Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2002. / Vita. Includes bibliographical references (leaves 94-106).

Thesis (M.S.)--Ohio University, November, 2009. / Title from PDF t.p. Includes bibliographical references.

The debate surrounding whether genuine moral dilemmas exist or is a longstanding one. Proponents of the existence of genuine moral dilemmas like Ruth Barcan Marcus and Bernard Williams have appealed to the moral residue argument as a means of proving that moral dilemmas exist. Opponents like WaIter SinnottArmstrong, Patricia Greenspan, and Terence McConnell, however, have denied its efficacy on the basis that the moral residue argument begs the question on two counts: Firstly, by assuming that rationally irresolvable conflicts of commitments exist, and secondly, by assuming that agents who experience moral residue have necessarily done something wrong. I argue in this thesis that there is a way that the moral residue argument can be salvaged and provide a more precise account of appropriate moral residue - an account that simultaneously overcomes the objections. Specifically, I argue that the moral residue argument, when interpreted in terms ofthe independent standard of integrity, can provide an account of appropriate moral residue that can explain what the agent has done wrong, and that is neither too strict nor overlooks the fact ofthe agent's harsh self-assessment and moral residue. In so doing I show how the specific accounts of appropriate moral residue assumed in the objections are flawed and miss the force of the point about moral residue. By examining two case studies - Williams Styron's Sophie 's Choice, and Euripides' Jphigenia at Aulis - I show that it can be established independently that both Sophie and Agamemnon do something wrong and would do something wrong no matter how they acted in their respective situations. Through Lynn McFall's conception of integrity I show that Sophie and Agamemnon would undermine their integrity regardless ofwhich oftheir alternative they chose to act on. In so doing I establish that their moral residue is appropriate and would be appropriate had they acted on their other alternative. By this means I demonstrate how - when interpreted in terms of the independent standard of integrity - the moral residue argument can support the existence of genuine moral dilemmas. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2003.

Thesis (D. Min.)--Trinity Lutheran Seminary, Columbus, Ohio, 1991. / Includes bibliographical references (leaves 150-153).

Thesis (Ph. D.)--State University of New York at Binghamton, Department of Philosophy, 2009. / Includes bibliographical references.

Patterns of moral judgment exhibited by institutional candidates and fellows in the American Council on Education Fellows Program in Leadership for Higher Education 1988/1989 and 1989/1990 were explored in this study. The fellowship program selection process produced a group of institutional candidates with the high level of moral judgment development necessary for successful leadership in higher education administration. The goals of the program may be best served by minor improvements which will enhance a sound process. The results indicate that moral judgment development was not a significant factor in the selection of fellows. Salary and years of administrative experience, however, were related to selection. Candidates with higher salaries were more likely to be selected as fellows and tended to have lower levels of moral judgment development. The study revealed that there are variables affecting the selection and further investigation is necessary to determine which variables affect the selection and if they contribute to the goals of the fellowship program. Participation in the fellowship program did not significantly affect the fellows' level of moral judgment development as a group. The fellowship program did, however, have a positive impact on the upper third subgroup of fellows and a negative impact on the lower third subgroup. The performance of the upper third indicated that they have the potential to make a significant contribution to higher education administration. The middle third subgroup's performance indicated it is in a position to benefit significantly from program adjustments which enhance the fellows' awareness and broaden their perspective of the social milieu, within which higher education functions. Performance of the lower third indicated that the fellowship program might be adapted to meet the needs of this subgroup. Further study of other variables separating these three subgroups is needed. A longitudinal study could be completed to determine if candidates in the three subgroups went on to make the contributions in higher education administration this study implied they were equipped to make.

No description available.

The relationships of cognitive complexity, social perspective taking, and moral reasoning have been primarily examined in children or juveniles. Little work has been done to study their relationships in the late adolescent and young adult college student population. Additionally, the research to date has only examined relationships among pairs of these constructs. There has been no attempt to assess the combined relationship of cognitive complexity and role-taking skills to moral reasoning at any developmental level. Therefore, there are two purposes in this study. First, to test the theory of ego function regression in depression on cognitive developmental concepts related to interpersonal functioning. Second, the study will determine the individual as well as combined relationships of cognitive complexity and social perspective taking to moral judgment in a late adolescent to young adult college student population.

The present investigation was designed to increase the moral judgment and simultaneous role-taking skills of institutionalized male juvenile delinquents and investigated possible effects of affect on the subjects' responses to treatment.

published_or_final_version / Education / Master / Master of Education