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The Moral Judgment of the Child
... Such disturbances motivate individuals to re-examine their own ideas and seek additional information to resolve the conflicts and achieve equilibrium. Piaget (1932) viewed social interaction as a method to disrupt children's egocentrism by exposing them to multiple perspectives. This was called cognitive dissonance (Piaget, 1932), and it was later formalized as a socio-cognitive conflict theory by neo-Piagetians (e.g., Mugny & Doise, 1978). ...
... Piaget (1932) viewed social interaction as a method to disrupt children's egocentrism by exposing them to multiple perspectives. This was called cognitive dissonance (Piaget, 1932), and it was later formalized as a socio-cognitive conflict theory by neo-Piagetians (e.g., Mugny & Doise, 1978). Studies confirmed that socio-cognitive conflict is a strong predictor of group performance (Howe et al., 1992). ...
... To the best of our knowledge, this is the first review to quantitatively synthesize an ordered list of empirically grounded productive peer talk moves. Though language has been widely recognized as essential to learning (Bakhtin, 1981;Piaget, 1932), there have been very limited number of studies evaluating the effect of productive peer talk moves in collaborative learning. This review calls for more studies in the area of productive peer talk moves. ...
Productive peer interactions are often characterized by productive peer talk moves. This study aims to synthesize an empirical list of productive peer talk moves from existing studies, quantify the efficacy of talk moves in promoting peer interaction and collaboration outcomes, and understand the preconditions of talk moves benefits in authentic settings. A total of 24 empirical studies were included in the systematic review, where 17 of the experimental studies (k = 39, n = 2636) were analyzed in meta-synthesis. The study offers three main contributions: (1) an ordered list of 24 productive peer talk moves extracted from a range of empirical studies; (2) the aggregate sizes of the positive effects that productive peer talk moves have on interaction quality (Hedges’ g = 1.27), domain-specific knowledge (g = 0.96), domain-general knowledge (g = 1.02), and solution quality (g = 0.70); and (3) common explanations for the malfunction of productive peer talk moves in existing interventions. This review confirms the robust positive effects of productive peer talk moves on peer interaction, learning, and problem-solving, and may inform future research on the analysis of peer interaction or the design of peer talk scaffolds.
... Physical education lessons can be used as a mean for teaching social and moral values such as the respect for other's rights and they can be educationally useful to lead to desirable social and moral outcomes [4]. The moral education is therefore related to the moral growth which evolution is linked to cognitive maturation and effects of social interactions [5][6][7][8]. ...
... Different methodological processes have been used to understand the moral judgment. Piaget [6] wanted to understand the moral developmental structure in children by asking them about pairs of stories. He investigated whether children's moral judgments were based on intention or consequence. ...
... The participants' judgments were expected to be influenced by the teacher's attitude [19]. The second hypothesis was that different individual moral positions would be identified [22,36] and that each different moral position would be linked to the age of the participants [5,6,22]. The third hypothesis was that the judgments on gravity, punishment and justice would be correlated in each cluster [27,29]. ...
The aim of this study was to identify different positions regarding the way in which 412 teenagers of secondary schools, including 214 young adolescents (Mage = 12.5, SD = 1.5) and 198 old adolescents (Mage = 16.5, SD = 1.5), integrated four informational cues (the level of antisocial behaviour, the consequences in the classroom, the apologies and the teacher’s attitude) for judging the degree of gravity of anti-social behaviour during a Physical Education (PE) lesson. The judgments on the fairness and level of the punishment were also collected. Cluster analyses (K-means), ANOVAs, and chi-square tests were done. Three clusters were observed. The first cluster was called “Intolerance to Aggression”; the second was termed “Depends on Type of act and Apologies” and the third was termed “Tolerance Near Zero”. The relationship between PE and moral judgment is discussed.Keywords: Adolescents; Antisocial behaviours; Gravity; Punishment; Justice; Moral judgment.
(PDF) Psychol Behav Sci Int J Gravity, Punishment and Justice : A Clustering Analysis in French Teenagers' Judgments of Antisocial Acts Psychology and Behavioral Science International Journal. Available from: https://www.researchgate.net/publication/358190521_Psychol_Behav_Sci_Int_J_Gravity_Punishment_and_Justice_A_Clustering_Analysis_in_French_Teenagers'_Judgments_of_Antisocial_Acts_Psychology_and_Behavioral_Science_International_Journal [accessed Jan 28 2022].
... Çocukların sosyal ve ahlaki sorgulamalarına yönelik ilk bilişsel gelişim kuramı Jean Piaget (1932) tarafından geliştirilmiştir. Piaget, ahlak gelişimini bilişsel gelişimle paralel açıklamakta, adalet ve karşılıklı saygı prensipleriyle tanımladığı otonom ahlakın ancak eşitler arası akran ilişkilerinde gelişebileceğini vurgulamaktadır. ...
... Piaget, ahlak gelişimini bilişsel gelişimle paralel açıklamakta, adalet ve karşılıklı saygı prensipleriyle tanımladığı otonom ahlakın ancak eşitler arası akran ilişkilerinde gelişebileceğini vurgulamaktadır. Piaget, 5-9 yaş arasındaki çocukların otoriteden bağımsız bir ahlaki sorgulama yürütemediklerini ve otorite tarafından konulmuş her kuralın eşit derecede önemli ve çiğnenemez olduğunu düşünmektedirler (Piaget, 1932). Bir diğer yapılandırmacı gelişimsel yaklaşım olan Kohlberg'ün kuramında da ahlak en yalın ifadeyle, neyin doğru neyin yanlış sayıldığı ya da sayılması gerektiği ile ilgili akıl yürütme süreci olarak tanımlanır ve bilişsel gelişim aşamalarıyla doğrudan ilişkilendirilir (Kohlberg, 1969). ...
... Bu kuram, ötekinin iyi oluş hali, adalet, eşitlik ve haklar üzerine yargıların dayandırıldığı ahlaki alan, sosyal organizasyonel işleyişi sağlayan toplumsal-geleneksel alan ve bireylerin kendi olmalarına olanak sağlayan kişisel-psikolojik alan olmak üzere, üç farklı toplumsal bilgi türünün epistemolojik olarak farklılığını vurgular (Smetana, 2005). Ahlaki alan, Piaget'nin otonom ahlak tanımından (Piaget, 1932) yola çıkılarak, bireylerin ilişkilerinde karşılarındaki kişinin iyi oluş ve haklarını herhangi bir otorite baskısı ve ceza korkusu olmadan gözetmesi olarak tanımlanmaktadır (Turiel, 1983). Toplumsal-geleneksel alan ise, sosyal bir varlık olan insanın, sosyal yaşamda ihtiyaç duyduğu düzenlemeleri, kuralları ve bu kuralları uygulama biçimlerini bağlam ve durumlara göre inceleyen bir alandır (Smetana, 1981). ...
