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The purpose of this research is to investigate the effect of cognitive moral development on ethical judgments, intentions, and behavior. In particular, the question is addressed as to whether cognitive moral development plays a moderating role in the Hunt-Vitell (1986, 1991) model between the situational factors and teleological evaluation. A 2 x 2 x 2 factorial experimental design involving cognitive moral development, desirability of perceived consequences to self, and desirability of perceived consequences to other, was operationalized through the use of specific scenarios designed to elicit ethical decision making. The population used in this study were a sample of purchasing managers from the Carolinas-Virginia chapter of the National Association of Purchasing Managers. Pretesting was conducted to refine the scenarios used in the final study, and to assess subject reactions. The results provided some support to several of the links proposed by Hunt and Vitell. However, the central role of cognitive moral development in the model was not strongly supported. Limitations of the study, future research, and managerial implications of the findings are discussed. / Ph. D.

Moral och moralutveckling är ett komplext område som kan vara viktigt att belysa i socialt arbete, då det visat sig att ungdomar med ett normbrytande beteende ofta har en lägre moralnivå än andra ungdomar. Det kan därför hävdas att det finns ett behov av moralfrämjande insatser inom ramen för behandling. Studiens syfte är att undersöka moralutveckling och ställa detta mot behandlingsprogrammet Aggression Replacement Training för att se hur de moralbildande komponenterna är tänkta att främja normbrytande ungdomars moralutveckling. Ett vidare syfte är att undersöka hur moralteorier och ART kan förstås ur ett genusperspektiv. I Studien används scoping samt en riktad innehållsanalys för att tematisera manual, forskning och litteratur. Resultatet visar att ART:s syfte med moralträning är att ungdomar ska ledas framåt i sin moralutveckling och nå en medvetenhet kring ömsesidigt beroende mellan individ och samhälle. Behandlingsutfallet påverkas av en kombination av olika faktorer, inom och utanför behandlingsprogrammets ramar. Det är oklart huruvida det finns ett behov av att anpassa behandling utefter kön, dock kan det hävdas att det utifrån ett genusperspektiv krävs individanpassning. Diskussionen belyser att det kan finnas ett behov av att göra en distinktion mellan moraliskt resonerande och moraliskt handlande, samt så diskuteras genusperspektivets betydelse i relation till könsroller och socialisering. / Morality and moral development are complex topics that may be important to social work, as it has been found that adolescents with antisocial behavior often has a lower moral level than other juveniles. It can therefore be argued that there is a need for moral interventions when different interventions are organized. The purpose of this study is to explore moral development in relation to the treatment program Aggression Replacement Training, how the components in moral skill training are meant to promote moral development in juvenile delinquents. A further aim is to examine how moral theories and ART can be understood from a gender perspective. Methods used in this study are scoping and directed content analysis. The results show that ART:s aim with moral training is to lead juveniles forward in their moral development. A combination of factors, both within and outside the treatment program affects the treatment outcome. Whether there is a need to adjust treatment to sex is unclear, thus it can be argued that there from a gender perspective may exist a need for more personalized treatment. The discussion illuminates a need to make a distinction between moral reasoning and moral action in treatment. Furthermore the discussion considers gender perspective in relation to gender role and socialization.

Le but de cet ouvrage est de démontrer le lien étroit entre la moralité et l'éducation, montrant ainsi qu'une définition de la moralité doit être obtenue afin de développer une théorie efficace de l'éducation. Pour parvenir a cette fin, j'ai donc choisi d'examiner deux éléments de l'approche cognitive et développementale à la moralité et l'éducation de Lawrence Kohlberg: 1) l'idée que la justice est la vertu suprême et qu'elle réside au sommet de la hiérarchie des vertus, et 2) l'idée que la moralité est indépendante de la religion. Je remets en question l'idée que la justice ne soit directement reliée qu'a notre faculté de raisonnement, ainsi que l'affirme Kohlberg, et je soutiens pour ma part que la faculté de raisonnement, dépourvue d'influence spirituelle, n'est qu'insuffisante à l'érection d'un système crédible de moralité, comme d'une théorie de l'éducation.

