Search results for 'Moral development' (try it on Scholar)

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  1.  80
    James R. Rest & Darcia Narváez (eds.) (1994). Moral Development in the Professions: Psychology and Applied Ethics. L. Erlbaum Associates.
    Every year in this country, some 10,000 college and university courses are taught in applied ethics. And many professional organizations now have their own codes of ethics. Yet social science has had little impact upon applied ethics. This book promises to change that trend by illustrating how social science can make a contribution to applied ethics. The text reports psychological studies relevant to applied ethics for many professionals, including accountants, college students and teachers, counselors, dentists, doctors, journalists, nurses, school teachers, (...)
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  2.  87
    Maureen L. Ambrose, Anke Arnaud & Marshall Schminke (2008). Individual Moral Development and Ethical Climate: The Influence of Person–Organization Fit on Job Attitudes. [REVIEW] Journal of Business Ethics 77 (3):323 - 333.
    This research examines how the fit between employees moral development and the ethical work climate of their organization affects employee attitudes. Person-organization fit was assessed by matching individuals' level of cognitive moral development with the ethical climate of their organization. The influence of P-O fit on employee attitudes was assessed using a sample of 304 individuals from 73 organizations. In general, the findings support our predictions that fit between personal and organizational ethics is related to higher (...)
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  3.  10
    Neal M. Ashkanasy, Carolyn A. Windsor & Linda K. Treviño (2006). Bad Apples in Bad Barrels Revisited: Cognitive Moral Development, Just World Beliefs, Rewards, and Ethical Decision-Making. Business Ethics Quarterly 16 (4):449-474.
    Abstract: In this study, we test the interactive effect on ethical decision-making of (1) personal characteristics, and (2) personal expectancies based on perceptions of organizational rewards and punishments. Personal characteristics studied were cognitive moral development and belief in a just world. Using an in-basket simulation, we found that exposure to reward system information influenced managers’ outcome expectancies. Further, outcome expectancies and belief in a just world interacted with managers’ cognitive moral development to influence managers’ ethical decision-making. (...)
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  4.  21
    Beverly Kracher, Abha Chatterjee & Arlene R. Lundquist (2002). Factors Related to the Cognitive Moral Development of Business Students and Business Professionals in India and the United States: Nationality, Education, Sex and Gender. [REVIEW] Journal of Business Ethics 35 (4):255-268.
    This research focuses on the similarities and differences in the cognitive moral development of business professionals and graduate business students in two countries, India and the United States. Factors that potentially influence cognitive moral development, namely, culture, education, sex and gender are analyzed and discussed. Implications for ethics education in graduate business schools and professional associations are considered. Future research on the cognitive moral development of graduate business students and business professionals is recommended.
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  5.  19
    George Izzo (2000). Compulsory Ethics Education and the Cognitive Moral Development of Salespeople: A Quasi-Experimental Assessment. [REVIEW] Journal of Business Ethics 28 (3):223 - 241.
    This study investigated several basic research questions suggesting a positive relationship between education and cognitive moral development. More specifically, these research questions examined the relationship between government mandated ethics education and cognitive moral development by testing the efficacy of a compulsory ethics intervention. Kohlberg's (1969, 1984) Cognitive Moral Development Theory was applied to test the efficacy of compulsory ethics education on the moral development of real estate salespeople used comparative statistical measures of (...)
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  6. Susanne Bobzien (2006). Moral Responsibility and Moral Development in Epicurus’ Philosophy. In B. Reis & S. Haffmans (eds.), The Virtuous Life in Greek Ethics. CUP
    ABSTRACT: 1. This paper argues that Epicurus had a notion of moral responsibility based on the agent’s causal responsibility, as opposed to the agent’s ability to act or choose otherwise; that Epicurus considered it a necessary condition for praising or blaming an agent for an action, that it was the agent and not something else that brought the action about. Thus, the central question of moral responsibility was whether the agent was the, or a, cause of the action, (...)
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  7.  21
    Einar Marnburg (2001). The Questionable Use of Moral Development Theory in Studies of Business Ethics: Discussion and Empirical Findings. [REVIEW] Journal of Business Ethics 32 (4):275 - 283.
