Results for 'moral development'

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  1. Moral Development in the Professions: Psychology and Applied Ethics.James R. Rest & Darcia Narváez (eds.) - 1994 - 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. Individual Moral Development and Ethical Climate: The Influence of Person–Organization Fit on Job Attitudes. [REVIEW]Maureen L. Ambrose, Anke Arnaud & Marshall Schminke - 2008 - 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. Imaginative Moral Development.Nicolas Bommarito - 2017 - Journal of Value Inquiry 51 (2):251-262.
    The picture of moral development defended by followers of Aristotle takes moral cultivation to be like playing a harp; one gets to be good by actually spending time playing a real instrument. On this view, we cultivate a virtue by doing the actions associated with that virtue. I argue that this picture is inadequate and must be supplemented by imaginative techniques. One can, and sometimes must, cultivate virtue without actually performing the associated actions. Drawing on strands in (...)
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  4.  12
    Individual Moral Development and Ethical Climate: The Influence of Person–Organization Fit on Job Attitudes.Maureen L. Ambrose, Anke Arnaud & Marshall Schminke - 2008 - 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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  5. The Philosophy of Moral Development: Moral Stages and the Idea of Justice.Lawrence Kohlberg - 1981 - San Francisco : Harper & Row.
    Examines the theories of Socrates, Kant, Dewey, Piaget, and others to explore the implications of Socrates' question "what is a virtuous man, and what is a virtuous school and society which educates virtuous men.".
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  6.  19
    Moral Development in Business Ethics: An Examination and Critique.Kristen Bell DeTienne, Carol Frogley Ellertson, Marc-Charles Ingerson & William R. Dudley - 2021 - Journal of Business Ethics 170 (3):429-448.
    The field of behavioral ethics has seen considerable growth over the last few decades. One of the most significant concerns facing this interdisciplinary field of research is the moral judgment-action gap. The moral judgment-action gap is the inconsistency people display when they know what is right but do what they know is wrong. Much of the research in the field of behavioral ethics is based on early work in moral psychology and American psychologist Lawrence Kohlberg’s foundational cognitive (...)
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  7.  19
    Moral Development and Narcissism of Private and Public University Business Students.Shanda Traiser & Myron A. Eighmy - 2011 - 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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  8. The Moral Development of First‐Person Authority.Victoria McGeer - 2008 - European Journal of Philosophy 16 (1):81-108.
  9.  90
    Leadership, Moral Development, and Citizenship Behavior.Jill W. Graham - 1995 - Business Ethics Quarterly 5 (1):43-54.
    This paper suggests that different styles of leadership arouse different sorts of normative motivation among followers, and these diverse motivational sources in turn are associated with different forms of participant contribution to organizational success. Three interrelated clusters of leadership styles, normative motivation of followers, and organizational citizenship behavior are described. Leadership that appeals exclusively to followers’ self-interests is associated with preconventional moral development and dependable task performance. Leadership styles focusing on interpersonal relationships and social networks are associated with (...)
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  10.  39
    Moral Development and Behaviour Under the Spotlight of the Neurobiological Sciences.Darcia Narvaez & Jenny L. Vaydich - 2008 - 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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  11.  40
    Individual Moral Development and Moral Progress.Anders Schinkel & Doret J. de Ruyter - 2017 - Ethical Theory and Moral Practice 20 (1):121-136.
    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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  12. What Develops in Moral Development? A Model of Moral Sensibility.Stephen A. Sherblom - 2012 - 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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  13.  77
    Moral Development, Executive Functioning, Peak Experiences and Brain Patterns in Professional and Amateur Classical Musicians: Interpreted in Light of a Unified Theory of Performance.Frederick Travis, Harald S. Harung & Yvonne Lagrosen - 2011 - Consciousness and Cognition 20 (4):1256-1264.
    This study compared professional and amateur classical musicians matched for age, gender, and education on reaction times during the Stroop color-word test, brainwaves during an auditory ERP task and during paired reaction-time tasks, responses on the Gibbs Sociomoral Reflection questionnaire, and self-reported frequencies of peak experiences. Professional musicians were characterized by: lower color-word interference effects , faster categorization of rare expected stimuli , and a trend for faster processing of rare unexpected stimuli , higher scores on the Sociomoral Reflection questionnaire, (...)
