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Moral Psychology: I. Moral Development
... Values and Knowledge Education (VaKE [4]) is a constructivist teaching-learning tool that permits to combine the acquisition of knowledge through inquiry-based learning (e.g., [5]) and moral education in the sense of increasing the competence for moral judgment (arguing in favor or against applying specific values in dilemma situations [6]) through dilemma discussions [7]. The procedure consists in a workshop in which first a moral dilemma (a situation in which the protagonist has to decide from two options, and whichever option he or she chooses, some moral norms or values will be broken) is described, and the participants have to decide what the protagonist should do, and why. ...
... They transferred their knowledge more easily to other topics. • The students increased their moral judgment competence [6] towards a higher stage. They became more sensitive for the moral relevance of situations that formerly they had assumed to be neutral. ...
... From the very beginning, VaKE was conceived as a TDA. Indeed, the theory of VaKE is based on several theoretical frameworks which were all under the same umbrellaconstructivism [8] yet in so different versions that the kinship is not easily recognized: In the interpretation of the founders of VaKE, knowledge acquisition and inquiry-based learning are rooted in Piaget's [15] concept of assimilation and accommodation; this conceptwith substantial deviations -is also the base of Kohlberg's [6] theory of moral judgment competence with regard to justice, its ontogenetic development and its affection through education [7]. The theory of moral judgment competence with regard to care [13] is based to some degree on the same framework. ...
(Academic) disciplines are a means to structure science and are
not appropriate for epistemic discussions. Instead, it is proposed
to use the concept of Trans-Domain Approaches (TDA). A TDA
typically consists in a General Theory GT that integrates and
transcends the Domain-Specific Theories (DTs) referring to a research topic. The constructivist teaching-learning tool Values
and Knowledge Education (VaKE) is used as a prototype to analyze different features of a TDA. First, the theoretical framework of VaKE is analyzed under the perspective of TDA: VaKE integrates several constructivist theories, particularly about
moral judgment competence, constructivist knowledge acquisition, and social constructivism. Then, the communication between stakeholders is analyzed more in detail, based on Shannon and Weaver’s channel model. The analyses focus on communication among researchers, between researchers and practitioners (teachers), between practitioners and students, and among students. Several conclusions with respect to TDA can be drawn.
... There are two influential theories in moral psychology that may elucidate how individuals may differ in moral decisionmaking- Kohlberg's (1984) Moral Development Theory and Haidt's (2001) Social Intuitionist Theory. Given that there could be measures of individual differences in moral decisionmaking that are based on each of these theories, we should first describe them. ...
... The Defining Issues Test (DIT; Rest, 1974) and its revised versions, the DIT-2 (Rest et al., 1999), and the behavioral Defining Issues Test (bDIT; Choi et al., 2019), were used in seven studies. The Defining Issues Test was based on Kohlberg's (1984) Moral Development Theory. The DIT consists of six sacrificial dilemma stories. ...
... The result of the present review indicates that a diverse set of theoretical frameworks has been used to conceptualize moral decision-making. Most notably, the DIT (Rest, 1974) and its revised versions were based on Kohlberg's (1984) Moral Development Theory. Almost all measures involved measuring utilitarianism-the OUS (Impartial Beneficence vs. Instrumental Harm), the POQ (Utilitarianism vs. Retributivism), the PD and CNI Models (Utilitarianism/Consequences, Deontology/Norms, and Inaction), and the MOJAC scale (Individual Rights vs. Collective Rights). ...
Introduction
The present systematic review investigates the psychological tools available for capturing high-stakes decisions involving life-death content and their psychometric properties. Valid measurement of these individual differences will provide crucial information in the personnel selection and training in fields where high-stakes moral issues exist (e.g., military, medicine). To our knowledge, this is the first systematic examination of such instruments.
Methods
Systematic searches of 6 electronic databases were conducted according to the PRISMA guidelines. An appraisal tool evaluated the quality of identified measures. Twenty studies met pre-determined inclusion criteria. Moral decision-making was assessed with either a self-report scale (n = 3) or moral dilemmas (n = 17).
Results
The findings identified two measures, the Defining Issues Test and the Oxford Utilitarianism Scale as psychometrically sound measures of moral decision-making. However, they are unlikely to be considered “gold standard” measures due to their theoretically specific, but limited, scope. Overall, the findings suggest that research in the area has been scattered. There is a lack of consensus on the definition of moral decision-making, and a lack of cross-validation on how different measures of moral decision-making relate to each other. This presents a gap between theory and empirical measurement in moral decision-making. Further work is needed for a unified conceptualization of moral decision-making to pave the way to both theory development and the development of well-validated measurement tools, and this review provides a critical foundation for both.
... According to Kohlberg (1984), our reasoning about moral situation gradually becomes more complex and sophisticated as one moves from Pre-conventional level (where teenagers might judge the rightness or wrongness of an action in terms of reward or punishment it attracts) to the Conventional level (where the demands of rules and authority become the overriding moral criterion). In this approach, what determines the level of moral development a teenager is at is not the particular action he judges to be appropriate or inappropriate, but his reasons for so deciding (Kohlberg, 1984). ...
... According to Kohlberg (1984), our reasoning about moral situation gradually becomes more complex and sophisticated as one moves from Pre-conventional level (where teenagers might judge the rightness or wrongness of an action in terms of reward or punishment it attracts) to the Conventional level (where the demands of rules and authority become the overriding moral criterion). In this approach, what determines the level of moral development a teenager is at is not the particular action he judges to be appropriate or inappropriate, but his reasons for so deciding (Kohlberg, 1984). However, in his latest work, Kohlberg changed his mind about the implication of his theory for moral education. ...
... Donors may apply ethical criteria to derive the right course of action which, in our study, is their reaction to the introduction of the intermediary. Kohlberg (1984) summarizes extensive field research on the ethical criteria people actually use to guide their own actions. The psychological test (see, for instance, Lind, 2008) we use in the experiment elicits donors' preferences over the criteria described in this body of research. ...
... Therefore, to identify price-, output-, and donation-orientation experimentally, in addition to donors' beliefs about how much charitable output the intermediary converts into donations, we must access donors' ethical preferences -that is, which ethical criteria donors prefer to apply to derive the right course of action. For this purpose, we draw upon an inventory of ethical criteria provided by Kohlberg (1984), using extensive data from the field, which consists of six classes of moral argumentation. In Kohlberg classes 1 and 2, individuals consider an action right if it is not punished by some authority, or if it is rewarded by that authority. ...