Ahlaki ve sosyal sorgulamanın gelişiminde duyguların anlamlandırılması ve duygu atıflarının da önemli rol oynadığı bulunmuştur (Arsenio, 2014). Bu araştırmanın ilk amacı, çocukların toplumsal cinsiyet ve etnisite bağlamında akran dışlanmasına yönelik yargılarını incelemektir. Buna ek olarak erken çocukluk ve ilkokul yıllarının ilk yarısında gözlemlenen “Mutlu Fail” (Arsenio ve Lover, 1995; Keller vd., 2003) olgusunun Türkiye çalışma grubunda da görülüp görülmediği akran dışlanması bağlamında araştırmaktır. Araştırmada karma araştırma deseni kullanılmış, katılımcı çocuklarla çevirimiçi bir platform üzerinden birebir görüşmeler gerçekleştirilmiştir. Yapılan görüşmelerde özel bir ilkokulda ikinci sınıf öğrencisi olan toplam 24 (12 kız ve 12 oğlan) çocuk, cinsiyet ve etnisite bağlamlarında oyun grubundan dışlanmayı anlatan varsayımsal hikayeleri değerlendirmişlerdir. İlk olarak çocuklara cinsiyet ve etnisite bağlamlarında bir oyun grubundan dışlanmaya yönelik yargı ve gerekçeleri sorulmuştur. Ayrıca, oyun grubunda sadece bir kişilik yer kaldığında çocukların akran tercihinin iç-gruptan mı, yoksa dış-gruptan yana mı olduğu araştırılmıştır. Sonuçlar, çocukların her iki hikayede de oyun grubundan dışlanmayı olumsuz olarak değerlendirdiğini, çocukların cinsiyet ve etnisite bağlamlarında oyun grubundan dışlanmayı değerlendirirken ahlaki normları gerekçe olarak kullandıkları göstermektedir. Her iki hikayede de çocuklar, oyun grubuna dahil olmayan çocuğa olumsuz duygular (örneğin, üzgün, yalnız) atfetmişlerdir. Öte yandan mutlu fail olgusu ortaya çıkmış, katılımcı çocukların hikayedeki akranını dışlayan çocuklara olumlu duygular atfetmeye daha meyilli oldukları gözlenmiştir. Genel olarak bu çalışmanın sonuçları bize, katılımcı çocukların sosyal dışlanmayı değerlendirirken evrensel bir sorgulama örüntüsü kullandıklarını göstermektedir.
... Factors such as social agreements, perceptions of risk, and commitments to equality also contribute significantly to moral actions. Piaget's (1932) foundational work on moral development identified two distinct approaches children take toward morality: the heteronomous phase (ages 4-7), where rules and justice are perceived as fixed and externally imposed, and the autonomous phase (age 10 and above), where children recognize the negotiable nature of rules as human constructs. These stages reflect a gradual shift from externally controlled moral reasoning to internally guided ethical considerations. ...
... The theoretical frameworks proposed by Piaget (1932) and Kohlberg (1981) further contextualize these findings. Piaget's distinction between heteronomous and autonomous morality reflects a developmental shift from externally imposed rules to self-directed ethical reasoning, which resonates with the proactive moral responsibility observed in students with an internal locus of control. ...
Moral education aims to enhance the ability to think morally and make ethical decisions by emphasizing methods of moral consideration and fostering recognition of value-based reasoning. This study investigates the influence of value clarification and locus of control on students' moral development. An experimental design was employed, using a questionnaire-based treatment to collect data from 150 students at Poltekes Surabaya and PGRI Ronggolawe University. Primary data was obtained directly from participants, ensuring reliability and relevance. Findings revealed that Value Clarification Learning significantly improves students' moral development, supported by a significance value exceeding 0.05. This method fosters active learning, encouraging students to integrate values into their daily lives. It also motivates learners to seek information and confidently express their opinions. The research demonstrates the effectiveness of Value Clarification Learning in promoting moral judgment, decision-making, self-value development, and respect for others. By actively engaging students, this method facilitates deeper moral understanding and practical application. Value Clarification Learning positively impacts students' moral development, highlighting its potential as a powerful educational strategy to enhance moral reasoning and ethical decision-making in higher education contexts. Future research should explore its application across diverse populations to generalize findings.
... Rationalist accounts of moral development (e.g., Piaget, 1932;Kohlberg, 1969Kohlberg, , 1971 suggest that commonsense psychology skills, such as perspective-taking, are required for moral development. Piaget (1932) found that young neurotypical children use reasoning based on rules, whereas older children and adults rely more on others' intentionality when reasoning about morality. ...
... Rationalist accounts of moral development (e.g., Piaget, 1932;Kohlberg, 1969Kohlberg, , 1971 suggest that commonsense psychology skills, such as perspective-taking, are required for moral development. Piaget (1932) found that young neurotypical children use reasoning based on rules, whereas older children and adults rely more on others' intentionality when reasoning about morality. The ability to consider intentions when judging moral culpability has been a key focus in research on morality in autism, wherein subtle differences have often been construed as deficits (for review see . ...
Morality can help guide behavior and facilitate relationships. Although moral judgments by autistic people are similar to neurotypical individuals, many researchers argue that subtle differences signify deficits in autistic individuals. Moral foundation theory describes moral judgments in terms of differences rather than deficits. The current research, aimed at assessing autistic individuals’ moral inclinations using Haidt’s framework, was co-designed with autistic community members. Our aim was to describe autistic moral thinking from a strengths-based perspective while acknowledging differences that may pose interpersonal challenges among autistic youth. We assessed 25 autistic and 23 neurotypical children’s moral judgments using the Moral Foundations Questionnaire for Kids. We used semi-structured interviews and qualitative analysis with a subset of participants to describe children’s moral reasoning. Analyses suggested that autistic and neurotypical children make similar judgments about moral transgressions across all five moral foundations. General linear mixed modeling showed that the greatest predictor of recommending punishment was how bad children deemed moral transgressions to be. We also found a trend that autistic children were more likely to recommend punishment for harmless norms violations than were neurotypical children. Future research could use longitudinal methods to understand the development of moral judgments among autistic and neurotypical children.
... Piaget also investigated development in the social domain and studied how children related to moral and social interactions (Piaget, 1965). He distinguished between heteronomous morality, where the child would adhere to its own impulses or follow rules and norms imposed from the outside, and autonomous morality, where one formulates a morality by oneself. ...
