David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Journal of Moral Education 31 (3):225-245 (2002)
This article traces the history of the Minnesota approach to moral judgement research. It is claimed that this history can be subdivided into four phases, each one associated with a different goal and theoretical consideration. Attention is also given to the issues motivating the different research goals as well as highlights of the outcomes of this work. It is concluded that the Minnesota approach has been a progressive force in the field, promoting change in both theory and measurement and also serving as a stabilising force by reaffirming Kohlberg's basic view that moral judgements are both cognitive and developmental
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References found in this work BETA
Tom L. Beauchamp (2009). Principles of Biomedical Ethics. Oxford University Press.
James R. Rest & Darcia Narváez (eds.) (1994). Moral Development in the Professions: Psychology and Applied Ethics. L. Erlbaum Associates.
Citations of this work BETA
Kenneth Williams (2010). An Assessment of Moral and Character Education in Initial Entry Training (IET). Journal of Military Ethics 9 (1):41-56.
W. Pitt Derryberry, Kristy Jones, Frederick Grieve & Brian Barger (2007). Assessing the Relationship Among Defining Issues Test Scores and Crystallised and Fluid Intellectual Indices. Journal of Moral Education 36 (4):475-496.
Terri Lee Robinett (2008). A Comparison of Moral Reasoning Stages Using a Model of Hierarchical Complexity. World Futures 64 (5 - 7):468 – 479.
Howard J. Curzer (2014). Tweaking the Four-Component Model. Journal of Moral Education 43 (1):104-123.
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