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 - Hillsdale, N.J.: 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. 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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  3. 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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  4. 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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  5.  98
    Leadership, Moral Development, and Citizenship Behavior.Jill W. Graham - 1995 - Business Ethics Quarterly 5 (1):43-54.
    Abstract: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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  6.  6
    Moral development: theory and applications.Elizabeth C. Vozzola - 2014 - New York: Routledge.
    This class-tested text provides a comprehensive overview of the classical and current theories of moral development and applications of these theories in various counseling and educational settings.
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  7.  15
    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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  8.  22
    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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  9.  24
    Moral Development in Business Ethics: An Examination and Critique.Kristen Bell DeTienne, Carol Frogley Ellertson, Marc-Charles Ingerson & William R. Dudley - 2019 - 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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  10.  5
    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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  11. 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.
  12.  34
    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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  13.  48
    Moral Development and Conceptions of Morality.Lawrence Blum - 1994 - In Moral Perception and Particularity. Cambridge University Press.
  14. The Moral Development of First‐Person Authority.Victoria McGeer - 2008 - European Journal of Philosophy 16 (1):81-108.
  15.  54
    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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  16. 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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  17.  16
    Ethics, moral development, and accountants-in-training.Violet Rogers & Aileen Smith - 2001 - Teaching Business Ethics 5 (1):1-20.
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  18.  3
    Moral development and politics.Richard W. Wilson & Gordon J. Schochet (eds.) - 1980 - New York: Praeger.
  19. Moral development and sport: character and cognitive developmentalism contrasted.Carwyn Jones & Mike McNamee - 2003 - In Jan Boxill (ed.), Sports Ethics: An Anthology. Blackwell.
     
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  20.  29
    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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  21.  63
    The moral development of health care professionals: rational decisionmaking in health care ethics.Bertram Bandman - 2003 - Westport, Conn.: 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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  22.  41
    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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  23. Moral responsibility and moral development in Epicurus’ philosophy.Susanne Bobzien - 2006 - In B. Reis & S. Haffmans (eds.), The Virtuous Life in Greek Ethics. Cambridge University Press.
    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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  24. Moral development.William Puka - 2004 - Internet Encyclopedia of Philosophy.
     
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  25. 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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  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.  14
    Cognitive Moral Development Theory And Moral Decisions in Health Care.David F. Allen & Marsha D. Fowler - 1982 - Journal of Law, Medicine and Ethics 10 (1):19-23.
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  28.  5
    Cognitive Moral Development Theory And Moral Decisions in Health Care.David F. Allen & Marsha D. Fowler - 1982 - Journal of Law, Medicine and Ethics 10 (1):19-23.
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  29.  45
    Moral Development and Ego Identity.J. Habermas - 1975 - Telos: Critical Theory of the Contemporary 1975 (24):41-55.
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  30. Moral development research in sports and its Quest for objectivity.Russell Gough - 1998 - In M. J. McNamee & S. J. Parry (eds.), Ethics and Sport. E & Fn Spon. pp. 134--147.
  31.  5
    Moral development: current theory and research.David J. DePalma & Jeanne M. Foley (eds.) - 1975 - New York: Halsted Press.
  32. Moral development as the goal of moral education.Don Locke - 1987 - In Roger Straughan & John Wilson (eds.), Philosophers on Education. Barnes & Noble.
     