Donations are often made through charitable intermediaries that can fund themselves from these same donations. After intermediation, only a fraction of the amount donated may reach the intended beneficiary. The price of charitable output is therefore higher after intermediation than if donors donated directly toward the end cause. At the same time, this price is hidden from donors since they cannot verify how much intermediaries pass on. We show that while donors reduce their donation in intermediation itself, and also reduce their donation because they expect the price of charitable output to increase, both reactions are either fully or partly compensated by their ethical preferences for the recipient’s rights. Charitable output, therefore, can be a Giffen-good.
... A segunda parte se conecta com habilidades de julgamento moral. As respostas dos alunos podem ser tipologizadas, por exemplo, usando modelos como o de Kohlberg (1984) ou o de Rest (Rest, Narvaez, Bebeu & Thomas, 1999), no qual a preocupação central é a diferença entre argumentos referentes ao interesse pessoal, manutenção de normas e princípios éticos. Conforme sugerido por Milligan et al. (2018), o estudo filosófico da ética pode fornecer ferramentas para o julgamento moral dos alunos, e seus julgamentos de Major Trapp podem incluir argumentos utilitários, deontológicos, éticos do cuidado ou éticos da virtude, por exemplo (ver . ...
... As diferenças qualitativas na resposta dos alunos a essas atividades podem ser interpretadas como expressões de diferenças nos níveis de raciocínio moral-filosófico, tomada de perspectiva e consciência histórica. Modelos teóricos e tipologiaspor exemplo, de Rüsen (2004), Ashby e Lee (2001), Kohlberg (1984) estão disponíveis e podem ser usados na análise das expressões dos alunos com o propósito de identificar se é sua habilidade de raciocínio filosófico, tomada de perspectiva ou consciência histórica (competência narrativa) que tem a maior necessidade de ser desenvolvida. ...
... Examining the research literature of character education includes the seminal work of Goldstein (1999), Kohlberg (1981), andNoddings (1984). The connection between these scholars (caring, moral education, virtues) can be found in the pedagogy of service-learning in early education programs. ...
... In much of his work, Kohlberg (1981) attempted to capture and label the logic behind specific actions and virtues and thereby define one's level of moral reasoning. Such virtues as honesty, integrity, fairness, respect, and responsibility can be taught and practiced through service-learning projects. ...
The implementation of service-learning in early childhood education classrooms has not been well documented, and the links to service-learning and the potential effects on character education are scarce at best. In this paper, a service-learning pedagogy is presented as a way to enhance character through education with the youngest learners: children in an early childhood classroom. This study examines the experiences of both teachers and children in an early childhood classroom participating in the form of a service-learning pedagogy for a year, and investigates the social emotional and character development of the young children participating in the classroom. Through the implementation of service-learning in early childhood classrooms, it is possible to grow and create a generation of learners who connect academic curricula through projects that deal with real community needs. With an emphasis on building relationships and making connections, service-learning the authors suggest, is an approach that can allows teachers to maximize children’s strengths, while at the same time building character and positive social and emotional traits.
... Kohlberg's moral development theory that maturation is necessary to understanding and able to justify the individual's sense of justice or moral to know the meaning of the individual and social sense of moral and where they can work hand in hand without contradiction or conflict. (Kohlberg, 1984). Moreover, Kohlberg's theory saw the sense of justice as a crucial aspect of moral choices; however, he ignored basic human feelings and sense of sympathy as important factors that create moral balance and influence the understanding of justice. ...
The mind of a child is complex. A number of developmental theories help educators understand this complexity in order to better deal with it and guide the child’s development. Many theorists have been influential to the child development and education fields. The various theorists in child development have come up with ideas and innovative ways to work with and understand the development process of children. The developmental theories of the past and also the emerging theories encompass cognitive, social, physical, and other aspects of human development which are represented as stages or focus on a specific area (Woolfolk & Perry, 2012). This article describes the theories of development and its greatest impact on early childhood development education. This article also discusses such as theories, and theoretical concepts. it focuses on six theories which are behavioral child development theories, Psycho-social theory, Piaget's cognitive developmental theory, Vygotsky's sociocultural theory, Bronfenbrenner’s Ecological systems theory, and Kohlberg's moral development theory. The article concludes with some recommendations for parents and educators.
... It is in this context that a distinctive view from women scholars was needed. Thus, Carol Gilligan's (1982) In a Different Voice questioned the universal position Kohlberg (1981) took up. Noddings extended this work into a broad theory of ethics which for once did not exclude women's perspectives or the social structures of society which oriented girls and women toward others and caring, in contrast with boys and men, who are encouraged more to look outward. ...
... Here he contrasted methodical, "autonomous" thought with the apparently negative influences of internal fears, "passions," and sentimentality (Jackson 2007). Kant's contemporary legacy can be seen in the writings of Rawls (2000) and Kohlberg (1981), who both argued that the best kind of moral thinking is based upon principles derived from rational judgment, rather than by partial connections to others or emotional considerations. They relatedly observe how emotions such as love, anger, and fear can cloud judgment, potentially steering people toward immoral and unethical practices, such as corrupt favoritism to family members and complacency with a non-thinking but emotionally pleasing way of life (Jackson 2021). ...
Schools and other forms of education and have significant impacts on people’s views about emotions and emotional experiences. This book helps students and educators to better understand emotions and their significance in social life and in education. It shows how we often take it for granted that certain emotions, such as happiness, are ‘positive’, while others are ‘negative’ and how personal characteristics such as gender, ethnicity, and race, can make an unfair difference when it comes to what emotions are expected or accepted. It also focuses on how emotions are understood as functional and as moral by different theoretical traditions, from psychology to philosophy. Written in an accessible format, the book encourages broad reflection on what emotions are and why they matter, in relation to the aims of education, what it means to be a good person, and equality and social justice.
... Two distinct viewpoints present contrasting viewpoints when examining the ethical distinctions between genders. Initially, the perspective of gender socialization (Gilligan, 1982;Kohlberg, 1984) attributes the observed gender differences to distinct gender orientations that develop during early socialization. Conversely, the structural perspective (Betz et al., 1989;Markham et al., 1985) argues that early socialization is eclipsed by the socialization into professional roles, making it unjustified to expect gender differences in viewpoints on ethical scenarios. ...
Last decade’s ethical leadership failures in business across the globe had severe ramifications, including bankruptcy for corporations that had previously been viewed as exemplary. Hence, ethical leadership has gained increased attention from both practitioners and researchers. In particular, the increased focus has been placed on ethical leadership perceptions in management settings. This paper presents empirical findings from a three-country experiment (N = 538) on the perceptions of ethical and unethical leadership, and how they interact with gender. Building on role congruity theory, we posit that female leaders encounter more severe criticism for unethical leadership compared to male leaders, but they also garner greater positive reactions for ethical leadership. We also hypothesize the existence of national differences in ethical leadership perceptions. Our results indicate that the rater’s perceptions are influenced by the gender of the leader they are rating and by ethical leadership. The rater’s gender, however, does not affect the evaluation of male and female leaders in the cultures examined. We have also found national differences among perceptions of ethical leadership, in line with the Corruption Perception Index. We further explore the consequences of these results for theoretical and practical applications in this paper and propose directions for future research.
