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Literatura académica sobre el tema "Kohlberg, Lawrence, Moral development. Emotions"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 16 de febrero de 2022

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Artículos de revistas sobre el tema "Kohlberg, Lawrence, Moral development. Emotions"

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Reed, T. M. "Developmental Moral TheoryThe Psychology of Moral Development. Lawrence Kohlberg". Ethics 97, n.º 2 (enero de 1987): 441–56. http://dx.doi.org/10.1086/292850.

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Robin, Donald P., Gus Gordon, Charles Jordan y R. Eric Reidenbach. "The Empirical Performance of Cognitive Moral Development in Predicting Behavioral Intent". Business Ethics Quarterly 6, n.º 4 (octubre de 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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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, n.º 1 (7 de mayo de 2020): 158. http://dx.doi.org/10.29062/arrisalah.v18i1.329.

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

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Sherman, Carol Jones. "The Psychology of Moral Development. Vol. 2: The Nature and Validity of Moral Stages. Lawrence Kohlberg". Journal of Religion 66, n.º 3 (julio de 1986): 354–55. http://dx.doi.org/10.1086/487419.

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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, n.º 6 (1 de enero de 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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Dieser, Rodney. "Springsteen as Developmental Therapist: An Autoethnography". Biannual Online-Journal of Springsteen Studies 1, n.º 1 (10 de agosto de 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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Day, James M. y Myriam H. L. Naedts. "Convergence and Conflict in the Development of Moral Judgment and Religious Judgment". Journal of Education 177, n.º 2 (abril de 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, n.º 67 (10 de marzo de 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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HORDECKI, Bartosz. "Specyfika etyk kobiecych w ujęciu Carol Gilligan". Przegląd Politologiczny, n.º 2 (2 de noviembre de 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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Kazlauskas, Evaldas y Mindaugas Briedis. "KOGNITYVIOJI PSICHOLOGIJA IR MORALĖS FILOSOFIJA: AR TVIRTOS KOGNITYVINĖS IR MORALINĖS RAIDOS PARALELĖS?" Problemos 75 (1 de enero de 2008): 150–61. http://dx.doi.org/10.15388/problemos.2008.0.1988.

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

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Tesis sobre el tema "Kohlberg, Lawrence, Moral development. Emotions"

1

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

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

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Kavathatzopoulos, Iordanis. "Instruction and the development of moral judgment /". Stockholm : Almqvist och Wiksell, 1988. http://catalogue.bnf.fr/ark:/12148/cb35515344s.

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

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

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

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

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

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

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

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

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

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

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Made available in DSpace on 2015-12-03T18:35:32Z (GMT). No. of bitstreams: 1 Dulciane_Alves_Luczkiewicz.pdf: 1466208 bytes, checksum: 50c6d7ca5e70b801f461de01e4c4b189 (MD5) Previous issue date: 2015-03-18
The objective of this study was to analyze, considering the brazilian cultural diversity, if there is a statistically meaningful difference in the level of moral development of Accounting students from different universities. The study was based on Kohlberg's moral development Theory, which presents three stages of moral development: pre-conventional (stages 1 and 2), conventional (stages 3 and 4) and post-conventional (stages 5 and 6), and on Hofstede's Culture Theory, which presents the following dimensions: power distance, collectivism versus individualism, femininity versus masculinity, uncertainty avoidance and long-term orientation versus short term orientation. The results were obtained through a descriptive analysis, ANOVA test, equality of proportion test, Pearson's correlation, confidence interval for average and p-value. The variables related to moral development, age, gender, religion and professional experience did not present statistically meaningful difference in the regions surveyed, what did not occur with the variable education, which proved to be a strong and consistent variable when compared to moral development. This study also aimed to verify if Hofstede's cultural dimensions presented significance between the studied regions. Difference was found in the following dimensions: power distance, individualism and long-term orientation. It is also possible to observe that the p index of moral development presents a statistically meaningful relation with the regions. Another important find in this study is that there is no statistically meaningful relation between the p index of moral development and the cultural values among the students that participated in this research in the regions surveyed.
Esta pesquisa teve como objetivo analisar, considerando-se as diversidades culturais do Brasil, se h?? diferen??a estatisticamente significativa em rela????o ao n??vel de desenvolvimento moral dos estudantes de gradua????o de Ci??ncias Cont??beis de diferentes Institui????es de Ensino Superior. Para tanto, utilizou-se como base a Teoria do desenvolvimento moral de Kohlberg, que postula em sua teoria tr??s n??veis de desenvolvimento moral: o pr??-convencional (est??gios 1 e 2), o convencional (est??gios 3 e 4) e o p??s-convencional (est??gios 5 e 6), e a Teoria da Cultura de Hofstede, que est?? definida nas seguintes dimens??es: dist??ncia do poder, coletivismo versus individualismo, feminilidade versus masculinidade, controle da incerteza e orienta????o de longo prazo versus curto prazo. Os resultados foram obtidos atrav??s de an??lise descritiva, teste ANOVA, teste de igualdade de propor????es, correla????o de Pearson, intervalo de confian??a para m??dia e p-valor. As vari??veis relacionadas com o Desenvolvimento Moral, idade, g??nero, religi??o e experi??ncia profissional, n??o tiveram diferen??as estatisticamente significativas nas regi??es pesquisadas, diferentemente da vari??vel educa????o, que comprovou ser uma vari??vel forte e consistente quando comparada com o desenvolvimento moral. Buscou-se ainda verificar se as dimens??es culturais de Hofstede tinham ou n??o signific??ncia entre as regi??es pesquisadas. Constatou-se diferen??a nas dimens??es dist??ncia do poder, individualismo e orienta????o a longo prazo. Nota-se ainda que o ??ndice p do desenvolvimento moral possui rela????o estatisticamente significante entre as regi??es. Outro achado importante nesta pesquisa foi que n??o h?? rela????o estatisticamente significativa entre o ??ndice p do desenvolvimento moral com os valores culturais entre os estudantes das regi??es pesquisadas.

