Moral development in Bahamian school children: A cross-cultural examination of Kohlberg's stages of moral reasoning.

1975 ◽  
Vol 11 (4) ◽  
pp. 535-536 ◽  
Author(s):  
Charles B. White
Keyword(s):  
Moral Development ◽  
Moral Reasoning ◽  
School Children ◽  
Cross Cultural

A Critical Note on the Conception of Preconventional Morality: The Case of Stage 2 in Kohlberg's Theory

1989 ◽  
Vol 12 (1) ◽  
pp. 57-69 ◽  
Author(s):  
Monika Keller ◽  
Lutz H. Eckensberger ◽  
Karin von Rosen
Keyword(s):  
Moral Development ◽  
Moral Reasoning ◽  
Research Data ◽  
Cross Cultural ◽  
Critical Note ◽  
Cultural Research ◽  
Theoretical Assumptions ◽  
Cross Cultural Research ◽  
Published Research ◽  
Qualitative Analyses

In cross-cultural research the validity and universality of stages of preconventional reasoning in Kohlberg's theory of moral development has often been taken for granted, while in developmental research a growing bulk of evidence yields indications that the theoretical assumptions underlying preconventional morality may not be adequate to the data. In order to further clarify the problems raised by this research, data collected from Icelandic and German subjects about a Kohlberg dilemma were analysed. In order to probe the structure of stage 2 in particular, only those interview protocols were taken into account which were given stage 2 global scores in Kohlberg's Joe/Judy dilemma. Qualitative analyses of subjects' reasoning showed a substantial amount of arguments which could not be matched to criterion judgements in the standard scoring manual. Structurally these arguments could be interpreted in terms of stage 2 reasoning. With regard to content, however, they showed genuine normative and relationship concerns which do not fit the individualistic and instrumental exchange notion of stage 2. The findings evidence that there may be more variety in early moral reasoning than demonstrated by published research. An action-theoretical framework is proposed in order to achieve a reformulation of preconventional moral reasoning.

Genetics, Parenting, and Moral Development

2019 ◽  
pp. 106-128
Author(s):  
Dana Vertsberger ◽  
Salomon Israel ◽  
Ariel Knafo-Noam
Keyword(s):  
Moral Development ◽  
Moral Reasoning ◽  
Prosocial Behavior ◽  
Dopaminergic System ◽  
Molecular Genetic ◽  
Parental Influences ◽  
Serotonergic System ◽  
Social Situations ◽  
Gene Environment ◽  
The Way

This chapter reviews findings regarding genetic and parental influences on moral development, and is organized according to three morally relevant components: cognitive, affective, and behavioral. The cognitive component refers to the conceptualization of right and wrong, and specifically moral reasoning and values. The affective component refers to feelings related to reactions to social situations and evaluations of chosen actions, focusing on emotions such as empathy, guilt, and pride. The behavioral component refers to the way individuals choose to behave, and specifically to prosocial behavior. We review relevant quantitative and molecular genetic designs, and particularly four neurobiological systems: the dopaminergic system, the oxytocinergic and vasopressinergic systems, and the serotonergic system, which have been found to be associated with moral development. In addition, we review parents’ influences on moral development, in the context of gene-environment interactions and correlations.

Collectivism in Moral Development

1997 ◽  
Vol 80 (3) ◽  
pp. 967-975 ◽  
Author(s):  
Chang-Ho C. Ji
Keyword(s):  
Graduate Students ◽  
Moral Development ◽  
Moral Reasoning ◽  
Defining Issues Test ◽  
T Test ◽  
Regression Analyses ◽  
Asian People

This study investigated the relations among ethnicity, moral reasoning, and collectivism by administering the Defining Issues Test and the Individualism-Collectivism Scale to 165 Euro-American and Asian graduate students. To the data were applied analyses of variance, correlation, t test, and regression analyses. The analysis indicated that the Asian subjects had lower P scores on the Defining Issues Test so Kohlberg's model may not incorporate the concerns and experience of Asian people. The study also showed that scores on collectivism were not necessarily associated with low P scores.

scholarly journals Differences in Moral Reasoning Among Medical Graduates Compared With Graduates of Other Degrees and Adults Without Professional Degrees

2021 ◽  
Author(s):  
Maria Guadalupe Jean-Tron ◽  
Diana Ávila-Montiel ◽  
Horacio Márquez-González ◽  
Gina del Carmen Chapa-Koloffon ◽  
José Antonio Orozco-Morales ◽  
...  
Keyword(s):  
Moral Development ◽  
Moral Reasoning ◽  
Education Level ◽  
Defining Issues Test ◽  
Master's Students ◽  
Social Construct ◽  
Medical Graduates ◽  
Education Levels ◽  
Natural Characteristic ◽  
Professional Degrees