    The topic of the article is how moral development theory can enlighten the understanding of ethical behaviour in business. It discusses previous research on the subject, and reports an empirical study of academics (engineers and business economists with a master degree) working in the private sector in Norway.Moral development theory is based on a long research tradition, and many researchers within business ethics have assumed the importance of moral reasoning in business environments. However, the truth (...)
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  8.  21
    Chiharu Ishida (2006). How Do Scores of DIT and MJT Differ? A Critical Assessment of the Use of Alternative Moral Development Scales in Studies of Business Ethics. Journal of Business Ethics 67 (1):63 - 74.
    The construct of Cognitive Moral Development (CMD) has drawn much attention in the study of business ethics for over two decades. The Defining Issues Test (DIT) has made a significant contribution to the literature as an easy-to-administer CMD instrument, and the Moral Judgment Test (MJT), an alternative scale, has also been used widely especially in Europe. The two scales differ in their approaches to measuring CMD, focusing on stage preference (DIT) and stage consistency (MJT), yet empirical comparisons (...)
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  9.  46
    Aleksey Martynov (2009). Agents or Stewards? Linking Managerial Behavior and Moral Development. Journal of Business Ethics 90 (2):239 - 249.
    The goal of this paper is to connect managerial behavior on the “agent-steward” scale to managerial moral development and motivation. I introduce agent- and steward-like behavior: the former is self-serving while the latter is others-serving. I suggest that managerial moral development and motivation may be two of the factors that may predict the tendency of managers to behave in a self-serving way (like agents) or to serve the interests of the organization (like stewards). Managers at low (...)
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  10. Pauline Kleingeld (1999). Kant, History, and the Idea of Moral Development. History of Philosophy Quarterly 16 (1):59-80.
    I examine the consistency of Kant's notion of moral progress as found in his philosophy of history. To many commentators, Kant's very idea of moral development has seemed inconsistent with basic tenets of his critical philosophy. This idea has seemed incompatible with his claims that the moral law is unconditionally and universally valid, that moral agency is noumenal and atemporal, and that all humans are equally free. Against these charges, I argue not only that Kant's (...)
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  11.  11
    C. Janie Chang & Sin-Hui Yen (2007). The Effects of Moral Development and Adverse Selection Conditions on Managers' Project Continuance Decisions: A Study in the Pacific-Rim Region. [REVIEW] Journal of Business Ethics 76 (3):347 - 360.
    According to agency theory, agents base their economic decisions on self-interests when adverse selection conditions exist. However, cognitive moral development theory predicts that ethics/morals may influence decision-makers not to behave egoistically. Rutledge and Karim (1999; Accounting, Organizations and Society 24(2), 173–184) find both the moral reasoning level of the managers and an adverse selection condition affect a manager’s project evaluation decisions significantly. Since prior studies have shown that national␣culture might influence the application of agency theory in project (...)
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  12.  72
    Andreas Vakirtzis (2013). Aristotle's Philia and Moral Development. Philosophical Inquiry 37 (1-2):49-65.
    Several scholars argue that Aristotle's character friendship occurs only between completely virtuous moral agents. Oppositely, others seem to be more skeptical about such an interpretation. Especially John Cooper (1980) has given to us an original and creative understanding of the matter at hand. Particularly, he argues that not only the completely virtuous agents can engage in virtuous friendship; less morally developed agents can do so as well. The key advantage of Cooper’s account is that it allows agents of unequal (...)
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  13.  12
    Beverly Kracher & Robert P. Marble (2008). The Significance of Gender in Predicting the Cognitive Moral Development of Business Practitioners Using the Sociomoral Reflection Objective Measure. Journal of Business Ethics 78 (4):503 - 526.
    This study constitutes a contribution to the discussion about moral reasoning in business. Kohlberg’s (1971, in Cognitive Development and Epistemology (Academic Press, New York), 1976, in Moral Development and Behavior: Theory and Research and Social Issues (Holt, Rienhart and Winston, New York)) cognitive moral development (CMD) theory is one explanation of moral reasoning. One unresolved debate on the topic of CMD is the charge that Kohlbergian-type CMD theory is gender biased. This research puts (...)
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  14.  18
    Jerry Paul Sheppard & Marnie Young (2007). The Routes of Moral Development and the Impact of Exposure to the Milgram Obedience Study. Journal of Business Ethics 75 (4):315 - 333.