... Piaget (1976) established the dynamic cognitive leaps children make from birth to adolescence, which has influenced primary education ever since. Kohlberg (1981) took Piaget's model a step forward, elucidating how our moral and ethical values increase in sophistication over time. Erikson (1968) labeled the essential tensions that define stages across the life span. ...
Inequities still exist in today's society, and this book advances awareness, an equitable mindset, and transformative change toward the goal of eliminating inequities and promoting inclusiveness and social justice.
Racialized inequity is injustice or unfairness and exists when prejudice or discrimination based on any aspect of difference precludes access of certain groups to the resources and benefits of society. This volume takes a new look at the psychology of inequity today. Have we progressed or regressed since the height of the civil rights movement of the 1960s?
Through an examination of the motivations and beliefs behind inequities and injustices, this text aims to answer this question and any others that a scholar or general reader interested in social inequities and multiculturalism may have. Chapters address the motives that sustain inequity and reflect on the beliefs and behaviors linked to implicit responses to threats of change and loss of privilege posed by the inclusion of "others."
... Wskaźnikami dojrzałości moralnej są treści odnoszące się do współżycia społecznego, do norm społecznych, wspólnotowych, jak np . w dylemacie "Czy Heinz ukradnie lekarstwo" (Kohlberg, 1984), gdzie można się zastanawiać, w jaki sposób kradzież może być użyteczna dla społeczeństwa . Jest to wyraźnie kolektywistyczna, wspólnotowa perspektywa etyczna, w której normy sprawiedliwości są kluczowe . ...
The study included teachers representing three ethical orientations: care orientation (T), justice orientation (S) and undefined orientation (N). The classification of the participants into groups was based on the result of the ethical orientation test by which they were tested. The reinforcement standard they used was then diagnosed: collectivist versus individualistic. Using the one-way ANOVA, reinforcement averages were compared. Group T and N participants were more likely to use an individualistic rather than collectivistic reinforcement standard in comparison to Group S participants.
... In our research on moral development, we have always preferred observational measures over self-reports. The Piaget-Kohlberg tradition used moral dilemmas triggering participants' moral choices and reasoning in order to measure stages of moral development (Kohlberg, 1984). Moral reflection would shape moral attitudes and promote moral behaviour. ...
... A good example of this was one student who said he stole medicine from an elderly poor couple (in the game!) and left them to die because it was only a game and didn't matter -this was at odds with most other students who said they returned the stolen medicine once they realised who owned it because they felt bad. This led to an interesting discussion of Kohlberg's (1984) theory of moral development. ...
Background: Digital games as technologies for teaching and learning are finding their way into schools with increasing frequency, raising questions about how teachers plan for their use. Aim: This paper utilises curriculum inquiry to explore the experiences of teachers designing curricula that centre digital games for play and study. Methods: We employ a memory work methodology to analyse four English teachers' reflections, emphasizing the value of reflecting on everyday actions to understand the complexity of professional lives and the situated nature of knowledge. Results: Our paper reveals that designing and implementing digital game-centred curricula is complex. The analysis of themes related to engaging with students' lifeworlds, planning for skills and knowledge, the challenges of play, and issues of access and equity, suggest use of technology for school learning is always inseparable from other phenomena, such as teaching methods, purposes, values and contexts. Conclusion: Those engaged in the design of game-centred curricula are in a constant state of negotiation which neither starts nor ends with the production of material artefacts. TWEET SYNOPSIS Designing digital game-centred curricula is complex work. We explore four teachers' experiences to examine the tensions that arise when digital games and school learning are brought together.
... Adapun, Dr. Lawrence Kohlberg, seorang psikolog perkembangan, mengembangkan teori tahapan perkembangan moral. Integritas siswa, menurut pandangan Kohlberg, mencakup tahap-tahap perkembangan moral seperti tindakan yang sesuai dengan hukum dan aturan, kepatuhan terhadap norma-norma sosial, dan akhirnya, tindakan yang didasarkan pada prinsip-prinsip moral yang tinggi (Kohlberg, 1984). ...
... In contrast, the conventional stage is thought to apply to most adolescents and adults. It is best understood as the term "conventional," which denotes conformance to societal norms (Kohlberg, 1981(Kohlberg, , 1987. Because of this, adults who are classed as post-conventional not only understand but also can discuss moral concerns, in contrast to children and adolescents who are classified as pre-conventional. ...
The textbooks significantly impact how children develop their moral and social values. In light of the student's social and moral development, the current study examines the content analysis of the grade V English textbook based on the Single National Curriculum (SNC). This study's major purpose is to analyze the Single National Curriculum Grade V English textbook, published by Afaq, for its emphasis on moral and social development. The descriptive research methodology is used for the study. The study explores possible answers to the research question: what factors of SNC's V-grade English textbook contribute to moral and social development? According to the current study, SNC's fifth-grade English textbook contains six key moral and social developmental values.
... Já no estágio dois, o moralmente correto é apresentado como algo ligado ao prazer e à satisfação das necessidades do agente. Trata-se de um estágio nitidamente egoísta, em que a moral é relativizada e o ato moral é interpretado como meio para realização de prazer pessoal, sendo que a igualdade e a reciprocidade emergem como "olho por olho e dente por dente".O nível convencional, segundo Colby eKohlberg (1984), é o predominante entre adultos e adolescentes norte-americanos.Biaggio (1975) demonstra que também é uma realidade que pode estar presente na maioria das sociedades, inclusive, a brasileira. No nível convencional, o terceiro estágio é conhecido como a moral do bom garoto, que necessita de aprovação social e ter relações interpessoais, sendo o comportamento moralmente aceito aquele que necessita da aprovação dos outros, numa moralidade de conformismo e estereótipos. ...
A gestão social é pautada por relações dialógicas, que podem ser aplicadas em diversos setores, sendo requerida na administração pública. Tem por princípio a participação coletiva e representativa na tomada de decisões. Seu exercício é dependente de pessoas que saibam trabalhar pelo bem coletivo e consigam estabelecer relações cooperativas necessárias às afirmações do debate público. Assim, é importante acoplar ao debate conceitual elementos que permitam compreender as condições individuais do ser humano, como seu desenvolvimento moral. Dessa forma, o trabalho tem por objetivo estabelecer uma discussão teórica sobre as contribuições da Psicologia de Piaget e Kohlberg ao termo e exercício da gestão social. Trata-se de um ensaio teórico que demonstra existência da estreita relação entre a personalidade individual de cada um e seu exercício nas tomadas de decisões políticas. Nesse sentido, tanto a participação nos ambientes pautados pela gestão social contribui para o desenvolvimento humano, quanto este último auxilia na prática da gestão social.