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  14. Education, Moral Development and Faith1.Lawrence Kohlberg - 1974 - Journal of Moral Education 4 (1):5-16.
    Abstract: The Natural Law perspective holds that there are universal principles of justice acknowledged everywhere. Justice is a continuing preoccupation of the child. The development of the notion of justice in children has been found to follow six stages, the order of which is constant across different societies. The different stages have been found to be associated with different kinds of behaviour in moral situations. Moral education must be based upon an understanding of this development. There (...)
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  15.  2
    Connecting Moral Development with Critical Pedagogy: A Reply to Winston Thompson.Larry Nucci & Robyn Ilten-Gee - 2022 - Journal of Moral Education 51 (1):99-103.
    ABSTRACT Winston C. Thompson’s review of Moral Education for Social Justice by Larry Nucci and Robyn Ilten-Gee accurately captures the effort to integrate critical pedagogy with domain-based moral education. A core element is student participation in domain-based discourse entailing responsive engagement that transcends the cognitive activity of individuals. Those discussions may lead to action projects. Replying to Thompson’s review, Nucci and Ilten-Gee address potential problems that may arise from student resistance and from objections of conservatives who may view (...)
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  16. The Psychology of Moral Development.Lawrence Kohlberg - 1987 - Ethics 97 (2):441-456.
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  17.  32
    Moral Development and Ego Identity.J. Habermas - 1975 - Télos 1975 (24):41-55.
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  18. Measuring Moral Development.Michael Klenk - 2017 - de Filosoof 75:21-23.
    In the aftermath of the financial crisis, heightened awareness of ethical issues has sparked increased efforts toward moral education within universities and businesses. In many cases, psychological tests are used to measure whether moral development occurs. As long as we understand moral development as synonymous with moral progress, this may seem like a good sign: it would appear that such tests give us a handle on moral progress. Alas, moral development and (...)
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  19.  37
    Cognitive Moral Development and Attitudes Toward Women Executives.Linda Everett, Debbie Thorne & Carol Danehower - 1996 - Journal of Business Ethics 15 (11):1227 - 1235.
    Research has shown that men and women are similar in their capabilities and management competence; however, there appears to be a glass ceiling which poses invisible barriers to their promotion to management positions. One explanation for the existence of these barriers lies in stereotyped, biased attitudes toward women in executive positions. This study supports earlier findings that attitudes of men toward women in executive positions are generally negative, while the attitudes of women are generally positive. Additionally, we found that an (...)
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  20.  68
    Forgiveness and Moral Development.Paula Satne - 2016 - Philosophia 44 (4):1029-1055.
    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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  21.  9
    Moral Development and Reality: Beyond the Theories of Kohlberg, Hoffman, and Haidt.Matthew Schertz - 2015 - Journal of Moral Education 44 (3):389-391.
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  22.  51
    An Aristotelian Model of Moral Development.Wouter Sanderse - 2015 - Journal of Philosophy of Education 49 (3):382-398.
    Despite the Aristotelian renaissance in the philosophy of education, the development of virtue has not received much attention. This is unfortunate, because an attempt to draft an Aristotelian model of moral development can help philosophers to evaluate the contribution Aristotelian virtue ethics can make to our understanding of moral development, provide psychologists with a potentially richer account of morality and its development, and help educators to understand the developmental phase people are in. In the (...)
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  23.  7
    Moral Development in a Global World: Research From a Cultural-Developmental Perspective.Janet Kwok - 2016 - Journal of Moral Education 45 (1):109-111.
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    Moral Development: Theory and Applications.Jay W. Brandenberger - 2015 - Journal of Moral Education 44 (3):387-389.
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    Individual Moral Development and Moral Progress.Anders Schinkel & Doret J. Ruyter - 2017 - Ethical Theory and Moral Practice 20 (1):121-136.
    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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  26. Moral Orientation and Moral Development.Carol Gilligan - 1987 - In Eva Feder Kittay & Diana T. Meyers (eds.), Women and Moral Theory. Rowman & Littlefield. pp. 19--23.
     
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  27.  4
    Adult Moral Development, Experience and Education.Cheryl Armon[1] - 1998 - Journal of Moral Education 27 (3):345-370.