    This article examines how business students route themselves through the process of cognitive moral development (CMD) to arrive at a more autonomous level of CMD when there is an impetus to do so. In this study, two groups were given Rest’s Defining Issues Test; half the test 1 week and half three weeks later. In between, one group viewed a film of Milgram’s obedience study as a stimulus towards a more autonomous level of CMD. The results of the (...)
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  15.  28
    Bahtışen Kavak, Eda Gürel, Canan Eryiğit & Öznur Özkan Tektaş (2009). Examining the Effects of Moral Development Level, Self-Concept, and Self-Monitoring on Consumers' Ethical Attitudes. Journal of Business Ethics 88 (1):115 - 135.
    This study investigates the possible effects of self-concept, self-monitoring, and moral development level on dimensions of consumers' ethical attitudes. "Actively benefiting from illegal activities," "actively benefiting from deceptive practices," and "no harm/no foul 1—2" are defined by factor analysis as four dimensions of Turkish consumers' ethical attitudes. Logistic regression analysis is applied to data collected from 516 Turkish households. Results indicate that self-monitoring and moral development level predicted consumer ethics in relation to "actively benefiting from questionable (...)
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  16.  2
    Paula Satne (forthcoming). Forgiveness and Moral Development. Philosophia:1-27.
    Forgiveness is clearly an important aspect of our moral lives, yet surprisingly Kant, one of the most important authors in the history of Western ethics, seems to have very little to say about it. Some authors explain this omission by noting that forgiveness sits uncomfortably in Kant’s moral thought: forgiveness seems to have an ineluctably ‘elective’ aspect which makes it to a certain extent arbitrary; thus it stands in tension with Kant’s claim that agents are autonomous beings, capable (...)
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  17. Paul Formosa (2011). From Discipline to Autonomy: Kant's Theory of Moral Development. In Klas Roth & Chris W. Surprenant (eds.), Kant and Education: Interpretations and Commentary. Routledge 163--176.
    Issues surrounding moral development and education form one of the major themes of Kant’s philosophical output. But Kant’s keen interest in this area seems to raise a number of significant tensions in his work. These tensions arise because, depending on which strand of thought we focus on, education and development seem either essential or superfluous for morality. We shall examine two versions of this tension here, which I shall call the knowledge and revolution tensions. The knowledge tension (...)
     
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  18.  3
    Steven A. Wygant (1995). Rationality, Possibility and Difference as Bases of Moral Development. Journal of Theoretical and Philosophical Psychology 15 (1):58-71.
    Discusses the bases of moral development, based on a review of relevant literature. L. Kohlberg's cognitive structural theory of moral development prescribes abstract egalitarianism as the ideal form of moral reasoning. It is argued that this conceptualization represents an overly modernist, individualist reading of Platonic moral philosophy. H. G. Gadamer , in contrast, sees Plato teaching that virtue is learned implicitly, through exemplifying a virtuous person. Belief that virtue must be justified rationally leads to (...)
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  19.  4
    Shanda Traiser & Myron A. Eighmy (2011). Moral Development and Narcissism of Private and Public University Business Students. Journal of Business Ethics 99 (3):325 - 334.
    In this study, researchers examined the assumption that senior-level undergraduate students from private colleges universities possess higher levels of moral and ethical development than students from public institutions. In addition, the researchers sought to determine (a) if there was a relationship between narcissistic personality traits and the level of moral reasoning, and (b) there was a difference in the level of narcissistic personality tendencies of business students from private vs. public institutions based on demographic and textual variables. (...)
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  20.  23
    William M. Kurtines & Jacob L. Gewirtz (eds.) (1991). Handbook of Moral Behavior and Development. L. Erlbaum.
    The publication of this unique three-volume set represents the culmination of years of work by a large number of scholars, researchers, and professionals in the field of moral development. The literature on moral behavior and development has grown to the point where it is no longer possible to capture the “state of the art” in a single volume. This comprehensive multi-volume Handbook marks an important transition because it provides evidence that the field has emerged as an (...)
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  21.  70
    Lawrence Kohlberg (1981). The Philosophy of Moral Development Moral Stages and the Idea of Justice.
  22.  30
    Sanford I. Nidich, Randi J. Nidich & Charles N. Alexander (2000). Moral Development and Higher States of Consciousness. Journal of Adult Development. Special Issue 1949 (4):217-225.