O objetivo da pesquisa nesta dissertação foi a de dar a conhecer o conceito de generosidade demonstrado pelas crianças aos 6, 9 e 12 anos de idade, e as diferenças apresentadas entre as crianças da escola pública e particular. Através de entrevista clínica e aplicação de dilemas, foram submetidas 120 crianças: 20 em cada faixa etária para cada classe social, dividida entre os dois sexos. Os dados demonstraram que o conceito de generosidade forma-se precocemente nos indivíduos, e que maior clareza de sua definição cresce dos 06 aos 12 anos, contudo, não foram encontradas diferenças no desenvolvimento moral entre as crianças das duas classes. Outras virtudes, como a amizade e a fidelidade, surgiram nos inquéritos como vivencias intrinsecamente relacionadas à formação do conceito de generosidade. / The objective of this research was to know the concept of generosity demonstrated by children who were 6, 9 and 12 years old, and the differences presented between children from public and private schools. Through clinical research and dilemma presenting, 120 children were analyzed. They were divided in two society class groups, 20 in each age group and divided between the two genders. Data have demonstrated that the generosity concept is formed early in individuals, and that the definition gets clearer between the ages of 6 and 12.|There were no moral development differences between the two classes however. Other virtues, like friendship and loyalty appeared in questionnaires as experiences intrinsically related to the formation of the generosity concept.

O objetivo da pesquisa nesta dissertação foi a de dar a conhecer o conceito de generosidade demonstrado pelas crianças aos 6, 9 e 12 anos de idade, e as diferenças apresentadas entre as crianças da escola pública e particular. Através de entrevista clínica e aplicação de dilemas, foram submetidas 120 crianças: 20 em cada faixa etária para cada classe social, dividida entre os dois sexos. Os dados demonstraram que o conceito de generosidade forma-se precocemente nos indivíduos, e que maior clareza de sua definição cresce dos 06 aos 12 anos, contudo, não foram encontradas diferenças no desenvolvimento moral entre as crianças das duas classes. Outras virtudes, como a amizade e a fidelidade, surgiram nos inquéritos como vivencias intrinsecamente relacionadas à formação do conceito de generosidade. / The objective of this research was to know the concept of generosity demonstrated by children who were 6, 9 and 12 years old, and the differences presented between children from public and private schools. Through clinical research and dilemma presenting, 120 children were analyzed. They were divided in two society class groups, 20 in each age group and divided between the two genders. Data have demonstrated that the generosity concept is formed early in individuals, and that the definition gets clearer between the ages of 6 and 12.|There were no moral development differences between the two classes however. Other virtues, like friendship and loyalty appeared in questionnaires as experiences intrinsically related to the formation of the generosity concept.