... Penguatan pendidikan karakter termasuk patriotisme harus dimulai sejak usia dini. Kohlberg (1983), mengemukakan empat tahap pendidikan karakter yang perlu dilakukan, yaitu: 1) tahap pembiasaan sebagai awal perkembangan karakter anak; 2) tahap pemahaman dan penalaran terhadap nilai, sikap, perilaku, dan karakter anak; 3) tahap penerapan berbagai perilaku dan tindakan anak dalam kenyataan sehari-hari; dan 4) tahap pemaknaan yaitu suatu tahap refleksi anak melalui penilaian terhadap seluruh sikap dan perilaku yang telah mereka pahami dan lakukan. Jika seluruh tahap ini telah dilalui, maka pengaruh pendidikan terhadap pembentukan karakter peserta didik akan berdampak secara berkelanjutan (sustainable). ...
The purpose of this study is to describe adolescent patriotism through strengthening early education in families in Taji Village, Jabung District, Malang Regency. This type of research is descriptive qualitative research. The research subjects are parents and adolescents in Taji Village, Jabung District, Malang Regency, and the object is patriotism and family attitudes. Methods of data collection using: observation, interviews and documentation, the validity of the data is done by triangulation of sources and methods. Data analysis techniques using qualitative analysis techniques consist of 4 steps, namely: data collection, data reduction, data display and data verification. The results of the study, based on field observations conducted from July 20-30 2020, found the following: the patriotism of teenagers in Taji Village, Jabung District, Malang Regency was low. This is shown by the many attitudes of teenagers who do not support efforts to build patriotism, including: letting teenagers do gambling, letting teenagers do liquor, allowing teenagers to fight, allowing vigilantism, letting teenagers violate village rules, letting the red and white flag fall, let their friends not respect the red and white flag and let their friends not put up the red and white flag on national days. The results of interviews with teenagers obtained information: their friends were gambling, drinking was their own business, allowing the vigilante so that the person concerned gave up, did not know anything about the meaning of patriotism, let the affairs of patriotism be the affairs of the army. The conclusion is that currently the attitude of youth patriotism is low, therefore efforts need to be made to strengthen, efforts to strengthen adolescent patriotism in Taji Village, Jabung District, Malang Regency, among others, are carried out through the family.
... Moral Foundations Theory (MFT) positions itself opposite to rational and monist models of morality, such as the Kohlbergian model of moral development (Kohlberg, 1969(Kohlberg, , 1984. Instead, MFT claims that our morality consists of a plurality of fundamental moral values 3 , the so-called moral foundations, which intuitively influence our decision-making. ...
Within the empirical study of moral decision making, people’s morality is often identified by measuring general moral values through a questionnaire, such as the Moral Foundations Questionnaire provided by Moral Foundations Theory (MFT). However, the success of these moral values in predicting people’s behaviour has been disappointing. The general and context-free manner in which such approaches measure moral values and people’s moral identity seems crucial in this respect. Yet, little research has been done into the underlying notion of self. This article aims to fill this gap. Taking a phenomenological approach and focusing on MFT, we examine the concept of moral self that MFT assumes and present an improved concept of moral self for the empirical study of morality. First, we show that MFT adopts an essentialist concept of moral self, consisting of stable moral traits. Then, we argue that such a notion is unable to grasp the dynamical and context sensitive aspects of the moral self. We submit that Ricoeur’s narrative notion of identity, a self that reinterprets itself in every decision situation through self-narrative, is a viable alternative since it is able to incorporate context sensitivity and change, while maintaining a persisting moral identity. Finally, we argue that this narrative concept of moral self implies measuring people’s morality in a more exploratory fashion within a delineated context.
... Piaget calls this accommodation. Kohlberg's (1983) ideas of moral development can also be assigned to this line of reasoning. ...
The analysis of social and economic phenomena has a long Gestalt-theoretical tradition but is currently seen rather as a niche subject. In this article, recent important approaches are presented that explicitly or implicitly refer to Gestalt-theoretical considerations. The particular relevance of narratives is pointed out. In addition, further analytical challenges are discussed.
... Es dable suponer que, si en alguna etapa de su formación hubieran recibido explicaciones sobre la índole de la judeofobia, habrían podido atenuar los prejuicios al respecto. Ello es así debido al carácter cognitivo de los prejuicios, aceptado especialmente a partir de los estudios de Lawrence Kohlberg en Harvard, que consideran los valores como variables pasibles de ser transmitidas a las nuevas generaciones a través de la educación (Kohlberg, 1984). ...
Los estereotipos de grupo son representaciones sociales en forma de ideas o creencias, y en ellos pueden sustentarse los odios de grupo. Uno de estos odios es el antisemitismo o judeofobia que, aunque su presencia es verificable, es escasamente abordado. La razón de esta escasez puede relacionarse con la complejidad del fenómeno. En general, en todos los estereotipos ocurre que, en la medida en que sean cognitivos, constituyen un campo fértil para la educación. A fin de detectar los estereotipos de grupo, la adolescencia es una edad apropiada, porque el juicio moral ya está formado, y tratarlos podría contribuir a la educación en valores durante esta etapa evolutiva. Se administró un cuestionario de autoinforme a 321 estudiantes de entre 16 y 18 años, en cuatro ciudades de tres países sudamericanos. Asimismo, se realizaron entrevistas a especialistas. Los estudiantes consultados no habían tenido contacto directo con judíos al momento del estudio. El objetivo de la gestión del cuestionario, basada en las premisas del Test de Asociación Implícita, fue obtener palabras asociadas a la voz “judío”. Los resultados indican que casi la mitad de los términos asociados tenían una connotación negativa, vinculada con la noción del dominio. La inclusión en el currículo escolar de algunas explicaciones de este fenómeno podrá ayudar a atenuarlo.
... Svensson (2015) refers to the "individual characteristic" of morality when discussing the potential interaction effect of morality and deterrence. This viewpoint connects with twentieth-century developmental psychologists such as Piaget (1932) and Kohlberg (1984) who theorized about stages of moral development. Further, under Moral Foundations Theory, "human morality is derived from or constrained by multiple innate mental systems, each shaped by a different evolutionary process" (Graham, Nosek, and Haidt 2012:5-6; see also Haidt 2012;Silver and Silver 2021). ...