  23.  2
    T. Klikauer (2011). Ethics of the ILO: Kohlberg's Universal Moral Development Scale. Ramon Llull Journal of Applied Ethics 1 (2):33.
    International institutions such as the International Labour Organization (ILO) have been examined from various industrial relations viewpoints. This article seeks to discuss the ILO from the standpoint of moral philosophy. Traditionally, philosophy has not been concerned with industrial relations (IR) and IR writers have not engaged with ethics either. Nonetheless, all IR agents and institutions, international or otherwise, are moral agents. Being part of the United Nations (UN), the ILO follows the Universal Declaration of Human Rights (1948). In (...)
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  24.  16
    Albert Silverstein & Isabel Trombetti (2013). Aristotle's Account of Moral Development. Journal of Theoretical and Philosophical Psychology 33 (4):233.
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  25. Paul Crittenden (1990). Learning to Be Moral: Philosophical Thoughts About Moral Development. Humanities Press International.
  26.  24
    Rose Mary Volbrecht (1990). Friendship: Mutual Apprenticeship in Moral Development. [REVIEW] Journal of Value Inquiry 24 (4):301-314.
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  27.  7
    Zubin R. Mulla & Venkat R. Krishnan (2014). Karma-Yoga: The Indian Model of Moral Development. Journal of Business Ethics 123 (2):339-351.
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  28.  4
    Ann C. Diver-Stamnes (1995). Prevent, Repent, Reform, Revenge: A Study in Adolescent Moral Development. Greenwood Press.
    The book is designed to answer two main questions: What kind of analytical scheme can profitably reveal the nature of people's reasoning about the aims of ...
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  29. Lawrence Kohlberg (1981). The Philosophy of Moral Development Moral Stages and the Idea of Justice /Lawrence Kohlberg. --. --. Harper & Row, C1981.
     
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  30. R. Murray Thomas (1997). An Integrated Theory of Moral Development. Greenwood Press.
     
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  31. Richard W. Wilson & Gordon J. Schochet (eds.) (1980). Moral Development and Politics. Praeger.
     
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  32. Herbert Martin (1925). Formative Factors in Character a Psychological Study in the Moral Development of Childhood. Longmans, Green and Co.
     
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  33.  14
    Andreas Vakirtzis (2015). Mimesis, Friendship, and Moral Development in Aristotle’s Ethics. Rhizomata 3 (2):125-142.
    The significance of imitation for moral development during childhood, in Aristotle’s ethics, has been recognized and studied. However, what role does imitation play in the morally mature agent’s character development? In this paper, I argue that moral development is possible for the advanced moral agent, when she imitates her character-friend. But the mature agent’s imitation is of a thoroughly different type than the imitation of the young moral agent; the mature imitation mechanism is (...)
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  34.  3
    Peter E. Mudrack (2003). The Untapped Relevance of Moral Development Theory in the Study of Business Ethics. Journal of Business Ethics 42 (3):225 - 236.
    The construct of cognitive moral development seemingly has powerful practical relevance in many areas of life. Nonetheless, moral reasoning seems of marginal relevance at best in the context of business ethics. Simply put, moral reasoning measurement indices are often only weakly related to many other apparently pertinent variables, and such findings cast doubt upon the construct validity of cognitive moral development. Many such unexpectedly weak relationships, however, may stem from two largely unrecognized methodological artifacts. (...)
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  35.  16
    Robert A. Miller (2009). The Ethics Narrative and the Role of the Business School in Moral Development. Journal of Business Ethics 90 (3):287 - 293.
    Media stories of ethical lapses in business are relentless. The general public vacillates between revulsion, impatience, cynicism, and apathy. The role of the Business School in Moral Development is debated by scholars, accrediting agencies, and Schools of Businesses. It is a question to which there is no easy answer and one with which Business Schools continue to grapple. This article places the concept of "moral imagination," theories of moral development, and ethics in a behavioral context. (...)
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  36.  7
    Suraiya Ishak & Mohd Hussain (2013). Moral Awareness Among Future Development Agents: An Action Study. [REVIEW] Asian Journal of Business Ethics 2 (1):79 - 89.