Perspective taking is emphasized by several developmental theorists as a basic aspect of human development, although it hasn’t been properly defined beyond the conventional stages and 3rd person perspective. The aim of this analysis is to present a general theory of perspective taking, introduce six orders of perspective taking and apply them to the psychological, relational and physical aspects of reality. The analysis is formulated from principles of adult development and compared with stage descriptions of social perspective taking according to Selman, children’s understanding of space according to Piaget and Inhelder and stage descriptions from Ego development theory by Cook-Greuter. This theoretical formulation of perspective taking allows for generalization into an understanding of physical reality according to 4th and 5th person perspectives with examples in Einstein’s theory of special and general relativity and quantum mechanics, according to Bohr.
... Indeed, from a theoretical structure perspective, the components of her model are really externally related. Now, turning to Piaget's theory, it may come as a surprise to anyone who has been exposed to the Anglo-American text-book versions of Piaget, that from his earliest writings Piaget has advanced a theory of human development as a social as well as an individual process (Kitchener, 1991, Piaget, 1932/1995. However, Piaget rejects both a static, Durkheimian view of social structure as well as atomistic views of social wholes, asserting instead a relational model. ...
... Por otra parte, se ha producido una significativa modificación en la interpretación de los juicios morales y sus relaciones con otros conocimientos sociales. Como es sabido, el propio Piaget (1932Piaget ( /1997 postuló que los juicios morales heterónomos de los niños no eran independientes de la autoridad, en el sentido de que aceptaban rígidamente las reglas de los adultos, a las que consideraban como externas, fijas y absolutas. Al formular tales juicios, los niños no diferenciaban entre las reglas que propugnan evitar el dolor o el daño a las personas de aquellas que se refieren al orden social. ...
... Key Features: Kids recognize rules as socially agreed upon, malleable, and factor intentions into moral evaluations. (Piaget & Inhelder, 1965) Moral Relativism (Adolescence and beyond): In adolescence, individuals refine moral understanding, appreciating that moral judgments vary across cultures. Moral relativism acknowledges diverse moral perspectives based on cultural or individual standpoints. ...
Management is an art of getting things done through and with the people in formally organized groups. It is an art of creating an environment in which people can perform and individuals and can co-operate towards attainment of group goals. Management Study HQ describes Management as a set of principles relating to the functions of planning, directing and controlling, and the application of these principles in harnessing physical, financial, human and informational resources efficiently and effectively to achieve organizational goals. A good management is the backbone of all successful organizations. And to assist business and non-business organizations in their quest for excellence, growth and contribution to the economy and society, Management Book Series covers research knowledge that exists in the world in various management sectors of business through peer review chapters. This book series helps company leaders and key decision-makers to have a clear, impartial, and data-driven perspective of how factors will impact the economy moving forward and to know what they should be doing in response.
... (1) Character: The Narrative Protagonist as the Interactive Gateway Children exhibit animistic thinking during the "preoperational stage" of early childhood, typically between the ages of 2 to 7, as identified by Jean Piaget [4]. This stage is characterized by a belief in the animation of inanimate objects, manifesting in behaviors like forming friendships with stuffed animals or conversing with toys. ...
"Intellectual Property" (IP) stands as a cornerstone in the convergence of internet media, driving the evolution of China's pan-entertainment and cultural creative industries. The development of IP has marked a prominent trend in the branding of children's magazines. However, cultivating profound interactions between IP and its audience to effectively enhance brand engagement presents a complex challenge. Interactive narratives emerge as a novel approach to IP development for children's magazine brands, offering innovative perspectives. This paper delineates a design strategy for implementing interactive narratives within children's magazine brands. It examines the potential value mechanisms, essential structural components, and the critical role of technology in the evolution of IP. By constructing a co-evolving interactive storyworld, developing a multimodal symbolic system centered around IP, expanding the dimensions of interactive narratives through the integration of time and space, and seamlessly connecting digital and traditional media formats, this study seeks to intensify the emotional bond between readers and children's magazines. The aim is to enrich the reader's experience in a multifaceted media environment, thereby reinforcing brand engagement and loyalty.
... Considering the character of the context, each period of human development offers opportunities for variations in the construction of the self and the relevant adaptation processes in which the individual is involved [84, p.751]. Piaget's, 1932 theory of cognitive development states that depriving children of opportunities to interact in their environmental and social worlds can endanger their transition to the next stage of development and their constructed selves [84]. Therefore, when the basic support necessary for optimal growth is missing, they cannot take full advantage of the opportunities presented to them in the next stage of development. ...
The study aims to determine the life experiences that affect the formation of permanent identity features that form the self during adolescence and to determine the importance of these identity
features for adolescents. For this purpose, in-depth interviews were conducted with 8 participants, 4 of whom were women and 4 of whom were men, between the ages of 22–24, to understand
the life experiences that affect their self-development during childhood and adolescence. Four of the participants are university students, and 4 of them are high school graduates. Interviews and analyses were carried out within the Interpretive phenomenological analysis principles framework. According to the results of the analysis obtained from the interviews, it was found that the most influential factor on self-development was family communication orientation in childhood, and the participants who grew up in families with a conversation orientation had more positive emotions during childhood, saw themselves as part of the family more, and established more successful friendships. On the other hand, participants from families with a conformity orientation had more negative feelings in childhood, had a lower sense of belonging to the family, and were found to be less successful in friendships.
... Davis (1983) found that perspective-taking, as measured by an individual-difference measure, was positively correlated with both social competence and self-esteem. Piaget (1932) marked the ability to shift perspectives as a major developmental breakthrough in cognitive functioning, and Kohlberg (1976) recognized its importance in his classification of moral reasoning. The presence of perspective-taking can inspire great gestures of altruism (Batson, 1991(Batson, , 1998, and its absence can incite the devastations of social aggression (Richardson, Hammock, Smith, Gardner, & Signo, 1994). ...
Using 3 experiments, the authors explored the role of perspective-taking in debiasing social thought. In the 1st 2 experiments, perspective-taking was contrasted with stereotype suppression as a possible strategy for achieving stereotype control. In Experiment 1, perspective-taking decreased stereotypic biases on both a conscious and a nonconscious task. In Experiment 2, perspective-taking led to both decreased stereotyping and increased overlap between representations of the self and representations of the elderly, suggesting activation and application of the self-concept in judgments of the elderly. In Experiment 3, perspective-taking reduced evidence of in-group bias in the minimal group paradigm by increasing evaluations of the out-group. The role of self–other overlap in producing prosocial outcomes and the separation of the conscious, explicit effects from the nonconscious, implicit effects of perspective-taking are discussed.
... One of the internal abilities required to exercise capabilities is moral conscience. Piaget (1932) and Kohlberg (1981) tell us that adolescents must abandon heteronymous morality (uncritical assumption of norms out of fear of punishment or to gain group acceptance) in order to develop an autonomous morality (defining their own rules based on ethical principles that can be universal). ...