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

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

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Libros sobre el tema "Kohlberg, Lawrence, Moral development. Emotions"

1

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

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

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3

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

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4

Sohan, Modgil, Modgil Celia y Kohlberg Lawrence 1927-, eds. Lawrence Kohlberg, consensus and controversy. Philadelphia: Falmer Press, 1986.

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5

Boulet, Renée. Egocentrism and selfishness in moral development: Charles Darwin vs. Lawrence Kohlberg. 1985.

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6

Legacy of Lawrence Kohlberg (New Directions for Child and Adolescent Development). Jossey-Bass Inc Pub, 1990.

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D, Anderson James. The morally educated person: John Dewey, Richard Peters, Lawrence Kohlberg, and the aims of moral education. 1990.

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Gibbs, John C. Moral Development and Reality. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190878214.001.0001.

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Moral Development and Reality explores the nature of morality, moral development, social behavior, and human connection. By comparing, contrasting, and going beyond the prominent theories mainly of Lawrence Kohlberg, Martin Hoffman, and Jonathan Haidt, the author addresses fundamental questions: What is morality, and how broad is the moral domain? Can we speak of moral development (Kohlberg, Hoffman), or is morality entirely relative to diverse cultures (Haidt)? What are the sources of moral motivation? What factors account for prosocial behavior? What are the typical social perspective-taking limitations of antisocial youths, and how can those limitations be remedied? Does moral development, including moments of moral inspiration, reflect a deeper reality? Exploring these questions elucidates the full range of moral development, from superficial perception to a deeper understanding and feeling. Included are foundations of morality and moral motivation; biology, social intuitions, and culture; social perspective-taking and development; the stage construct and developmental delay; moral exemplars and moral identity; cognitive distortions, social skills deficiencies, and cognitive behavioral interventions or moral education; and, finally, near-death experiences and the underpinnings of the social and moral world.

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9

Bebeau, Muriel J., Mickie Bebeau, Darcia Narvaez, Stephen J. Thoma y James R. Rest. Postconventional Moral Thinking: A Neo-kohlbergian Approach. Lawrence Erlbaum, 1999.

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Postconventional Moral Thinking: A Neo-Kohlbergian Approach. Taylor & Francis Group, 2014.

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Capítulos de libros sobre el tema "Kohlberg, Lawrence, Moral development. Emotions"

1

Prechtl, Peter y Jörg Zirfas. "Kohlberg, Lawrence: Essays on Moral Development". En Kindlers Literatur Lexikon (KLL), 1–2. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_9220-1.

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Jarrett, Brian y Kara Dellacioppa. "Navigating Moral Reasoning in Mediation". En Advances in Human Resources Management and Organizational Development, 39–51. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8516-9.ch003.

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This chapter examines the importance of understanding of moral reasoning processes in individuals involved in mediation. It discusses Lawrence Kohlberg's model of moral reasoning and applies it to a case study of a workplace dispute. The chapter also discusses the care ethic versus justice ethic debate put forth by feminist psychologists challenging mainstream theories of moral reasoning. The chapter concludes by examining the impact of moral reasoning processes on mediation and how it might lead to re-imagining the skill set needed mediate conflict effectively (i.e., skills that involve emotional intelligence).

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3

Titus, Craig Steven. "The Use of Developmental Psychology in Ethics". En Ethical Governance of Emerging Technologies Development, 266–86. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3670-5.ch018.

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This chapter argues that a developmental psychology based in a wider notion of reason and ultimate flourishing can employ both duty and virtue in the service of the common good. It identifies several important differences between cognitive structuralism and virtue-based approaches concerning the pre-empirical priority paid to either duty or virtue in moral development. It brings to light several challenges concerning the use of developmental psychology in ethics: (1) a weakness in schools of cognitive structuralism, such as that of Lawrence Kohlberg, inasmuch as they do not move beyond the theory of stages and structures that focus only on the cognitive judgment of justice and on duty; (2) a weakness in developmental virtue approaches, such as that of Martin Seligman, inasmuch as they do not employ moral content in the operative notions of virtues and values. This article concludes that a heartier notion of developmental psychology and normative ethics will need to recognize the interrelated nature of ethical acts (moral agency), ethical agents (moral character), and ethical norms (duties and law). Such an integrated approach must also attend to the input that diverse philosophical and religious presuppositions make toward understanding the place of developmental psychology in the practice of ethics.

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4

Titus, Craig Steven. "The Use of Developmental Psychology in Ethics". En Human Rights and Ethics, 1828–48. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6433-3.ch101.

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This chapter argues that a developmental psychology based in a wider notion of reason and ultimate flourishing can employ both duty and virtue in the service of the common good. It identifies several important differences between cognitive structuralism and virtue-based approaches concerning the pre-empirical priority paid to either duty or virtue in moral development. It brings to light several challenges concerning the use of developmental psychology in ethics: (1) a weakness in schools of cognitive structuralism, such as that of Lawrence Kohlberg, inasmuch as they do not move beyond the theory of stages and structures that focus only on the cognitive judgment of justice and on duty; (2) a weakness in developmental virtue approaches, such as that of Martin Seligman, inasmuch as they do not employ moral content in the operative notions of virtues and values. This article concludes that a heartier notion of developmental psychology and normative ethics will need to recognize the interrelated nature of ethical acts (moral agency), ethical agents (moral character), and ethical norms (duties and law). Such an integrated approach must also attend to the input that diverse philosophical and religious presuppositions make toward understanding the place of developmental psychology in the practice of ethics.

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