    Abstract The aim of this article is to describe the moral awareness of future development agents in Malaysia. This study involved a group of senior students from the Developmental Studies program of the Faculty of Social Sciences and Humanities, National University of Malaysia. The underpinning theories for this study have been based on the Rest's model on moral decision-making and Kohlberg's moral on cognitive development theory. The moral awareness of the students is considerably at (...)
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  37.  44
    Bertram Bandman (2003). The Moral Development of Health Care Professionals: Rational Decisionmaking in Health Care Ethics. Praeger.
    A central challenge motivates this work: How, if at all, can philosophical ethics help in the moral development of health professionals?
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  38.  15
    Darcia Narvaez & Jenny Vaydich (2008). Moral Development and Behaviour Under the Spotlight of the Neurobiological Sciences. Journal of Moral Education 37 (3):289-312.
    With the aid of techniques such as functional magnetic resonance imaging, neuroscience is providing a new perspective on human behaviour. Many areas of psychology have recognised and embraced the new technologies, methodologies and relevant findings. But how do the tools of neuroscience affect the fields of moral development and moral education? This paper reviews neuroscience research germane to moral development using as an organisational framework Rest's Four Component Model of moral functioning, which proposes that (...)
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  39. R. Eric Reidenbach & Donald P. Robin (1991). A Conceptual Model of Corporate Moral Development. Journal of Business Ethics 10 (4):273 - 284.
    The conceptual model presented in this article argues that corporations exhibit specific behaviors that signal their true level of moral development. Accordingly, the authors identify five levels of moral development and discuss the dynamics that move corporations from one level to another. Examples of corporate behavior which are indicative of specific stages of moral development are offered.
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  40.  5
    Anders Schinkel & Doret J. De Ruyter (forthcoming). Individual Moral Development and Moral Progress. Ethical Theory and Moral Practice:1-16.
    At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes (...) progress? Does the idea of individual moral progress presuppose a predetermined end or goal of moral education and development, or not? In this article we analyze the concept of moral progress to shed light on the psychology of moral development and vice versa; these analyses are found to be mutually supportive. We suggest that: moral progress should be conceived of as development that is evaluated positively on the basis of relatively stable moral criteria that are the fruit and the subject of an ongoing conversation; moral progress does not imply the idea of an end-state; individual moral progress is best conceived of as the development of various components of moral functioning and their robust integration in a person’s identity; both children and adults can progress morally - even though we would probably not speak in terms of progress in the case of children - but adults’ moral progress is both more hard-won and to a greater extent a personal project rather than a collective effort. (shrink)
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  41.  37
    Stephen A. Sherblom (2012). What Develops in Moral Development? A Model of Moral Sensibility. Journal of Moral Education 41 (1):117-142.
    The field of moral psychology would benefit from an integrative model of what develops in moral development, contextualized within the larger scope of social science research. Moral sensibility is proposed as the best concept to embody stated aims, but the content of this concept must be more finely articulated and conceptualized as a dynamic system. Moral sensibility is defined here as a developing dynamic interaction of (1) a host of developing capacities for morally relevant knowing (...)
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  42.  55
    Jeanne M. Logsdon & Kristi Yuthas (1997). Corporate Social Performance, Stakeholder Orientation, and Organizational Moral Development. Journal of Business Ethics 16 (12-13):1213-1226.
    This article begins with an explanation of how moral development for organizations has parallels to Kohlberg's categorization of the levels of individual moral development. Then the levels of organizational moral development are integrated into the literature on corporate social performance by relating them to different stakeholder orientations. Finally, the authors propose a model of organizational moral development that emphasizes the role of top management in creating organizational processes that shape the organizational and (...)
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  43.  15
    Minkang Kim & Derek Sankey (2009). Towards a Dynamic Systems Approach to Moral Development and Moral Education: A Response to the JME Special Issue, September 2008. Journal of Moral Education 38 (3):283-298.
    Is 'development' a concept that properly belongs to mind and morality and, if it does, what account can we give of moral development now that Piagetian and Kohlbergian models are increasingly being abandoned in developmental psychology? In addressing this central issue, it is hoped that the paper will contribute to the quest for a new integrated model of moral functioning, called for in the September 2008 Special Issue of the Journal of Moral Education (37[3]). Our (...)