Tendo em vista a questão de como formar uma personalidade ética, o objetivo deste trabalho foi o de realizar uma investigação teórica visando à compreensão de como se desenvolvem dois aspectos que compõem tal formação: a moral e a cognição. Buscou-se ainda comparar as semelhanças entre esses aspectos e observar intervenções pedagógicas que propiciassem o desenvolvimento de ambos. Para o estudo do desenvolvimento moral, analisaram-se os trabalhos do psicólogo americano Lawrence Kohlberg, que baseou sua investigação nos estudos de Dewey e Piaget, aprimorando uma sequência de etapas pelas quais as pessoas passam em sua formação. Além disso, o psicólogo e seus colaboradores pesquisaram quais condições favoreciam esse avanço de forma a propiciar que níveis mais elevados de desenvolvimento fossem atingidos. Para o estudo dos aspectos cognitivos de tal questão, buscou-se um autor holandês, que elaborou, na área da matemática, um modelo para o desenvolvimento do pensar geométrico: Pierre van Hiele. Apesar de ele ter elaborado um modelo específico para o pensar geométrico, afirma ser possível utilizar esse modelo para o estudo da cognição em outras áreas do conhecimento, não se restringindo apenas à geometria. Ao se compararem as semelhanças entre os dois estudos, foram observados elementos comuns a ambos, entre eles, a necessidade de se favorecer a ocorrência de conflitos cognitivos para o avanço de uma etapa à outra. A partir da semelhança das teorias, buscaram-se ações possíveis de aplicação em sala de aula que propiciassem esses desenvolvimentos de forma eficaz. Quanto às intervenções pedagógicas, foi destacado o diálogo a conversação, a argumentação e a discussão de dilemas morais como condição favorável em sala de aula. Verificou-se que a conversação apresenta o ganho de propiciar que os pensamentos dos alunos fiquem mais claros pela explicitação de suas ideias, além de enriquecer seu repertório a partir da visão alheia; a argumentação acresce, aos proveitos da conversação, a tomada de decisão, pois exige do aluno o posicionamento e uma escolha; a discussão de dilemas morais acrescenta, às intervenções anteriores, o benefício do trabalho com os valores pessoais de cada um e da exigência de uma hierarquização desses valores. Essas intervenções buscam o aumento do nível de consciência dos alunos, essencial para a formação da personalidade ética. / Aiming at forming an ethical personality, this paper carries out a theoretical investigation designed to understand how to develop two aspects that make up such formation: morality and cognition. It also compares the similarities between these aspects and the observed pedagogical interventions that provide for the development of both such aspects. For the study of moral development, the American psychologist Lawrence Kohlbergs work was looked into. He based his research on the studies of Dewey and Piaget, by improving a sequence of stages through which people undergo their formation. In addition the psychologist and his colleagues investigated what conditions favored this advance in order to allow for higher levels of development. In order to study the cognitive aspects of this question, Pierre van Hiele, a Dutch author in the field of mathematics, was studied. He developed a model for the development of geometric thinking. Although this author has prepared a specific model for geometric thinking, he claims one should be able to apply it to cognition studies not only in Geometry but also in regard with other fields. When comparing the similarities between the two studies, elements common to both were observed - among them the need to enable cognitive conflicts to advance from one stage to another. Based on the similarity of theories, the paper looked into other possible actions for implementation in the classroom that could effectively provide such development. Regarding the pedagogical interventions, dialogue (conversation, argument and debate on moral dilemmas) was highlighted as a favorable condition in the classroom. One observes that conversation includes the benefit to provide for clearer thoughts on the part of the students when elucidating their ideas. Also, it enriches their repertoire based on the view of others. To the advantage of conversation, argument adds decision making, for it requires the student\'s attitude and choice. And, to the previous interventions, debating moral dilemmas adds the benefit of working with the personal values of each one and of the requirement of a hierarchy of those values. These interventions seek to increase the level of students awareness, which is essential for the formation of the ethical personality.

