Moral Reasoning and Moral Action: A Critical Analysis of Kohlberg�s Theory of Moral Development

2015 ◽  
pp. 100-112
Author(s):  
Walter E. Conn
Keyword(s):  
Moral Development ◽  
Moral Reasoning ◽  
Critical Analysis ◽  
Moral Action

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.

Age, Education, and Sex Effects on Adult Moral Reasoning

1988 ◽  
Vol 27 (4) ◽  
pp. 271-281 ◽  
Author(s):  
Charles B. White
Keyword(s):  
Moral Development ◽  
Moral Reasoning ◽  
Scoring System ◽  
Moral Dilemmas ◽  
Moral Judgments ◽  
Stage Theory ◽  
Sex Effects ◽  
Individual Interviews ◽  
Effect Of Age

The role of age and education in adult moral reasoning was examined utilizing Kohlberg's cognitive-developmental stage theory of moral development and the most recent Standard Scoring System for assessing moral judgments. Individual interviews utilizing standard Kohlberg moral dilemmas were conducted with 195 adults ranging in age from nineteen to eighty-two years and in years of education from three to twenty-five years. Results indicated no overall significant effect for age of reasoner, no significant effect for sex, and a significant effect for education ( p < .01). However, the effect of age was significant in the group with eighteen or more years of education, but not in the group with less than eighteen years of education.

Cognitive Moral Development and Marketing

1992 ◽  
Vol 56 (1) ◽  
pp. 55-68 ◽  
Author(s):  
Jerry R. Goolsby ◽  
Shelby D. Hunt
Keyword(s):  
Moral Development ◽  
Moral Reasoning ◽  
Social Groups ◽  
Educational Background ◽  
Theoretical Concept ◽  
Cognitive Moral Development ◽  
Academic Disciplines ◽  
Marketing Theory ◽  
Socially Responsible ◽  
Highly Educated

Many academic disciplines are approaching the study of ethics from a cognitive orientation by exploring the moral reasoning processes individuals use to make ethical judgments. The authors empirically examine a rich theoretical concept with an extensive research-based literature, cognitive moral development or CMD, as it relates to professional marketing. Controlling for similar educational background, they find that (1) professional marketing practitioners compare favorably with other social groups, (2) marketers scoring high on CMD tend to be female and highly educated, and (3) marketers with advanced moral reasoning properties tend to have socially responsible attitudes and behaviors. Implications for marketing theory, education, and practice are discussed.

scholarly journals The Limits of Emotion in Moral Judgment

2018 ◽  
Author(s):  
Joshua May
Keyword(s):  
Moral Development ◽  
Moral Reasoning ◽  
Moral Judgment ◽  
Moral Cognition ◽  
Compelling Evidence ◽  
Ample Evidence ◽  
Cognitive Components

This chapter argues that our best science supports the rationalist idea that, independent of reasoning, emotions are not integral to moral judgment. There is ample evidence that ordinary moral cognition often involves conscious and unconscious reasoning about an action’s outcomes and the agent’s role in bringing them about. Emotions can aid in moral reasoning by, for example, drawing one’s attention to such information. However, there is no compelling evidence for the decidedly sentimentalist claim that mere feelings are causally necessary or sufficient for making a moral judgment or for treating norms as distinctively moral. The chapter concludes that, even if moral cognition is largely driven by automatic intuitions, these should not be mistaken for emotions or their non-cognitive components. Non-cognitive elements in our psychology may be required for normal moral development and motivation but not necessarily for mature moral judgment.

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