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  44.  8
    Lawrence J. Walker (2002). The Model and the Measure: An Appraisal of the Minnesota Approach to Moral Development. Journal of Moral Education 31 (3):353-367.
    This review provides a critical appraisal of two of the more significant contributions of the Minnesota approach to moral development. One contribution is the componential model which describes the four psychological components underlying moral behaviour. Evaluation of this model focuses on the adequacy of its synthesis of disparate processes in moral functioning, its instruments for assessing the four components, and its framework for moral education. A second contribution entails the conceptual and methodological reformulations known as (...)
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  45.  69
    Judith G. Smetana (1999). The Role of Parents in Moral Development: A Social Domain Analysis. Journal of Moral Education 28 (3):311-321.
    This article provides a social domain theory analysis of the role of parents in moral development. Social knowledge domains, including morality as distinct from other social concepts, are described. Then, it is proposed that, although morality is constructed from reciprocal social interactions, both affective and cognitive components of parents' interactions with their children may facilitate children's moral development. The affective context of the relationship may influence children's motivation to listen to and respond to parents; in addition, (...)
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  46.  35
    Marvin Berkowitz & John Grych (1998). Fostering Goodness: Teaching Parents to Facilitate Children's Moral Development. Journal of Moral Education 27 (3):371-391.
    Although moral development of children has long been ascribed predominantly to the effects of parenting, there has been little systematic examination of the specific nature of this relation. In this paper, we identify four foundational components of children's moral development (social orientation, self?control, compliance, self?esteem) and four central aspects of moral functioning (empathy, conscience, moral reasoning, altruism). The parenting roots of each of these eight psychological characteristics are examined, and five core parenting processes (induction, (...)
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  47.  3
    Anders Schinkel & Doret J. Ruyter (forthcoming). Individual Moral Development and Moral Progress. Ethical Theory and Moral Practice:1-16.
    At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes (...) progress? Does the idea of individual moral progress presuppose a predetermined end or goal of moral education and development, or not? In this article we analyze the concept of moral progress to shed light on the psychology of moral development and vice versa; these analyses are found to be mutually supportive. We suggest that: moral progress should be conceived of as development that is evaluated positively on the basis of relatively stable moral criteria that are the fruit and the subject of an ongoing conversation; moral progress does not imply the idea of an end-state; individual moral progress is best conceived of as the development of various components of moral functioning and their robust integration in a person’s identity; both children and adults can progress morally - even though we would probably not speak in terms of progress in the case of children - but adults’ moral progress is both more hard-won and to a greater extent a personal project rather than a collective effort. (shrink)
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  48.  21
    Amanda Cain (2005). Books and Becoming Good: Demonstrating Aristotle's Theory of Moral Development in the Act of Reading. Journal of Moral Education 34 (2):171-183.
    In the Nicomachean ethics, Aristotle sets down a scattered and fractional account of the development of moral virtue within young people. Philosopher Martha Nussbaum defends Aristotle's neglect of a systematic account of moral development and argues that more complex expressions of character?building, such as learning to expose oneself to proper desires, feelings, pleasures and pains, are better illustrated through drama or literature than through philosophy. In this vein, the author draws upon literary thinkers J.B. Kerfoot, Sven (...)
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  49.  14
    Don Rowe (2006). Taking Responsibility: School Behaviour Policies in England, Moral Development and Implications for Citizenship Education. Journal of Moral Education 35 (4):519-531.
    School behaviour policies in England have developed in recent years as a direct result of government policy attempting to address issues of poor behaviour in schools, against a background of wider social concerns about anti-social behaviour and loss of respect. Since the 1980s there has been an acceptance that earlier authority-based approaches need to be broadened to include more collaborative approaches with students that involve elements of discussion and negotiation. A commonly stated aim of behaviour policies is to encourage personal (...)
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  50.  22
    Susan Moller Okin & Rob Reich (1999). Families and Schools as Compensating Agents in Moral Development for a Multicultural Society. Journal of Moral Education 28 (3):283-298.
    Many experts in moral education agree that the potential for empathy, a key moral emotion, is innate. However, it is also evident that this potential needs to be developed if children are to acquire crucial moral qualities such as honesty, concern for others and a sense of fairness. Our central claim is that important structural changes in both families and schools may be necessary for the development of empathy and, hence, the fostering of these moral (...)
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