Le fonctionnement du jugement moral demeure controversé dans la littérature. Certaines théories affirment que, par définition, le jugement moral dépend des émotions (théorie des marqueurs somatiques de Damasio), tandis que d'autres mettent l'accent sur l'importance de la cognition, comme le fait la théorie de Kohlberg. Cette théorie du jugement moral est née dans les années 1970, alors que plusieurs fonctions humaines étaient encore définies par le postulat du constructivisme psychologique. Ce postulat met l'accent sur les fonctions cognitives et les stades pour expliquer le développement des facultés humaines. Aujourd'hui, la théorie de Kohlberg est sévèrement critiquée par ceux qui adoptent une position sentimentaliste, mettant l'accent sur les émotions pour expliquer le jugement moral. Pourtant, la théorie de Kohlberg a subi plusieurs modifications dont les critiques ne tiennent pas compte. Le but de cette thèse était de montrer comment la théorie de Kohlberg est à jour et permet d'étudier le jugement moral avec les émotions. Afin d'atteindre cet objectif, deux études ont été menées. La première de ces études fut une recherche théorique de type argumentatif. Elle a permis de remettre à jour la théorie de Kohlberg en s'appuyant sur les travaux de deux chercheurs, Krebs et Rest, qui se sont attaqués 1) à la conception constructiviste du cadre de la théorie (stades, cognition) et 2) à l'absence de plusieurs variables importantes dans la définition du jugement moral (personnalité, émotions). Krebs a utilisé le concept de stratégies plutôt que de stades. Selon l'auteur, ces stratégies sont des structures intuitives qui peuvent se retrouver chez les animaux, les enfants et les adultes et dont l'expression dépend du contexte écologique ou social. Rest a parlé de schèmes, structures intuitives aussi présentes à la naissance, dont l'importance pourrait varier en fonction de plusieurs composantes (notamment psychologiques). Finalement, cette étude conclut en présentant une théorie néo-kohlbergienne du jugement moral. Il est aujourd'hui possible d'utiliser cette théorie en parlant d'émotions et de fonctions cognitives. La deuxième étude visait à mesurer l'impact des émotions sur les schèmes moraux de la théorie néo-kohlbergienne et à mesurer les fonctions cognitives impliquées traditionnellement dans le jugement moral (intelligence, fonctions exécutives et théorie de l'esprit). Quatre-vingt-quatre jeunes adultes normaux (40 hommes et 44 femmes) ont écouté deux versions de dilemmes (neutre et avec ton dramatique). Les résultats ont montré que les pourcentages des schèmes préconventionnels ont diminué dans la condition avec ton dramatique. Par ailleurs, les pourcentages des schèmes postconventionnels ont diminué chez les hommes, mais ont augmenté chez les femmes dans la condition dramatique. Comme fonction cognitive, la théorie de l'esprit était corrélée positivement avec les schèmes postconventionnels. En outre, plus les sujets étaient flexibles, plus ils obtenaient des pourcentages des schèmes conventionnels dans la condition dramatique. Ces résultats confirment le rôle des émotions et des fonctions cognitives pour expliquer le jugement moral et montrent des différences de ce jugement entre les sexes. En conclusion, cette thèse a montré qu'il y a la place pour les émotions dans la théorie néo-kohlbergienne, pour mieux comprendre le jugement moral. Cette thèse confirme que les émotions permettent de diminuer le pourcentage des schèmes d'intérêts personnels (préconventionnels), mais n'augmentent pas nécessairement les pourcentages des schèmes prosociaux (postconventionnels) chez tout le monde. Ce pourcentage diminue chez les hommes tandis qu'il augmente chez les femmes et les fonctions cognitives classiques contribuent partiellement à expliquer le jugement moral. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : jugement moral, théorie de Kohlberg, émotions, Haidt, fonctions cognitives, Rest, Krebs.

This bachelor's thesis examines three books in the Harry Potter series, Harry Potter and the Philosopher's Stone, Harry Potter and the Order of the Phoenix and Harry Potter and the Deathly Hallows. The aim is to increase understanding for what Harry Potter could contribute in terms of morality in religious studies, and how the story about Harry Potter, as a popular literary phenomenon, can be helpful for this. Lawrence Kohlberg's theory of moral development is central to this essay. I have used an hermeneutic method for the analysis of the Harry Potter books. The result shows that the main character, Harry Potter, can be seen as kind of a role model when it comes to moral development. Pupils may benefit by reading this book series because it can open their eyes to life questions and moral values. Identity formation, loyalty and fellowship are issues that the reader will be able to recognize and relate to in the Harry Potter books. Therefore it is relevant to use the Harry Potter books in teaching of religion. Life questions and moral values are also stressed in the syllabus for religious studies in junior high school. Furthermore the character Harry Potter does follow the moral development theory developed by Kohlberg, though it seems like the various stages are not separated, but rather integrated with each other. Harry Potter changes both intellectually and emotionally according to the magical world of Hogwarts school of wizardry and witchcraft.

Diss.--Hochsch. für Philisophie--München, 1992.