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  33. Moral Development and Critiques of Anarchism.Steven Peterson - 1987 - Journal of Libertarian Studies 8 (2):237-245.
    Anarchism, literally, means "without authority," although it is most commonly defined as a system in which social order is maintained voluntaristically, without the presence of a state or any other coercive mechanisms. There are many varieties of anarchism, and it is difficult in just one brief paragraph to specify the central beliefs. Nonetheless, there are some widely shared assertions, among which are (l) the primacy of individual sovereignty; (2) the opposition to coercive authority of any kind impinging upon the individual’s (...)
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  34.  5
    Moral development and journalism.Renita Coleman - 2010 - In Christopher Meyers (ed.), Journalism Ethics: A Philosophical Approach. Oxford University Press. pp. 25.
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  35.  56
    Development of Flow State Self-Regulation Skills and Coping With Musical Performance Anxiety: Design and Evaluation of an Electronically Implemented Psychological Program.Laura Moral-Bofill, Andrés López de la Llave, Mᵃ Carmen Pérez-Llantada & Francisco Pablo Holgado-Tello - 2022 - Frontiers in Psychology 13.
    Positive Psychology has turned its attention to the study of emotions in a scientific and rigorous way. Particularly, to how emotions influence people’s health, performance, or their overall life satisfaction. Within this trend, Flow theory has established a theoretical framework that helps to promote the Flow experience. Flow state, or optimal experience, is a mental state of high concentration and enjoyment that, due to its characteristics, has been considered desirable for the development of the performing activity of performing musicians. (...)
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  36.  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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  37. A moral development model for the ethical management of technology : implications for management and research.Refik Culpan & Melvin Blumberg - 2015 - In Jonathan H. Westover (ed.), Teaching organizational and business ethics. Common Ground Publishing.
     
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  38.  13
    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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  39. Moral development, cultural context, and moral education.Elwyn Thomas - 1992 - In Kim Chong Chong (ed.), Moral Perspectives. Singapore University Press, National University of Singapore.
     
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  40. Moral development and making all things new in Christ.Craig Steven Titus - 2008 - The Thomist 72 (2):233-258.
     
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  41. Moral development and distributive justice.Daniel Wegner, Goonzbleeminger, D. M. & L. Anooshian - manuscript
     
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  42.  5
    An integrated theory of moral development.Robert Murray Thomas - 1997 - Westport, Conn.: Greenwood Press.
    Components from a variety of existing theories combine with insights from the author's research to create an original theory of moral development.
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  43.  18
    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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  44. 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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  45.  74
    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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  46.  43
    The moral development in Stoic oikeiôsis and Wang Yang-ming’s ‘wan wu yi ti’.Jiangxia Yu - 2017 - Asian Philosophy 27 (2):150-173.
    The Neo-Confucian notion of wan wu yi ti 万物一体 and Stoic oikeiôsis both come up with a motivational basis for the expansion of concern, but one of the toughest problems in them is how to elaborate on selfhood and self–other relation in moral development. This paper takes a comparative view of Hierocles’ fragments and a few other relevant Stoic texts and Wang Yang-ming’s Inquiry on the Great Learning, and argues that doing so helps eliminate some confusions concerning selfhood (...)
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  47.  2
    Moral Development and Ego Identity.Jürgen Habermas - 1975 - Telos: Critical Theory of the Contemporary 1975 (24):41-55.
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  48.  3
    Moral development: a reply to Richmond and Cummings.David Carr - 2004 - Journal of Moral Education 33 (2):207-210.
    My paper on moral development has been criticized on three main counts: firstly, that I have confused romantic and progressive ideology; secondly, that I have failed to appreciate the teleological character of (cognitive) developmental theory; thirdly, that I have failed to show that normativity of developmental theory goes, as it were, ‘all the way down’. In this reply, I maintain that the first two charges are based on distortion and misrepresentation of my argument, and—in relation to the third (...)
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  49.  52
    Moral Development and Moral Learning.R. S. Peters - 1974 - The Monist 58 (4):541-567.
    The most obvious way in which a philosopher can contribute to work on moral education is through work in ethics. Just as work in mathematical or scientific education could not get off the ground without a determinate idea of the structure of what has to be learnt in these spheres, so too a determinate notion of ‘morality’ is an essential precondition for any serious approach to moral education. It might be argued, too, that it is particularly important for (...)
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  50.  8
    Moral Development and Professional Integrity.Michael S. Pritchard & Elaine E. Englehardt - 2017 - International Journal of Applied Philosophy 31 (2):227-240.
    We rely on doctors, accountants, engineers, and other professionals to be committed to the basic values of their professions and to exercise their ex­pertise in competent, reliable ways, even when no one is watching them do their work. That is, we expect them to have professional integrity. Children obviously do not yet have professional integrity, even if someday they will become professionals. Nevertheless, the moral development of children who will become professionals plays an important role in the eventual (...)
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