Respect for a patient's autonomy has become a fundamental principle of bioethics, but the case of younger patients remains controversial: decisions about their health often do not take into account their maturity. Therefore, a model of accompanying adolescents in their maturation process is proposed that can be shared by all healthcare professionals and also by any professional working with adolescents in any field. Such accompaniment should be community-based, because promoting self-care capabilities requires having a social support network, and will result in autonomous citizens capable of defining their own life project. This community-based accompaniment should have three goals: the forging of the adolescents' identity, their self-empowerment, and taking care of them. To achieve these goals, parents and professionals need both educational and communication skills, as well as taking into account some important ethical principles, in order to avoid both paternalism and its opposite, adultism.
... Les processus impliqués dans la cognition sociale se mettent en place précocément, dès les premières interactions, et se complexifient tout au long de l'enfance [2]. L'enfant développe ses capacités de raisonnement social par l'interaction avec son milieu et les individus qui l'entourent, construisant peu à peu ses capacités de compréhension et de jugement du contexte moral et social, posant par là même les fondations nécessaires à la vie en société [3][4][5]. ...
Les compétences de cognition sociale permettent de rentrer en interaction de manière adaptée avec notre environnement et sont cruciales tout au long de la vie pour un ajustement social de qualité. Les difficultés de cognition sociale ont un retentissement fonctionnel majeur, allant jusqu’à l’isolement social, mais leur évaluation reste encore limitée dans les milieux pédiatriques malgré un intérêt grandissant des recherches. Nous passons en revue les outils d’évaluation de la cognition sociale utilisables en pratique clinique, ainsi que les instruments permettant de mesurer le retentissement fonctionnel et comportemental d’un déficit socio-cognitif. Enfin, nous mettons en lumière les difficultés de cognition sociale observées dans diverses pathologies et troubles neurodéveloppementaux, avec des conséquences sur l’insertion sociale et l’appréciation par les pairs. Cela souligne l’importance d’une considération clinique affinée et approfondie des facettes multiples de la cognition sociale chez ces enfants et, ainsi, la nécessité de développer et de valider des outils pour le faire.
... The concept of society, as an entity in its own right, begins to have salience around the age of 14 (for example Kohlberg, 1984;Rest et al., 2000) and moral and political thinking becomes much more abstract and complex. I became inspired by the research that Jean Piaget (1932) initiated into the moral development of children and young people. Piaget's work was taken forward by Lawrence Kohlberg (ibid.), ...
This chapter looks at the teaching and learning of moral values in English schools in the early 21 st century. It reviews how various attempts have been made to influence practice in schools, which are often viewed as sites of moral conflict. I discuss my own attempts to enrich the teaching of citizenship education with moral and political values, arguing that moral reasoning is an important part of socio-political discourse and that it can be explicitly nurtured within the curriculum and through whole-school approaches from the early years, including virtues-based and rights-based approaches, which, I argue, are unnecessarily narrow in scope. I discuss the Quaker focus on peace education and will argue that Quakers have corporately tended to focus on one form of peace education and that their educational vision would benefit from being recast to reflect a broader spectrum of approaches and values, particularly justice.
... For example, while focused on middle instead of early childhood, Piaget proposed that the peer group is central to children's moral development (Piaget 1932). Within children's play groups, he argued that understandings of norms were facilitated by games played among mixed-age peers. ...
Research on childhood in anthropology and neighboring disciplines has continuously broadened the range of the social partners that are
considered relevant for young children’s development—from parents to other caregivers, siblings, and peers. Yet most studies as well as
interventions in early childhood still focus exclusively on parents, who are presumed to be the most significant socializing agents.
Objecting to such a hierarchical understanding of the social world of children, I propose a complementarity view. Rather than being
linearly ranked in a hierarchy of significance, children’s social partners may complement each other by providing different but equally significant experiences. My suggestions are based on an ethnographic study in a rural community in Madagascar. Focusing on children in the first 3 years of life, I explore the full range of their social partners and the respective experiences they provide. Caregivers focus on children’s physical needs and aimto keep themin a calm emotional state, while other young related children are the most crucial partners when it comes to play, face-to-face interaction, and the exchange of intense emotions. These complementary roles, I argue, lead to the parallel formation of two distinct socioemotional modes: a hierarchical one and an egalitarian one.
Target article by Gabriel Scheidecker, commentaries by Adam Boyette, Nandita Chaudhary, Franziska Fay, Heidi Keller, David F. Lancy, Francesca Mezzenzana, John Teria Ng'asike, Seth Oppong, Robert Serpell, Julie Spray, Thomas Weisner.
Key words:
mothering, parenting, caregiving, peers, early childhood development; ECD; emotion socialization; cognitive development; attachment; relationship formation; kinship; relatedness; breast feeding; play; early learning; early intervention; Madagascar; Africa; Global South; Low-Income country; pastoralism; Bara; ethnography; mixed-method; spot observation; interdisciplinary; anthropology; developmental psychology; cultural psychology
... After all, as indicated earlier, the focus of the dialogic perspective is not simply upon encouraging students to express and discuss their opinions, but also upon promoting collaboration with teachers towards mutually acceptable and co-constructed understandings. Thus, questions are raised like 'Can teachers productively oppose their students, or is this the prerogative of student groups alone?' and 'How can teachers build on oppositional dialogue when this occurs in groups that are restricted to students?' Piaget proposed a negative answer to the first question nearly a century ago (e.g., Piaget, 1932), arguing that teachers' authority is such that if they express views that differ from their students, those students will simply submit. This will result in short-term progress but because the students' own views have been lost in the process rather than co-ordinated with what their teachers were saying and thought about in conjunction with this, there will be no longer-term gain. ...
Analyses of classroom interaction have frequently spotlighted reasoned dialogue as beneficial for student learning, and research into small-group activity amongst students offers empirical support. However, the evidence relating to teacher-student interaction has never been compelling, and one of the few studies to investigate the issue directly detected no relation whatsoever between reasoned dialogue and learning outcomes. The present paper outlines additional data from that study, together with evidence from elsewhere, with a view to interpreting the results relating to reasoned dialogue. Account is taken of the generally positive evidence obtained from studies of group work amongst students. The key proposal is that it may be reasoned opposition that promotes learning rather than reasoned dialogue in general, and reasoned opposition is probably rare when teachers are involved. The proposal has implications for both the dialogic and the argumentation perspective upon classroom interaction, and these are discussed.
... This case encourages the need for special attention in further understanding how students Faculty of Psychology and Health, UIN Sunan Ampel Surabaya, 08 November 2022 actually understand and reason morally so that it can be seen from the behavior displayed. As stated earlier, the age of children, precisely at the elementary school age, is a critical phase where children are easily absorb various information including quickly imitating the behaviors around them (Piaget, 1965). For this reason, it is necessary to observe children's behavior and provide assistance to correct behaviors that are not in accordance with religious teachings and community norms. ...