Objectives
Criminological research increasingly aims to better understand criminal behavior in context. Recent advancements demonstrate how perceptions of legal sanction risk are anchored in reality and influence offending decisions. Yet research on extralegal considerations involving morality has not kept pace. Such research has downplayed situational moral dynamics in offending decisions. This study presents and tests a conceptual framework on personal and situational morality that features situational rather than decontextualized moral evaluations of crime opportunities. Enduring personal morality is captured with the concept of moral identity. Findings are presented on the interrelationship between situational inputs, moral evaluations, and moral identity.
Methods
Data are collected with a survey containing randomized experiments to a nationwide sample of respondents ( n = 502).
Findings
Situational moral evaluations of specific crime opportunities vary positively with the presence of circumstances conducive to rationalizing the misconduct. There is also some indication that rationalization processes are more pronounced for individuals with stronger moral identities.
Conclusions
Criminological research should more closely target situational moral dynamics to better understand crime decision-making.
... Este es el caso de Judith Gallatin y Joseph Adelson (1970) que estudiaron las construcciones de conocimiento sobre los derechos, o de Fred Greenstein (1977) y Adelson (1969), que indagaron aquello que conocen lxs niñxs sobre las leyes, considerando una serie de variables discriminadas y cuantificables, como el género de cada niñx, su clase social, nacionalidad, etc. Estxs autorxs recuperan la tradición constructivista piagetiana y reconocen la actividad cognitiva de los sujetos, quienes producen hipótesis originales sobre estas temáticas. Pero, a su vez, establecen una jerarquización según una mayor complejidad de los conocimientos infantiles en función del nivel operacional de los sujetos, postulando diferentes estadios o niveles cognitivos (Corona Caraveo y Fernández Poncela, 2000), en línea con la propuesta de Lawrence Kohlberg (1984) para el desarrollo moral de lxs niñxs. Como afirma Lenzi respecto de lo propuesto por Adelson, "se establecen cambios en las ideas según la edad (…) sin referirse a intervención alguna del contexto" (2014, p. 91), aunque la edad sea significada como un nivel de pensamiento y no como una edad cronológica. ...
... First, the structural approach Markham et al., 1985) claims that early socialization is overcome by socialization into occupational roles and that gender differences in views on ethical situations should not be expected. Second, the gender socialization approach (Gilligan, 1982;Kohlberg, 1984) tends to attribute the identified gender difference to different gender orientations that occurs through early socialization. We will look at each of these in turn. ...
Over the last decade, enabled by the ever-faster dissemination of information, customers have increasingly begun to scrutinize CEOs’ ethical leadership behavior. Although potentially hazardous for companies, this development also poses opportunities, with some CEOs managing to create a positive image of their organizations through ethical leadership. Extensive literature also suggests that perception of leadership is not only influenced by CEOs’ behavior but also by gender stereotypes. The present study seeks to accentuate the relevance of gender in the public perception of ethical and unethical leadership. In a survey experiment using a nationally representative sample (N=1055) from Iceland, one of the most egalitarian countries in the world, we find that male CEOs suffer more severe negative consequences for unethical behavior then female CEOs do. Additionally, our results suggest that female members of the public are more appreciative of ethical leadership than their male counterparts. These results underscore the importance of gender stereotypes and perceiver’s gender when examining ethical leadership perceptions and indicate that ethical leadership might possess some unique characteristics that set it apart from other leadership concepts. We conclude by discussing the implications of these findings for theory and practice and suggest avenues for further research.
... First, the structural approach Markham et al., 1985) claims that early socialization is overcome by socialization into occupational roles and that gender differences in views on ethical situations should not be expected. Second, the gender socialization approach (Gilligan, 1982;Kohlberg, 1984) tends to attribute the identified gender difference to different gender orientations that occurs through early socialization. We will look at each of these in turn. ...
Over the last decade, enabled by the ever-faster dissemination of information, customers have increasingly begun to scrutinize CEOs' ethical leadership behavior. Although potentially hazardous for companies, this development also poses opportunities, with some CEOs managing to create a positive image of their organizations through ethical leadership. Extensive literature also suggests that perception of leadership is not only influenced by CEOs' behavior but also by gender stereotypes. The present study seeks to accentuate the relevance of gender in the public perception of ethical and unethical leadership. In a survey experiment using a nationally representative sample (N=1055) from Iceland, one of the most egalitarian countries in the world, we find that male CEOs suffer more severe negative consequences for unethical behavior then female CEOs do. Additionally, our results suggest that female members of the public are more appreciative of ethical leadership than their male counterparts. These results underscore the importance of gender stereotypes and perceiver's gender when examining ethical leadership perceptions and indicate that ethical leadership might possess some unique characteristics that set it apart from other leadership concepts. We conclude by discussing the implications of these findings for theory and practice and suggest avenues for further research.
... As Kohlberg said, one's moral reasoning is the result of the interaction between the subject and the object in practice. Different from abstract scientific knowledge, morality cannot be measured without consideration of a person's character and the character can never be measured by how much knowledge he/she has (Colberg, 2004). Moral cognition cannot automatically generate moral capability, and people with profound moral knowledge are not necessarily noble. ...
... After elaborating upon how the classification of bad behavior is contingent on the adopted theoretical framework, the text will now discuss the different ethical theories which attempt to explain why people misbehave. There are various theories of unethical decision making -the most prominent being that of Kohlberg (1969Kohlberg ( , 1984 and Rest (1986). According to James (2015), the commonality between these theories is rationality, i.e., people are rational when making ethical judgement. ...
Why do people engage in bad behavior? Are people inherently evil? Is human nature inclined towards unethical behavior? Or are the causes of bad behavior external to the self? This paper employs an explanatory research design to provide descriptive explanations as to why people might engage in bad behavior by examining views from different disciplines such as philosophy, psychology, ethics, theology, and economics. The paper finds that people engage in bad behavior due to the duality of human nature, cognitive inefficiencies, psychological tendencies, bounded rationality, and having a poor regulatory focus. In summary, consensus is lacking among scholars within and across disciplines as to what constitutes bad behavior, as well as a lack of consensus as to why people might engage in such behavior – this in turn contributes to a lack of a theoretical framework which properly defines what constitutes bad behavior and how, and whether, it is quantifiable. Received: 30 August 2022 / Accepted: 14 October 2022 / Published: 5 November 2022
... Correctional and pedagogical work should encourage convicts serving long-term sentences to change their personality, prevent violence and aggression against representatives of the administration, other convicts and themselves, realize their guilt and repent on this basis, focus on their own spiritual and moral problems, develop a desire to compensate for the harm caused by their crime [17]. ...
