrism, Kohlberg's Moral Development, and Erikson's Psychosocial Development are Related to Attitudes toward War." Psychological Reports 69, no. 3_suppl (December 1991): 1123–27. http://dx.doi.org/10.2466/pr0.1991.69.3f.1123.
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In this exploratory study 91 students took a questionnaire which measured their feelings of oneness with all humanity, their egocentrism, level of moral development according to Kohlberg, psychosocial development according to Erikson, and their attitude toward war, diplomacy, the Gulf war, civilians and soldiers in the Gulf area, etc. The hypothesis that empathy with humankind leads to concern about those involved and opposition to war was supported. These individuals were more likely to endorse values expressed in Kohlberg's Level 6. Students endorsing Level 4, law-and-order morality, especially if they had no friends overseas and used no news source other than the usual U.S. mass media, were more likely to be pro-war, believe President Bush and the military briefings, and oppose reliance on diplomacy. If people had experienced war, they were more frequently against it. However, hardship experienced, lack of egocentrism, believing in a greater good for a greater number of people (Kohlberg's Level 5), and Erikson's psychosocial development were not associated with students' orientation toward war. Further research is suggested.
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McLeod-Sordjan, Renee. "Evaluating moral reasoning in nursing education." Nursing Ethics 21, no. 4 (November 13, 2013): 473–83. http://dx.doi.org/10.1177/0969733013505309.
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Evidence-based practice suggests the best approach to improving professionalism in practice is ethics curricula. However, recent research has demonstrated that millennium graduates do not advocate for patients or assert themselves during moral conflicts. The aim of this article is the exploration of evaluation techniques to evaluate one measurable outcome of ethics curricula: moral reasoning. A review of literature, published between 1995 and 2013, demonstrated that the moral orientations of care and justice as conceptualized by Gilligan and Kohlberg are utilized by nursing students to solve ethical dilemmas. Data obtained by means of reflective journaling, Ethics of Care Interview (ECI) and Defining Issues Test (DIT), would objectively measure the interrelated pathways of care-based and justice-based moral reasoning. In conclusion, educators have an ethical responsibility to foster students' ability to exercise sound clinical judgment, and support their professional development. It is recommended that educators design authentic assessments to demonstrate student's improvement of moral reasoning.
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Johnson, Eric L. "The Call of Wisdom: Adult Development within Christian Community, Part I: The Crisis of Modern Theories of Post-Formal Development." Journal of Psychology and Theology 24, no. 2 (June 1996): 83–92. http://dx.doi.org/10.1177/009164719602400201.
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Becoming an adult is a distinct, but gradual transition in the development of an individual. A number of theories exist that attempt to describe some important features that distinguish early adult cognition from adolescent, including differences in moral reasoning (Kohlberg), meaning-making (Perry), and faith development (Fowler), among others. After reviewing these three influential theories, some of their similarities are noted, including their common ancestry in modernity. A case is then made that present theories of qualitative adult cognitive development are only of limited value to the Christian community because they are as much an expression of modern thought as they are a documentation of how young adults in the United States accommodate to the modern thought to which they are exposed.
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Ivanov, А. V. "Methodological support for spiritual and moral education at various age stages of development." Alma mater. Vestnik Vysshey Shkoly, no. 4 (April 2021): 34–41. http://dx.doi.org/10.20339/am.04-21.034.
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Researched are problems of spiritual and moral education of children and adolescents at various age stages, identifying the content and methods of their spiritual and moral development. The following age periods are considered: preschool age, primary school age, adolescence and adolescence, taking into account the leading activity (according to L.S. Vygotsky and D.B. Elkonin), the level of intellectual and moral development (L. Kohlberg, J. Piaget), self-awareness. The age characteristics of children and adolescents also determine the specific ways of educational work from preschool story-role-playing games to discussions, trainings, conferences, group work in older adolescence and youth. The article presents the content and methods of spiritual and moral education and self-education, areas of activity identified in the course of empirical research. The purpose of spiritual and moral education is aimed at developing spiritual qualities that ensure the development of the spiritual consciousness of children, adolescents and youth in accordance with the tasks of the new education, which characterizes the expansion of consciousness by realizing its relationship with the Cosmos, with the deep processes of the evolutionary development of mankind, overcoming the narrow framework of personal egoistic consciousness. The materials of the article are of practical value for researchers of educational problems, students and also school teachers.