Exposure to honesty in young children is a need in order to evaluate how the concept is internalized in themselves. It has an impact on the formation of children’s character in the future. This study aimed to reveal honest behavior in children. A total of 36 elementary school students consisting of 12 boys and 24 girls with aged 6 to 9 years old in Banda Aceh, Indonesia were selected as participants using random sampling. A ball-drawing task was used as a method to observe children’s honesty, every child was asked to draw a ball from an opaque box containing equal numbers of red and blue balls, in a closed room with a hidden camera. The results showed that there were only 25% of elementary school students behaved honestly, while the other 75% behaved dishonestly. It means that only a small number of students act honestly. Follow-up is needed to provide education related to the value of honesty in children from an early age.
... While the preceding work seems to imply that our barometer of moral behavior may be relatively insensitive to external factors such as one's culture or the particulars of the social situation-a view that generally concurs with older models of moral thinking that Kohlberg (1958) and Piaget (1965) espoused, much other research calls this thesis into question. Along these lines, some social scientists (e.g., Van den Berghe, 1981;Nettle & Dunbar, 1997) suggest that cultural markers (e.g., social norms of moral behavior) serve a useful evolutionary purpose. ...
The research highlights the voice of novice-teachers in Israeli high schools, relating
specifically to academic graduates who have chosen teaching as a second career. The research
aimed to identify Strengths, Weaknesses, Opportunities, Risk, and Threats (SWOT model) and
the dreams of those experiencing the first year of their induction into teaching. This was a
qualitative research analyzing learning products collected from 119 novice-teachers.
The findings reveal two main paths: novice-teachers with personal strengths succeeded in
identifying opportunities, embroidering dreams, and enjoying a sense of success. Contrastingly,
novice-teachers whose weaknesses impeded their strengths experienced disappointment and a
sense of failure.
... To overcome incongruences in the conceptual frameworks of the time, Kağıtçıbas ßı (2005) proposed a model where the needs for autonomy and relatedness are situated along two distinct dimensions, agency, and interpersonal distance, underlying the development of self-construals. The agency dimension represents a continuum from autonomy to heteronomy (Piaget, 1948), and interpersonal distance spans from separation to relatedness. Thus, the need for autonomy concerns individuals' agency, while the need for relatedness is illustrated along the dimension of interpersonal distance. ...
Background: Young migrants face particular risks to develop mental health problems. Discrimination and social support impact mental health, yet little is known about the differential impact thereof on mental health in newcomers, non-newcomer migrants, and non-migrants. Aim: This study sheds light on mental health (posttraumatic stress, behavioral problems, hyperactivity, emotional distress, peer relationship problems, prosocial behavior) and the overall well-being of newcomers, non-newcomer migrants, and non-migrants. Furthermore, the impact of social support and discrimination on mental health is investigated. Method: Descriptive analysis and Structural Equation Modelling (SEM) were applied to analyze responses of 2,320 adolescents through self-report questionnaires in Finland, Sweden, and the UK. Results: Newcomers, non-newcomer migrants, and non-migrants have different psychological profiles. While newcomers suffer more from posttraumatic stress disorder (PTSD) and peer problems, non-newcomers and non-migrants report more hyperactivity. Discrimination strongly threatens all mental health dimensions, while support from family serves as a protective factor. Support from friends has a positive impact on PTSD among newcomers. Limitations: As this study has a cross-sectional design, conclusions about causality cannot be drawn. In addition, history of traumatic life events or migration trajectory was lacking, while it may impact mental health. Conclusion: Different mental health profiles of newcomers, non-newcomer migrants, and non-migrants point to the need for a tailored and diversified approach. Discrimination remains a risk factor for mental health, while family support is a protective factor for adolescents. Interventions that foster social support from friends would be especially beneficial for newcomers.
... In some respects, Piaget has a more sophisticated social psychology than Vygotsky in that he clearly distinguishes different kinds of social relations and how they shape children's development (Moscovici, 1990). In his book The Moral Judgment of the Child he shows how social rules of a game are transmitted through relations of what he calls "cooperation" and "constraint," or horizontal and vertical relations (Piaget, 1932). Nuancing Durkheim's notion of the constraint exerted by collective representations, Piaget emphasized how symmetrical relations of "cooperation" were connected to autonomous thinking. ...
This chapter explores principles for an organismic approach, which provides a unifying framework to conceptualize development and integrate diverse findings from the field. In contrast to a mechanistic approach, an organismic approach gives primacy to the whole over its parts and processes over products. Moreover, rather than seeing development as caused by external inputs, it explores how the process is directed by the organism itself within the vicissitudes of the environment. Methodologically this involves following phenomena in a state of development from their undifferentiated beginnings towards a structured form, closely entangled with the environment all the while. This chapter begins by pointing out the dominance of mechanistic tendencies in contemporary psychology and how an organismic approach views phenomenon differently. It proceeds to reconstruct the roots of organismic thinking in historical context and outline its key features for an understanding of psychological and cultural development. Lastly, it describes a method for triggering and analyzing development taking place on different levels.
... The term constructivism generally refers to theories of cognition based on the research of Bruner (1966), Piaget (1955Piaget ( , 1964, Vygotsky (1978), and others. While specific definitions vary widely, most constructivist theories emphasize the idea of a learner's active construction of meaning, a process that goes beyond information provided from an external source (Chi & BLAKE AND COGNITION 5 Wylie, 2014;Schunk, 2020). ...
While psychology and psychological concepts are frequently employed in the
teaching of literature in college classrooms, it is much less common for literature to be used in the teaching of psychology. The author has experienced success in using literature in the teaching of educational psychology. The writings of William Blake provide a promising resource for use in this way. The major part of this presentation consists of specific applications of William Blake in the educational psychology classroom. A sample lesson plan is also provided.
... Zaujímali ho odpovede na priamo kladené otázky, týkajúce sa klamania, trestu, spravodlivosti, rovnosti a autority (pozri kapitolu o možnostiach merania morálneho usudzovania). Výsledkom bol autorov viacúrovňový model vývinu morálky (Piaget, 1968), pričom dospel k dvom základným typom morálky: heteronómnej a autonómnej a k medzištádiu, týkajúceho sa motívu konania (stručný prehľad uvádzame na obrázku č.1). (4. ...
... ( Piaget, 2013 ;Teng et al., 2017;Turiel, 1998 ) . ...