Введение: статья посвящена изучению осмысленности жизни у осужденных, которые отбывают длительные сроки наказания в местах лишения свободы. Отношение к жизни следует рассматривать в качестве универсального субъектного образования, которое обеспечивает самоорганизацию человеческой активности в процессе жизнедеятельности. Цель: определить особенности осмысленности жизни у осужденных с длительными сроками наказания, дать рекомендации по коррекционно-воспитательной работе с данной категорией лиц. Методы: теоретический анализ литературы; методы синтеза и обобщения; тест смысложизненных ориентаций (методика СЖО) Д. А. Леонтьева. Результаты: осужденные, находящиеся в социальной изоляции более десяти лет, демонстрируют низкий интерес к жизни, ее меньшую эмоциональную насыщенность, недостаточность жизненных целей, отсутствие временной перспективы (целей на будущее). Жизнь ими воспринимается недостаточно интересной, не наполненной смыслом. Прожитый отрезок не в полной мере осмыслен испытуемыми, отмечаются недостаточность самореализации, ощущение неуправляемости жизни. Выявленные особенности необходимо принимать во внимание при организации коррекционно-воспитательной работы с осужденными к длительным срокам лишения свободы. Выводы: при определении направления коррекционно-воспитательной работы с осужденными данной категории важно учитывать особенности их отношения к жизни, ориентировать их на исправление, осознание вины, сосредоточение на духовных и нравственных проблемах, предупреждать агрессию с их стороны.
Introduction: the article describes features of meaningfulness of life of convicts serving long-term sentences in places of deprivation of liberty. An attitude to life should be considered as a universal subjective formation that ensures selforganization of human activity in the process of their life. Purpose: to determine features of meaningfulness of life of convicts serving long-term sentences, give recommendations on correctional and educational work with this category of offenders. Methods: theoretical analysis of literature; methods of synthesis and generalization; life orientations test by D.A. Leont’ev. Results: convicts who have been in social isolation for more than 10 years demonstrate a lower interest in life and less emotional intensity and lack life aspirations and goals; the time perspective is not indicated. They perceive life as uninteresting and insufficiently filled with meaning. At the same time, the time passed is not fully comprehended, they cannot realize themselves, they are dissatisfied with their life and do not feel that they can manage it. The revealed features of meaningfulness of life of convicts serving long-term sentences supplement characteristics of persons in this category and this should be taken into account when organizing correctional and educational work with them in places of deprivation of liberty. Conclusions: when determining the direction of correctional and educational work with convicts of this category, it is important to take into account the specifics of their attitude to life and direct them to correction, preventing aggression in their behavior. At the same time, it is important for convicts to realize their guilt, focus on their own spiritual and moral problems, and develop a desire to compensate for the harm they have caused. To do this, it is necessary to establish cooperation with convicts based on the in-depth study of life, personality and needs.
... Kohlberg proposed that the development of human morality proceeds through Pre-conventional (stages 1 and 2), Conventional (stages 3 and 4), and Post-Conventional (stages 5 and 6) levels of reasoning, with each of these levels being composed of two stages, thus making a total of six stages (Kohlberg, 1958(Kohlberg, , 1981(Kohlberg, , 1984Turiel, 1966;Rest et al., 1969;Lapsley, 1992). According to Kohlberg, most children have a pre-conventional morality, most adults have a conventional one, and only 20 to 25% of the adult population attains the post-conventional level (Kohlberg, 1974). ...
The growth of urban violence in Brazil, as in other countries, has led citizens to demand more severe and punitive measures to solve the problem of juvenile crime. One motion submitted to the Brazilian parliament, for instance, proposes to reduce the age of penal majority (APM) from 18 to 16 years. Our hypothesis is that popular opinions about this proposal are largely constrained by construal levels and psychological distance. Accordingly, we expect that the knowledge and proximity to the circumstances associated with juvenile transgression will influence opinions about the proposal. To test this hypothesis, we evaluated how opinion against or for the proposal can be explained by psychological distance and moral development theory. We studied two samples, composed of people who do not have a deep experience with the subject (passersby in a public square (N = 77) and workers from a juvenile justice court (N = 157). After collecting socio-demographic information from the subjects and their answer to moral dilemmas, the data was subjected to a multivariate analysis by multimodal logistic regression for socio-demographic characteristics, Kohlberg moral stages, and opinion on the reduction of APM (agree, indifferent, and disagree) as dependent variables. Our findings suggest that 1) opinion about the APM depends on psychological distance and 2) socioeconomic variables may influence the average construal level of adolescent transgressors in the public’s perspective.
... He asserts that, sometimes even an unsatisfactory and unimaginative syllabus can be made interesting and significant by the gifted teacher who does not focus his mind on the subject matter to be taught or the information to be imparted but on his studentstheir interest and aptitudes, their reaction and response [2]. He or she judges the success of his or her lesson not by the amount of matter covered but by the understanding the appreciation and the efficiency achieved by students [3,4]. In this work, the life theme approach, existential approach, as well as the value clarification approach to the teaching of Religious and Moral Education have been elaborated on in addressing teachers' pedagogical knowledge in teaching RME. ...
This study aimed to examine the pedagogical knowledge base of Religious and Moral Education teachers in assessing students’ academic performance. The research design used for this study was the correlational research design. 159 basic schools were selected to participate in the study. The population of the study comprised Religious and Moral Education (RME) teachers and second-year students in basic schools in the Komenda Edina Eguafo Abirem Municipality in the Central Region of Ghana. Purposive and random sampling techniques were used to select basic schools, Religious and Moral Education (RME) teachers, and students for the study. In all one hundred and seventy-five (175) RME teachers and three hundred and fifty-seven (357) students were selected for the study. The main instruments employed in the study were questionnaires and observation. The data was analysed through the computation of frequencies, percentages, mean of means distributions, and the calculation of correlation coefficient. Pearson’s Correlational Coefficient was used to describe the linear relationship between each of the variables. This was done with the use of computer software called Statistical Product for Service Solutions (SPSS). The study concluded that teachers possessed adequate knowledge about the use of pedagogy or instructional methods when it comes to the teaching of RME. However, as observed, teachers use of the existential approach and the life theme approach only, and, teachers did not make use of the concept cracking approach to teaching RME probably because they lacked adequate information about how to use them. It is recommended that the Ministry of Education, Ghana Education Service, and the National Council for Curriculum and Assessment should organise in-service training for teachers to be abreast with some of these contemporary pedagogies for the teaching of RME in Basic Schools and also make modules available for use at the Colleges of Education to train our upcoming teachers at the Basic Schools.
... Conscious reasoning involving moral values and moral principles is thereby virtually excluded from having any direct influence on moral judgment (Haidt, 2001). Rationalists give a more prominent place to the process of conscious reasoning in forming moral judgment, featuring moral values and moral principles (Kohlberg, 1984;Rest, 1986;Kasachkoff and Saltzstein, 2008;Kennett and Fine, 2009). ...