    This article reports two studies‐‐a longitudinal investigation of moral judgement and reported moral experience, and an outcome study on the impact of a moral intervention project with adult undergraduate students. In the first study, 29 middle‐class, primarily white, well‐educated adults, ranging in age from 18 to 80 were administered Standard Form Moral Judgment interviews 4 years apart and were asked to describe their own moral events that had occurred. The average moral judgement score on (...)
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  28.  41
    Stages of Moral Development of Corporations.B. S. Sridhar & Artegal Camburn - 1993 - Journal of Business Ethics 12 (9):727 - 739.
    Drawing from the Boulding''s (1956) framework for general systems theory, the need to employ richer paradigm in the study of organizations (Pondy and Mitroff, 1979) is reiterated. It is argued that a better understanding of organizational ethical behavior is contingent upon viewing organizations as symbol processing systems of shared language and meanings. Further, it is proposed that organizations, like individuals, develop into collectivities of shared cognitions and rationale, over a period of time. The study adapts Kohlberg''s (1983) model of (...) development to examine if organizations can be viewed as passing through different stages of moral development depending on the type of moral reasoning employed to explain their behaviors in the face of ethical crises. Several cases raising questions about the ethics of corporate behavior were researched. An instrument entitled Organization Response Analysis was constructed using statements made by various spokespersons representing five of these organizations. The instrument was administered to 246 graduate and undergraduate students of business (N = 246). Results indicated a great degree of concurrence among respondents of differing genders, levels of education and work experience in determining the stages of moral development of organizations. Limitations of the current study and implications for future research and practice are discussed. (shrink)
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  29. Moral Development, Religious Thinking, and the Question of a Seventh Stage.Lawrence Kohlberg & Clark Power - 1981 - Zygon 16 (3):203-259.
  30.  39
    The Questionable Use of Moral Development Theory in Studies of Business Ethics: Discussion and Empirical Findings. [REVIEW]Einar Marnburg - 2001 - 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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  31.  22
    Do Moral Development Levels of the Nurses Affect Their Ethical Decision Making? A Descriptive Correlational Study.Sümeyye Arslan, Sinem Türer Öztik & Nevin Kuzu Kurban - 2021 - Clinical Ethics 16 (1):9-16.
    Background In the globalizing world, nurses often meet humans from different cultures and values. This fact has led them to make ethical decisions, which do not comply with their own moral jurisdictions at care setting. Objectives The objective of the study was to investigate the relationships between moral development levels of the nurses and their scores of nursing principled thinking and practical consideration during decision making for ethical dilemmas. Methods This was a descriptive correlational study. Nursing Dilemma (...)
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  32.  12
    Teaching Moral Development in Journalism Education.Keith Goree - 2000 - Journal of Mass Media Ethics 15 (2):101-114.
    This article explores the pros and cons of teaching moral development and moral psychology theories and principles in media ethics courses. Five theorists are introduced: Kohlberg, Gilligan, Rest, Kierkegaard, and Perry. Debates over the descriptive-prescriptive nature of the models are discussed, and a number of suggestions about how to implement the models in the classroom are offered.
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  33.  12
    Beyond Morality: Developing a New Rhetorical Strategy for the Animal Rights Movement.Maxim Fetissenko - 2011 - Journal of Animal Ethics 1 (2):150-175.
    This article offers a critique of the central role afforded to the rights/sentience-based moral argument in the rhetorical strategy of the animal rights movement since the 1970s. Though important for articulating the movement’s philosophy and recruiting new activists, this argument has limited persuasive appeal, as suggested by the common failure of liberation movements to achieve their goals through moral advocacy. A two-prong approach addressing human health and environmental effects of animal agriculture is offered both as a supplemental strategy (...)
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  34.  24
    Moral Development, Ego Autonomy, and Questions of Practicality in the Critical Theory of Schooling.R. E. Young - 1988 - Educational Theory 38 (4):391-404.
  35.  12
    Ethics, Moral Development, and Accountants-in-Training.Violet Rogers & Aileen Smith - 2001 - Teaching Business Ethics 5 (1):1-20.
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  36.  13
    Moral Development in the Biographies of Skilled Industrial Workers.Wolfgang Lempert - 1994 - Journal of Moral Education 23 (4):451-468.