... The A-TRAC training core fostered a community that included researchers from across a range of disciplines, providing space for participants to learn from each other through sharing their unique knowledge and expertise. Early research shows the cooperative social exchange between equal partners and more experienced peers is vital in peer learning [27][28][29][30] . A-TRAC trainees varied by career stage, ranging from MPH students to early career MD/PhD faculty members. ...
Introduction
In an era of complex, multi-institutional, team-based science, there is little guidance for the successful creation of effective, collaborative, multisite training programs.
Objective
We designed, implemented, and evaluated a multi-institutional Tobacco Regulatory Science (TRS) fellowship representing a scalable program that may be customized for other research areas.
Methods
Using a mixed-methods approach, we analyzed program evaluations from trainees enrolled in the first 7 years of the American Heart Association (AHA) Tobacco Regulation and Addiction Center (A-TRAC) fellowship (2014–2021). We also reported the program outcomes, including published TRS manuscripts, independent grant funding, Food and Drug Administration (FDA) Docket comments submitted on TRS topics, TRS oral and poster presentations, research awards, and promotions in the TRS field.
Results
Thirty-five unique trainees (49% [n = 17] female, 29% [n = 10] Black) from eight institutions within the A-TRAC network participated in the fellowship since its inception. The trainees reported 74 TRS publications, 78 TRS oral or poster presentations, 25 FDA Docket comment submissions, and 13 funded grant awards. Participant evaluations indicated six areas of programmatic strength: 1) blended instruction medium with webinars and in-person meetings, 2) curricular emphasis on theories of experiential learning, 3) focus on career and professional development, 4) integrated mentorship model, 5) culture of feedback and feedforward to foster successful learning, and 6) focus on recruiting diverse participants. The A-TRAC model stresses experiential education, feedback and feedforward, and peer learning.
Conclusions
Our resource-effective, needs-driven program is a reproducible model for institutions interested in developing multisite, virtual research education programs in the era of team science.
... Řada výzkumů zabývajících se vývojem osobních hodnot poukázala na to, že se rozvíjí především v dětství a v adolescenci jako důsledek rozvoje identity, hodnotových žebříčků a morálního usuzování a v mladé dospělosti dochází k jejich stabilizaci (Erikson, 2015;Hnilica, 2007;Knafo a Schwartz, 2010;Kohlberg, 1973;Piaget, 1932;. Existují však i výzkumy, které ukazují, že za určitých okolností se hodnoty mohou výrazně měnit i v dospělosti (např. ...
Background. Previous research on the stability of personal values in the context of life transitions has usually focused on the presence of a single transition. However, life transitions in everyday life occur simultaneously with other life transitions. The aim of this longitudinal study was therefore to identify different trajectories of life transitions in young adults and to compare the stability of their personal values. Method. In the first wave of research, participants were 18-33 years old; in the second wave, they were 29-43 years old (N = 632; 392 women). In both waves, they completed Schwartzʼs Portrait Value Questionnaires (PVQ); in the second wave, they completed the Life History Calendar focusing on the presence of entry into life transitions. Results. Latent class analysis revealed two trajectories: Experienced transitions (people who experienced all observed transitions) and Partially experienced transitions (people who experienced only entry into regular employment and part of them entered cohabitation). Differential stability of personal values occurred in both trajectories. The differences in the stability of values found between the individual trajectories were insignificant, except for personal values universalism and tradition. Although before entry into life transitions, personal values were not significant predictors of belonging to a particular trajectory, after their experiencing people with the Experienced transitions trajectory more often reached lower levels of values associated with openness to change.
... The study of moral sentiment is a prominent subject in social psychology (Piaget, 1932;Kohlberg, 1969;Kohlberg and Hersh, 1977;Haidt, 2001;Pizarro and Bloom, 2003), and the advent of Moral Foundations Theory (Graham et al., 2013) has provided an impetus for text-based analysis of moral sentiment in natural language processing. Existing studies range from moral sentiment classification to temporal inference of moral sentiment change (e.g., Garten et al., 2016;Mooijman et al., 2018;Xie et al., 2020Xie et al., , 2019. ...
... These included biological factors (Fox & Calkins, 1993;Levine, 1993), gender (Crozier, 1995), and interactions with peers and parents. Peer interactions with others their age develops a child's understanding of social norms and builds a foundation for learning competent social behavior (Piaget, 1932). Focusing on the parent-child relationship, children who have secure relationships with their parents tend to be more confident in novice situations due to the security they feel with their parents (Kagan et al., 1988). ...
The understanding of shyness and social withdrawal has been built over the past half century with research looking into factors that cause this in children. However, not many mention the natural phenomenon of if children mimic social confidence from their adult figure. This study used correlation analyses to investigate the relations between parents’ behaviors and attitudes and their children’s social confidence and ability. Data were from the National Longitudinal Survey of Youth, 1986 Child and Young Adult Survey Mother Supplement. Results showed weak correlation between social confidence and outings frequency, either with family and friends or not. However, children who were spanked more frequently positively correlated with their mothers rating them to be more high strung. Furthermore, all hypotheses showed results that follow the direction of the prediction, so further investigation into the topic may show more significant correlation or a causation relationship of the variables.
Lawrence Kohlberg formulated a theory asserting that individuals progress through six distinct stages of moral reasoning from infancy to adulthood. He grouped these stages into three broad categories of moral reasoning, pre-conventional, conventional, and post-conventional. Each level is associated with increasingly complex stages of moral development. Kohlberg suggested that people move through these stages in a fixed order and that moral understanding is linked to cognitive development.
Road safety culture among young people necessarily needs to be addressed with a multidisciplinary approach, since they are more reluctant than adults to engage and be openly evaluated in safety research. The present research, using a psychographic through psychometrics approach, combines concepts and methods from cognitive psychology and design to investigate behaviors, beliefs, and attitudes and to increase knowledge about the design and effects of adopting interactive technologies. In particular, we describe the processes, experiences, and results of the research and interaction design of a conversational storytelling mobile app for road safety, in which mobile computing was used to collect and give meaning to qualitative and quantitative data related to road safety decisions. The results of the analyses carried out on the data collected by the mobile app confirm the effectiveness of this interactional tool in capturing the complexity of the combination of contextual, personal, and behavioral factors related to compliance toward road safety.