Within moral psychology, theories focusing on the conceptualization and empirical measurement of people’s morality in terms of general moral values –such as Moral Foundation Theory- (implicitly) assume general moral values to be relevant concepts for the explanation and prediction of behavior in everyday life. However, a solid theoretical and empirical foundation for this idea remains work in progress. In this study we explore this relationship between general moral values and daily life behavior through a conceptual analysis and an empirical study. Our conceptual analysis of the moral value-moral behavior relationship suggests that the effect of a generally endorsed moral value on moral behavior is highly context dependent. It requires the manifestation of several phases of moral decision-making, each influenced by many contextual factors. We expect that this renders the empirical relationship between generic moral values and people’s concrete moral behavior indeterminate. Subsequently, we empirically investigate this relationship in three different studies. We relate two different measures of general moral values -the Moral Foundation Questionnaire and the Morality As Cooperation Questionnaire- to a broad set of self-reported morally relevant daily life behaviors (including adherence to COVID-19 measures and participation in voluntary work). Our empirical results are in line with the expectations derived from our conceptual analysis: the considered general moral values are poor predictors of the selected daily life behaviors. Furthermore, moral values that were tailored to the specific context of the behavior showed to be somewhat stronger predictors. Together with the insights derived from our conceptual analysis, this indicates the relevance of the contextual nature of moral decision-making as a possible explanation for the poor predictive value of general moral values. Our findings suggest that the investigation of morality’s influence on behavior by expressing and measuring it in terms of general moral values may need revision.
Dieses Buch widmet sich dem jahrtausendealten Mysterium des Altruismus, bei dem Menschen das Wohl anderer über ihre eigenen Interessen stellen. Es untersucht die Vielfalt dieses Phänomens, von kleinen Freundlichkeiten bis zu heroischen Taten, und erforscht seine Auswirkungen auf das tägliche Leben und die soziale Ordnung. Leser werden dazu ermutigt, aktiv über die Bedeutung von Altruismus nachzudenken und moralische Fragen zu diskutieren. Angesichts der zunehmenden Individualisierung der Gesellschaft bietet Altruismus einen Ansatzpunkt für Solidarität und Gemeinschaft. Die interdisziplinäre Herangehensweise trägt zur aktuellen Forschung bei, indem sie die Verbindung zwischen individuellen Motiven und gesellschaftlichen Strukturen beleuchtet und Altruismus als integralen Bestandteil der menschlichen Natur und als Schlüssel für die Zukunftsfähigkeit der Gesellschaften darstellt.
Why educate? This question has been considered throughout history and around the world. Many reasons and rationales have been proposed. Some are overlapping, while others are competing. Considering why to educate is important for considering how to educate: that is, what policies, curriculum, and pedagogy to use, in relation to purposes. This chapter discusses some of the major frameworks underpinning various educational practices that have taken place historically and today. The aim is to elaborate ethical frameworks as they relate to justifications for educational practices, before giving some examples to clarify and demonstrate how choices among frameworks make a difference in relation to practice. Additionally, the chapter considers some of the noteworthy limitations of each.
Using descriptive-correlational method, the study aimed to determine the perception of faculty, prospective teachers and stakeholders on the Moral Intelligence (MI) of faculty and prospective teachers of PNU-North Luzon. Subjects and participants of the study were 34 faculty members, 142 graduating students and 174 stakeholders.The analysis of data gathered through a questionnaire showed the differences in perception among the participant. While faculty self-report MI is high, prospective teachers' self-report MI average. Stakeholder perceived faculty MI is high and average for that of prospective teachers. The findings have practical significance for the moral development of teachers in that they verify the moral virtues in action, and provide PNU-North Luzon faculty with a foundation for leadership and moral intelligence development program. Moreover, the research offers a functional view of what direction educators, teachers and prospective teachers (graduates) can take in deliberately fostering moral intelligence in-service and pre-service.
Moral identity theorists argue that moral action is explained by the centrality of moral values to a person’s identity. Moral identity theorists refer to moral integration as both the process by which moral values become central to a person’s identity and the state an individual is in when a given moral value is central to their identity. While moral identity theorists appeal to autobiographical narratives to determine the state of moral integration in an individual, they have little to say about the role of autobiographical narratives in articulating the process of moral integration. The aim of this paper is to argue that appealing to autobiographical narratives supports the view that moral integration is a learning process the outcome of which is the acquisition of an understanding of moral concepts that is exercised in moral deliberation. Since moral identity theorists argue that moral integration is empirically correlated to a sustained commitment to moral action, the upshot of the argument of this paper is an account that elucidates the relationship between moral identity, moral action and moral deliberation.
One of the aims of Christian schools in Indonesia is to educate and shape students to have character and conduct in line with the teachings of Christ. However, the actual situation in the field does not seem to reflect the "fruits" of Christian education. Therefore, Christian school programs need further examination, including counseling programs, worship strategies, and their impact on the quality of students. This research aims to investigate the relationship between counseling, worship strategies, and student quality at SMP Kristen Tunas Bangsa, Gading Serpong. The study employs a quantitative approach with a survey method. Data collected are primary data gathered through questionnaire responses from participants. The results indicate a significant correlation between counseling and student quality, as well as between worship strategies and student quality. This emphasizes the importance of the roles of counseling and worship strategies in shaping the character and quality of students in line with Christian values. This research provides a significant contribution to understanding the relationship between counseling, worship strategies, and student quality at SMP Kristen Tunas Bangsa, Gading Serpong. Salah satu tujuan dari adanya Sekolah kristen di Indonesia adalah untuk mendidik dan membentuk peserta didik agar memiliki karakter dan perbuatan sesuai dengan ajaran Kristus. Namun, yang terjadi di lapangan sama sekali tidak menunjukkan adanya “buah” dari pembelajaran dan didikan Kristen tersebut. Dengan demikian, program sekolah Kristen haruslah diteliti lebih lanjut baik dari program konseling, program ibadah, serta pengaruhnya terhadap kualitas Peserta Didik. Penelitian ini bertujuan untuk menyelidiki hubungan antara bimbingan konseling, strategi ibadah, dan kualitas peserta didik di Sekolah Menengah Pertama Kristen Tunas Bangsa, Gading Serpong. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. Data yang dikumpulkan berupa data primer melalui pengisian kuesioner oleh responden. Hasil penelitian ini menunjukkan bahwa terdapat hubungan yang signifikan antara bimbingan konseling dan kualitas peserta didik, serta antara strategi ibadah dan kualitas peserta didik. Dengan demikian, hal ini menunjukkan pentingnya peran bimbingan konseling dan strategi ibadah dalam membentuk karakter dan kualitas peserta didik yang sesuai dengan nilai-nilai Kristen. Penelitian ini memberikan kontribusi penting dalam pemahaman mengenai hubungan antara bimbingan konseling, strategi ibadah, dan kualitas peserta didik di Sekolah Menengah Pertama Kristen Tunas Bangsa, Gading Serpong.