Abstract Background. When we talk about morality, a question arises as to whether it is a natural characteristic of humans—that is, whether it is what people should pursue as individuals or whether it is a social construct. Kohlberg established six progressive stages of moral judgment that form three levels of moral development, showing the development of people’s thinking on moral issues that is characterized by the aforementioned criteria. Methods. This study’s objective was to compare the level of moral reasoning among graduate students in medicine with a group of young graduates from other degrees and a group of non-professional adults.The moral reasoning questionnaire (Defining Issues Test, DIT) designed by James Rest based on Kohlberg’s theory (Rest 1979) was applied. In total, 304 questionnaires were completed. Results. Depending on the population studied, differences have been found in the profile of moral development. The profile of family clinic users showed a very high predominance of subjects in category 1 at 70%, but only 4.5% in category 3, while in the group of pediatric specialty students, 37.5% were found in category 1 and 34% in category 3. They were the group with the highest percentage in this category. This vast difference could be because the differences in the age and socio-education levels of the beneficiaries are much wider than that of the residents. However, differences are also found if the profiles of residents are compared with those of master’s students because the latter comprised 56% in category 1 and 19% in category 3. We also found differences in the profiles of moral development based on the highest education level. Conclusions. Based on the results of this study, the population could be classified into three levels of moral development, the first level being the predominant one and the third the least common, as we expected prior to the study. The reason why some individuals reach the highest level while others do not remains a question to be addressed. The results show us that there is a difference in some populations depending on education level and even the type of degree pursued.

The Morality of Reporting Safety Concerns in Aviation

2018 ◽  
pp. 3194-3204
Author(s):  
Kawtar Tani
Keyword(s):  
Moral Development ◽  
Moral Reasoning ◽  
Previous Investigation ◽  
Cognitive Moral Development ◽  
Safety Concerns ◽  
Development Framework ◽  
Moral Theories ◽  
Ethical Situation

Previous investigation into the morality of actions suggested that individuals' level of cognitive moral development, strongly influences their decisions regarding what is right or wrong, and focuses upon the rights, duties and obligations involved in a particular ethical situation. Using the cognitive moral development framework, this research sought to explore the moral reasoning behind aviation employees' intentions to report wrongdoing in the aviation context. Findings indicated that a significant association between participants' intentions to intervene in a wrongdoing situation, and their level of moral reasoning exists. Specifically, the modal level of participants' moral reasoning was consistent with the Conventional level of moral theories, and was higher for participants who stated that they would intervene, than for participants who stated they would not intervene in a wrongdoing situation.

Lecture-based versus problem-based learning in ethics education among nursing students

2018 ◽  
Vol 26 (6) ◽  
pp. 1753-1764 ◽  
Author(s):  
Mahnaz Khatiban ◽  
Seyede Nayereh Falahan ◽  
Roya Amini ◽  
Afshin Farahanchi ◽  
Alireza Soltanian
Keyword(s):  
Decision Making ◽  
Nursing Students ◽  
Moral Development ◽  
Moral Reasoning ◽  
Ethics Education ◽  
Problem Based Learning ◽  
Nursing Ethics ◽  
Moral Decision ◽  
Moral Decision Making ◽  
The Mean

Background: Moral reasoning is a vital skill in the nursing profession. Teaching moral reasoning to students is necessary toward promoting nursing ethics. Objectives: The aim of this study was to compare the effectiveness of problem-based learning and lecture-based methods in ethics education in improving (1) moral decision-making, (2) moral reasoning, (3) moral development, and (4) practical reasoning among nursing students. Research design: This is a repeated measurement quasi-experimental study. Participants and research context: The participants were nursing students in a University of Medical Sciences in west of Iran who were randomly assigned to the lecture-based (n = 33) or the problem-based learning (n = 33) groups. The subjects were provided nursing ethics education in four 2-h sessions. The educational content was similar, but the training methods were different. The subjects completed the Nursing Dilemma Test before, immediately after, and 1 month after the training. The data were analyzed and compared using the SPSS-16 software. Ethical considerations: The program was explained to the students, all of whom signed an informed consent form at the baseline. Findings: The two groups were similar in personal characteristics (p > 0.05). A significant improvement was observed in the mean scores on moral development in the problem-based learning compared with the lecture-based group (p < 0.05). Although the mean scores on moral reasoning improved in both the problem-based learning and the lecture-based groups immediately after the training and 1 month later, the change was significant only in the problem-based learning group (p < 0.05). The mean scores on moral decision-making, practical considerations, and familiarity with dilemmas were relatively similar for the two groups. Conclusion: The use of the problem-based learning method in ethics education enhances moral development among nursing students. However, further studies are needed to determine whether such method improves moral decision-making, moral reasoning, practical considerations, and familiarity with the ethical issues among nursing students.

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