David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Journal of Moral Education 16 (3):226-239 (1987)
Abstract This paper explores the epistemological dimensions in the thinking of adolescent girls. Using two different kinds of data ?? (1) typical constructions of moral conflicts reported by adolescent girls that reveal either a justice or care (response) focus; and (2) girls? responses to a story completion exercise ?? this paper identifies epistemological perspectives in girls? thinking that link ideas of self, knowing and morality. An hypothesized model of ?learner's interests and goals? and ?approaches to knowing? related to these conceptions of self and morality is presented and implications for teaching are discussed
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References found in this work BETA
Jean Piaget (1933). The Moral Judgement of the Child. Philosophy 8 (31):373-374.
Carol Gilligan (1986). In a Different Voice: Psychological Theory and Women's Development. The Personalist Forum 2 (2):150-152.
Citations of this work BETA
G. J. Vreeke (1991). Gilligan on Justice and Care: Two Interpretations. Journal of Moral Education 20 (1):33-46.
Deborah J. Tippins, Kenneth G. Tobin & Karl Hook (1993). Ethical Decisions at the Heart of Teaching: Making Sense From a Constructivist Perspective. Journal of Moral Education 22 (3):221-240.
R. Linn & S. Breslerman (1996). Women in Conflict: On the Moral Knowledge of Daughters‐in‐Law and Mothers‐in‐Law. Journal of Moral Education 25 (3):291-307.
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