    Abstract This article is based on a longitudinal study of relations between biographical conditions and the personality development of 21 young workers ranging from 23 to 30 years of age who had passed through an apprenticeship in large plants of the metal industry in West Berlin. The biographical analyses focused mainly on occupational conditions; the personality analyses, on such socio?cognitive variables as patterns of control awareness and structures of moral judgement. A review of the relevant literature led to (...)
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  37.  59
    Moral Development and Moral Responsibility.Susan Dwyer - 2003 - The Monist 86 (2):181-199.
    At the end of Section III of “Freedom and Resentment,” just after he has drawn our attention to the reactive attitudes, P. F. Strawson remarks, “The object of these commonplaces is to try to keep before our minds something it is easy to forget when we are engaged in philosophy, especially in our cool, contemporary style, viz., what it is actually like to be involved in ordinary inter-personal relationships, ranging from the most intimate to the most casual.” It is striking, (...)
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  38.  45
    The Effects of Moral Development and Adverse Selection Conditions on Managers' Project Continuance Decisions: A Study in the Pacific-Rim Region. [REVIEW]C. Janie Chang & Sin-Hui Yen - 2007 - 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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  39.  50
    The Routes of Moral Development and the Impact of Exposure to the Milgram Obedience Study.Jerry Paul Sheppard & Marnie Young - 2007 - 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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  40. Moral Development and Moral Education.R. S. Peters - 1981 - Routledge.
    First published in 1981, this collection of essays was taken from Peters' larger work, Psychology and Ethical Development in order to provide a more focused volume on moral education for students. Peters' background in both psychology and philosophy makes the work distinctive, which is evident from the first two essays alone: 'Freud's theory of Moral Development in Relation to that of Piaget' and 'Moral Education and the Psychology of Character'. He also displays balance in his (...)
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  41.  11
    Kohlbergian Moral Development: A Progressing or Degenerating Research Program?D. C. Phillips & Jennie Nicolayev - 1978 - Educational Theory 28 (4):286-301.
  42. Moral Development and Ego Identity.Jürgen Habermas - 1975 - Telos: Critical Theory of the Contemporary 24:41.
     
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  43.  59
    Individual Moral Development and Social Moral Advance.Kurt Baier - 1973 - Journal of Philosophy 70 (18):646-648.
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  44.  42
    Moral Development and Pr Ethics.Mathew Cabot - 2005 - Journal of Mass Media Ethics 20 (4):321 – 332.
    Research in public relations ethics has focused primarily on moral philosophy and applied normative ethics. Although these efforts may help to theoretically "ground" ethical behavior, they offer little help in understanding the complex processes by which public relations practitioners reason through moral decisions. This article is designed to introduce moral reasoning theories into public relations ethics research by using the Defining Issues Test to generate baseline data for future research.
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  45.  43
    Moral Development and Conceptions of Morality.Lawrence Blum - 1994 - In Moral Perception and Particularity. Cambridge University Press.
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  46.  40
    Aristotle’s Account of Moral Development.Albert Silverstein & Isabel Trombetti - 2013 - Journal of Theoretical and Philosophical Psychology 33 (4):233.
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  47. Moral Development and the Personal Point of View.Jonathan Adler - 1987 - In Eva Feder Kittay & Diana T. Meyers (eds.), Women and Moral Theory. Rowman & Littlefield. pp. 205--34.
     
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  48.  43
    Moral Development; Some Suggested Implications for Teaching.Frank Simon - 1976 - Journal of Moral Education 5 (2):173-178.
    Abstract: An attempt is made to describe the overall general process of moral development as consisting in the movement from heteronomy to autonomy through a period of socialization into conventional norms. Existing evidence suggests that schools are less than successful in fostering development to the autonomous stage. Using Kohlberg's developmental model as a reference point, the implications for moral education in schools are elaborated. The importance of developing ego?strength, a factor neglected in moral development (...)
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    Moral Foundations Theory and Moral Development and Education.Bruce Maxwell & Darcia Narvaez - 2013 - Journal of Moral Education 42 (3):271-280.
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  50. Moral Development and Higher States of Consciousness.Sanford I. Nidich, Randi J. Nidich & Charles N. Alexander - 2000 - Journal of Adult Development. Special Issue 1949 (4):217-225.
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