Prezentowany podręcznik zawiera dane o podstawach teoretycznych oraz właściwościach psychometrycznych trzech kwestionariuszy do pomiaru samorealizacji. Jest to także raport z prac empirycznych, będących podstawą tych kwestionariuszy, które były prowadzone od 1990 do 2022 roku. Pierwsza wersja narzędzia (Krótki Kwestionariusz Samorealizacji – KKS) była oparta na teorii syndromu samorealizacji Abrahama Maslowa i została opublikowana w 1991 roku. Od tego momentu nieprzerwanie prowadzono badania za pomocą KKS. Część ich wyników stała się podstawą do rewizji psychometrycznej narzędzia, która w 2022 roku doprowadziła do nieznacznej korekty kwestionariusza (KKS-22), nie zaburzając struktury jego wskaźników. Fakt ten zbiegł się z zakończeniem prac nad nowym kwestionariuszem do badania stylów samorealizacji (KSS-22), który pozwala zdiagnozować styl skoncentrowany na: akceptacji siebie, akceptacji innych, rozwiązywaniu konfliktów wewnętrznych, rozwiązywaniu konfliktów społecznych. Podręcznik opisuje także jego podstawy teoretyczne oraz właściwości psychometryczne i zawiera arkusze z kluczami do obliczania wyników.
This study (N = 491) examined how hedonic orientation (prioritizing pleasure, comfort/painlessness) and eudaimonic orientation (prioritizing authenticity, excellence, growth) relate to behaviours that help or hinder others and to willingness to help others in different situations. We found that eudaimonic orientation related positively to helping others and negatively to hindering others, whereas hedonic orientation related positively to hindering others. Differences were found across helping situations such that eudaimonic orientation related to willingness to help others even when the results are in the future, the recipient cannot be seen, and the helping is personally costly, whereas hedonic orientation related to a preference to help others when the results are immediate, the recipient can be seen, and the helping is not personally costly. These findings support a characterization of eudaimonia as a focus on long-term, abstract, and big-picture concerns, and hedonia as a focus on immediate, concrete, and self-focused concerns.
This paper studies the impact of local religiosity on analyst forecast accuracy. Using the level of religious adherence as a proxy for religiosity in firm headquarter states, we find that analyst forecasts are more accurate for firms located in areas with stronger religious social norms. Our finding is robust to the inclusion of analyst and regional characteristics, firm, industry, and state fixed effects, controlling for earnings quality and audit quality, 2SLS-instrumental variable estimation, propensity score matching analysis, and a difference-in-difference test using firm headquarter relocations as a quasi-natural experiment. We further document a novel finding that religiosity has an “accentuating effect” on analyst forecast accuracy: religion can make a good thing better. Specifically, we find that local religiosity has a more pronounced positive effect on firms issuing management guidance, firms with better internal governance, better external monitoring, and having fewer agency problems. We also find the positive religiosity-forecast accuracy relation to be more pronounced for managers with greater tournament incentives and for analysts with more years of experience covering a specific firm. Finally, we find that analyst forecast revisions for firms in more religious areas have higher information content. Overall, our study shows that religiosity enhances the accuracy and information content of analyst forecasts.
Cette recherche a pour objectif d'apporter un éclairage différent aux approches courantes aux sciences humaines sur la question des variables liées à la violence scolaire au cours de l'adolescence. Le principal questionnement a porté sur l'existence d'un lien chez les élèves scolarisés entre l'évolution de leurs représentations de la violence et celles de leurs tendances agressives. 332 élèves en classes de sixième, quatrième et seconde ont participé à cette recherche. Ils ont complété un questionnaire d'agressivité et un questionnaire destiné à recueillir leurs théories naïves par rapport à la violence. On observe une diminution des scores d'agressivité en fonction de l'avancement des adolescents vers l'âge adulte. Sur la même période, on observe aussi une modification des représentations sociales de la violence ce qui suggère une liaison entre ces deux variables. Toutefois les représentations de la violence sont en interaction avec l'âge et le sexe des élèves. Le décalage entre représentations de la violence partagées par les élèves et celles partagées par les enseignants est discuté. MOTS-CLÉS Représentations sociales, violence à l'école, adolescence. 2 Actualité de la Recherche en Education et en Formation, Strasbourg 2007
ABSTRACT
The rapid developments in biotechnology and its implications raise moral dilemmas for individuals and society. Therefore, bioethics education at all levels is necessary. Science teachers should inculcate moral values and ethics among students. However, studies on various aspects of curriculum-oriented moral education remain lacking, despitethe growing focus on the prosocial and moral development of students. Moreover, most existing studies have not evaluated the effectiveness of moral education curricula in terms of both students’ learning experiences and their learning results. In this light, the present study examined the growth of students’ moral reasoning on the moral dilemmas of modern biotechnology applications. A total of 206 high school students participated in the study. They were randomly assigned to a bioethical enrichment module (n1 = 87) and an ordinary case-based module(n2 = 119). We compared the mean of moral reasoning scores before and after implementing the interventions between the two groups. The results showed that the means of the intervention group were higher than those of the ordinary group. Our intervention which integrated not only SSI-based teaching but also synthesized essential features of teaching bioethics explicitly could improve students’ moral reasoning scores.The pedagogical implications were also discussed.
This work examines ReThinking Character Building Education Among School Youths In Resolving Social Problems In Nigeria, as it looks at the changing dynamics of values, ideologies and life vocation as it affects human thinking and character building, leading to character confusion among youths in Nigeria. This problem is said to have been traced to the 1960s when teachers begin their knowledge transmission to teaching and learning only for school achievement, void of social stratification. Giving this, the character building education among school youths which used to serve as a panacea to shaping youths social and moral life, as its stipulated in certification of various kinds "character and learning" has become only learning, being the major requirement for graduation. Giving this premises, the researcher analyze the following: Teaching for Effective Character Education,Approaches to Character Education in School, Eleven Principles of Quality Character Education, Character Building Education, and Strategies to Resolve Social Problems among Youths in Nigerian Schools. The researcher concludes that, Educational values can only be appreciated in any society, if specific efforts which cut across race, age, priority, educational level religion and knowledge of the 'core elements of values are being taught. The work among others recommend that school, families, religious organizations, communities and government/non-government organization, should plan to teach and live by example so that, the young ones access the 'absolutes' with regards to character building education for all.
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