The study was conducted to examine the ECE teachers’ pedagogicalskills, availability of required resources in ECE centers run by Aga KhanEducation Service (AKES) in the District of Gilgit implementing EarlyChildhood Education (ECE) curriculum 2007. It was a descriptive studyand conducted by following a sequential explanatory mixed-methoddesign to collect the data. The population of the study was students,teachers, and heads of ECE centers run by Aga Khan Education Servicesin Districts of Gilgit. A semi-structured interview was designed on basisof the responses of ECE teachers and the results of the observationalLikert scale of ECE teachers. The major findings of the study revealedthat ECE teachers were facing problems in implementing the Nationalcurriculum 2007 due to overcrowded classrooms, insufficient teachingresources material, and lack of open space in the ECE setting. Thefinding of the study also exposed that ECE teachers were not behavinggently and were not providing individual attention to every child at ECEcenters. However it was also revealed that the ECE teachers wereapplying daily routine, lesson review activities, and activity-basedmethods to improve their language skills. The study recommends for theprovision of necessary ECE learning resources, standardized childteacher ratio, teachers training, collaboration, and communicationbetween the ECE teachers and parents to a successful implementation ofthe ECE curriculum 2007
In contemporary legal sociology research, legal culture and legal consciousness are often used as synonymous or closely related, overlapping concepts. The aim of this paper is to elucidate the possibility of separating the two concepts through a more in-depth analysis. The first part of the paper explores the ideological-historical connections between the two concepts and argues that the conceptual confusion between legal culture and legal consciousness that characterises contemporary legal sociology occurred in the 1970s in American legal scholarship. The concept of social legal consciousness is first discussed in the context of conceptual analysis. After a general definition of legal consciousness, the components of individual legal consciousness, the factors and mediating structures linking individual and social legal consciousness, and finally the theoretical issues of conceptualisation are discussed. The second part of the conceptual analysis focuses on the concept of legal culture. The difficulties of defining the concept are taken into account, starting from a review of the academic debate surrounding the work of Lawrence Friedman. The concept of legal culture is constructed on the basis of the criteria for conceptualisation derived from this. The core concept is culture, and the distinguishing feature is a sociological concept of law. Next, it introduces the distinction between lay and professional culture and examines the extent to which the concept of legal culture thus outlined meets the criteria set out above. The paper concludes by summarising the rationale and yields of the conceptual analysis, highlighting the dynamic relationship between legal culture and social legal consciousness.
Resultados de investigación en educación, empresa, sociedad y tecnologías. ISBN: 978-958-53472-5-0 DOI: https://doi.org/10.34893/x312-mw78 2 Resultados de investigación en educación, empresa, sociedad y tecnologías. ISBN: 978-958-53472-5-0 DOI: https://doi.org/10.34893/x312-mw78 3 Resultados de investigación en educación, empresa, sociedad y tecnologías. ISBN: 978-958-53472-5-0 DOI: https://doi.org/10.34893/x312-mw78 RESULTADOS DE INVESTIGACIÓN EN EDUCACIÓN, EMPRESA, SOCIEDAD Y TECNOLOGÍAS COLECCIÓN CIENTÍFICA EDUCACIÓN, EMPRESA Y SOCIEDAD Primera Edición 2021 Vol. 11 Editorial EIDEC Sello Editorial EIDEC (978-958-53018) NIT 900583173-1 ISBN: 978-958-53472-5-0 Formato: Digital PDF (Portable Document Format) 4 Resultados de investigación en educación, empresa, sociedad y tecnologías. ISBN: 978-958-53472-5-0 DOI: https://doi.org/10.34893/x312-mw78 5 Resultados de investigación en educación, empresa, sociedad y tecnologías.
Human social cognition is the human capacity to process social stimuli, to intentionally convey socially relevant information to others, and to make use of socially transmitted information. Several human social cognitive capacities are special and set humans apart from non-human animals. Thanks to these capacities, humans are unique in their ability to create, maintain, and alter large social groups within which they coordinate, cooperate, and also compete. Moreover, there are few (if any) other biological species in which groups or crowds of individuals spend as much collective effort in attacking other groups or in defending their own group from the attacks of others (Boyer, 2018; Tooby & Cosmides, 2010). Humans also appear to be unique in their capacity for stable cultural transmission over many generations and for the pervasiveness of their moral cognitive concerns.
Gerald Gaus was one of the leading liberal theorists of the early twenty-first century. He defended liberal order based on its unique capacity to handle deep disagreement and pressed liberals toward a principled openness to pluralism and diversity. Yet, almost everything written about Gaus's work is evaluative: determining whether his arguments succeed or fail. This essay breaks from the pack by outlining underlying themes in his work. I argue that Gaus explored how to sustain moral relations between persons in light of the institutional threats of social control, evaluative pluralism, and institutional complexity, and the psychological threat of acting solely from what I shall call the mere first-personal point of view . The idea of public justification is the key to sustaining moral relations in the face of such challenges. When a society's moral and political rules are justified to each person, moral relations survive the threats they face.
This article aims to investigate, starting from both the analysis of Haidt's Theory of Moral Foundations, and his Intuitionist-social Model, if there is any implicit normative assumption in the author in relation to the value assigned to moral intuitions, both in relation to to its content and possible adaptive functionality (a matter developed in the FMT), as well as to the mechanisms that trigger such intuitions (a topic addressed in the SIM). An attempt is made to unravel whether the author, beyond considering emotional intuitions as the true cause of moral judgments, ascribes a positive or negative value to this situation. To this end, the motivations underlying various moral intuitions (both of biological roots, linked to various adaptive interests; and of social origin) are examined, in order to analyze Haidt's contributions to the clarification of a problem of normative metaethics of great impact. at present: can the same normative weight be attributed to any moral foundation in force in human societies; or are only some orientations rational, and therefore morally justifiable? Do they all reveal genuine moral concerns, or do some reflect relevant but not specifically moral adaptive interests, or even selfish aspirations functional to the interests of hegemonic sectors? The implications of the FMT are analyzed as a valuable heuristic guide to interpret the moral concerns of conservatives from an evolutionary meta-ethical approach that allows to overcome the monism of the liberal ethical code, for which the spectrum of genuine moral concerns is reduced to questions of justice, rights and protection of the weakest (since only these would be rationally justifiable). The need to achieve a clearer articulation between the SIM, which puts more emphasis on the processes of acquisition of intuitions through learning and social interaction, and the FMT, that focuses on its content and its possible links with various adaptive interests.
Background:
Moral principles in children can influence their oral hygiene practices and can be beneficial in providing better oral health care.
Aim:
To assess the consistency of Piaget's moral development principles in Indian children aged 7 to 11 years and evaluate its influence on their oral hygiene practices.
Design:
The first phase of the embedded mixed-method approach included telephone interviews of 50 children on eight situations of moral development as suggested by Jean Piaget. Children were categorised into heteronomous and autonomous morality based on the content analysis. The second phase of the study included a semi-structured qualitative interview on knowledge and practice behaviour of children on oral hygiene maintenance.
Results:
There was no significant difference in the overall moral development of children aged 7 to 9 years and 9 to 11 years (p = 0.57). Only 4.8% of girls had heteronomous morality, and a significant difference was noted between boys and girls (p = 0.014). There was a significant difference in the oral hygiene practices observed between heteronomous and autonomous moralities children.
Conclusion:
Children were autonomous in their morality at 7 to 9 years of age. Children with autonomous morality performed better oral hygiene practices than children with heteronomous morality.
The research analyses the models of involvement of parents of 2nd grade students in the process of children's education, creative activities based on cooperation between parents and children. The peculiarities of the development of a child aged 7-11, the significance of independence and relationship with parents in the learning process are reviewed, and the impact of parents' involvement in distance and contact learning on children is discussed. The above-mentioned issues are examined on the basis of scientific and methodological literature, the data of the survey of parents of second-graders conducted in spring 2021, and a simultaneous study of creative activity, which provided a better understanding of the child's involvement in learning and satisfaction. The analysis of the results of the research revealed that: the parents' opinion about the involvement in the child's educational process is generally positive (they see a lot of meaning and possibilities in it); the joy of learning and enjoyment of the process experienced by a child is determined by many different factors: the child's personal abilities, the level of independence and self-confidence, the degree and relationship between the child and the parents; excessive involvement of parents in creative activities has a negative impact on the child's attitude towards themselves, the learning process and the end result. Keywords: distance learning, primary school students, parental involvement
This study investigated children’s cooperative problem solving (CPS) behaviors during play in classrooms and associated influencing factors (school, age, and gender) in a Chinese kindergarten and U.S. early learning center. Four- and five-year- old participants (n = 39) were from one Chinese kindergarten and one U.S. center. They were video recorded during free play in the classrooms. The video footage (n = 2340 min) was coded using the coding system adapted from Ramani’s work (Merrill-Palmer Quarterly 58:159–190, 2012), and a two-way MANOVA and multiple regression were conducted. The results indicated significant school and age differences in terms of children’s CPS-related behaviors; in addition, school predicted the children’s frequency of coordinate behavior, and age predicted the children’s use of physical demonstration, explanation, and imitation.
Bu makalenin amacı, günümüzde bilişsel bilimlerin farklı alt disiplinlerinde sıklıkla çalışılan ahlak psikolojisi alanına kısa bir giriş sunmaktır. Bu amaçla, makalede ilk olarak ahlak psikolojisi alanının ne olduğu ve ahlakın bilişsel ve evrimsel kökenleri anlatılacaktır. Ardından alandaki güncel kuramsal tartışmalar özetlenecektir. Genel olarak makalede, ahlaki yargıların en azından bir kısmının biyolojik niteliklerden kaynaklandığını ve çevresel etmenlerin bu biyolojik taslağı şekillendirdiğini iddia eden etkileşimci paradigma ele alınacaktır. Farklı bilim dallarından gelen görgül kanıtlar özetlenecek ve bu iddianın güçlü/zayıf yönleri anlatılacaktır. Sonuç olarak ahlak psikolojisinin bugünkü konumu eleştirel bir gözle değerlendirilerek gelecekteki araştırmalarda odaklanılması gereken kritik noktalar netleştirilmeye çalışılacaktır.
This chapter outlines several philosophical approaches to morality and discusses research relevant for considering school bullying as a moral issue. Children learn about morality from others, in terms of both justice and caring. Moral emotions such as empathy help to regulate behaviour and drive prosocial actions, but breaking a moral code may lead to moral disengagement. Competitiveness can reduce prosociality, and Eastern philosophy that focuses on the needs of the other is now being advocated in the increasingly individualist West. Witnesses of victimisation often face moral dilemmas about intervening. The morality of bullying involves complex social and cognitive processes that unfold over time in a dynamic manner in relation to context. There is some evidence that it is possible to promote empathy and prosociality, though the relationship with bullying is not straightforward.
Many philosophers and legal scholars believe that the principle of retribution can be employed as a basis for respecting the offender as a person and for imposing relatively soft sentences. This belief is inspired, at least to a certain extent, by the penal philosophy of Kant and Hegel. My aim in this article is to question this widely held belief, with my contention being that retributivists locate the basis of these normative considerations in the wrong place. It is not the application of the principle of retribution that makes systems of criminal law fair and restrained, but rather the other way around: Only by restricting the application of the principle of retribution in various ways can we arrive at a system of penal law that is reasonable and just. These restrictions themselves are not retributive in nature, but are intended to keep the principle of retribution in check. To substantiate these claims, I discuss the views of an older generation of philosophers and scientists, specifically those of Sidgwick, Durkheim, Malinowski, and Piaget, and hold that these provide a fruitful basis for a better understanding of the principle of retribution. In the second part of the article, I investigate how this alternative understanding relates to the principles of proportionality and mens rea, while also making some clarifying remarks about the issue of moral luck.
What does a name mean in translation? Quine argued, famously, that the meaning of gavagai is indeterminate until you learn the language that uses that word to refer to its object. The case is similar with scientific texts, especially if they are older; historical. Because the meanings of terms can drift over time, so too can the meanings that inform experiments and theory. As can a life’s body of work and its contributions. Surely, these are also the meanings of a name; shortcuts to descriptions of the author who produced them, or of their thought (or maybe their collaborations). We are then led to wonder whether the names of scientists may also mean different things in different languages. Or even in the same language. This problem is examined here by leveraging the insights of historians of psychology who found that the meaning of “Wundt” changed in translation: his experimentalism was retained, and his Völkerpsychologie lost, so that what Wundt meant was altered even as his work—and his name—informed the disciplining of Modern Psychology as an experimental science. Those insights are then turned here into a general argument, regarding meaning-change in translation, but using a quantitative examination of the translations of Piaget’s books from French into English and German. It is therefore Piaget who has the focus here, evidentially, but the goal is broader: understanding and theorizing “the mistaken mirror” that reflects only what you can think to see (with implications for replication and institutional memory).
Abstract
This study aimed to examine children's perceptions regarding the concepts of benevolence and responsibility in early childhood and the way they put them into practice. The study was designed according to the basic qualitative research method and consisted of 64 children between the ages of 4 and 5. The data were collected through interactive value stories, children’s drawings related to the relevant values, and semi-structured interviews. The data analysis presented remarkable results, the first of which is that preschool children may have not only result-oriented but also intention-oriented moral values. The second result is that the course of behaviours related to moral values is primarily directed towards family members. As the third result, preschool children's moral values were found to appear often in their relationships with people in need and with people who are much older. Finally, the fourth result indicates that children associate moral values not only with human beings but also with nature and plants, which is a significant indicator that universal moral thinking can develop in children of this age.
Keywords: Early Childhood Education, Values Education, Moral Development
Αγγελάκη, Ρ. Η κοινωνική μνήμη και το ιστορικό μυθιστόρημα στην υπηρεσία των παιδιών. Μια εναλλακτική πρόταση
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