Jugeant désuète la transmission autoritaire des valeurs et insatisfaisante la clarification des valeurs, Kohlberg propose comme alternative le développement cognitif : pour éviter le dogmatisme et le relativisme éthiques et mesurer le degré de maturité de l'individu, il faut axer la formation sur le processus de production des jugements moraux et non sur les comportements ou le contenu des décisions morales. Notre étude porte sur les fondements philosophiques du formalisme éthique sous-jacent à cette théorie des stades et ses implications sur la formation morale. L'examen de ces questions révèle que si Kohlberg dégage bien le rôle actif du sujet et les conditions de possibilité du raisonnement moral, une formation réduite à l'affinement du sens de la justice ne suffit toutefois pas pour préparer l'individu à agir moralement. Aussi soutenons-nous, en revanche, la nécessité d'une formation intégrale de la personne humaine, seule apte à en faire un agent attentif aux intérêts d'autrui.

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In dieser Arbeit werden verschiedene Entwicklungsmodelle des Menschen vorgestellt und in ihrem Gebrauch in und für die Pädagogik kritisch reflektiert. Zunächst werden Vorüberlegungen zur Etymologie und Systematik der Begriffe Entwicklung (zwischen Natur und Kultur) und Modell (gegenüber Theorie, Simulation und Schema) angestellt. Anhand des Gangs von Beispiel zu Beispiel (Günther Buck) werden jeweils die Entwicklungsmodelle des Menschen von Rudolf Steiner, Maria Montessori, Jean Piaget, Lawrence Kohlberg, Erik Erikson und Werner Loch kritisch dargestellt und problematisiert. Es schließen sich bildungs- und erziehungstheoretische Überlegungen an, wie das Phänomen der Entwicklung heute in angemessener Weise behandelt werden kann. Anhand der dargestellten Modelle zeigt sich, dass nur ein von absoluter Teleologie und Linearität befreiter Entwicklungsbegriff mit modernen Vorstellungen pädagogischer Anthropologie und Ethik kompatibel sein kann. Deswegen können Entwicklungsmodelle lediglich eine veranschaulichende oder regulierende Funktion ausüben. Sie stehen jedoch so zumeist im Widerspruch zu den grundlegenden Momenten der freien Bildsamkeit und Mitbestimmung des Einzelnen im Erziehungsprozess. Eine Rehabilitation des Entwicklungsdenkens erweist sich dennoch als sinnvoll, da dieser in der Lage ist, auf die komplexe Genealogie menschlichen Lebens und die Möglichkeiten und Grenzen pädagogischer Einsätze zu verweisen. / The issue of developmental models of human beings and their implementation in both pedagogical practice and theory are critically reflected within this thesis. In the beginning, preliminary considerations of the etymology and systematization of development (between nature and nurture) and model (as opposed to theory, simulation, scheme) are framed. Based on Günther Bucks''s approach (from „Beispiel“ to „Beispiel“) several developmental models by Rudolf Steiner, Maria Montessori, Jean Piaget, Lawrence Kohlberg, Erik Erikson and Werner Loch are critically examined. Subsequently, considerations on addressing the phenomenon of development from the perspective of education theory and „Bildung“ in an appropriate contemporary way are given expression. On the basis of the outlined models it is depicted that only a concept of development that is exempt from absolute teleology and linearity can be compatible with modern ideas of educational anthropology and ethics. Hence, developmental models may only serve visualizing and regulating purposes. They often contradict fundamental principles such as „Bildsamkeit“ (the ability and necessity of self-forming) and participation within the process of education. Nevertheless, the rehabilitation of development thinking proves beneficial due to its ability to indicate the complex genealogy of human life and the opportunities as well as limitations of pedagogical actions.

CHARLES UNIVERSITY FACULTY OF ARTS DEPARTMENT OF EDUCATION PhD programme studied subject - education DISSERTATION ABSTRACT Vliv dlouhodobého pobytu jedince v dětském domově na jeho morální vývoj Effect of Long-term Residence of Individual in Children's Home to His Moral Development Mgr. Petr Šusta Supervisor: doc. PhDr. Jaroslav Koťa Prague 2018 Abstract and keywords The dissertation thesis elaborates on the effect of the long-term residence of an individual in a children's home to his moral development. The dissertation thesis includes theoretical and empirical parts and the aim of the thesis is to find and eventually describe differences in the level of moral development of children and teenagers experienced with a long-therm residence in a children's home and subjects without this expirience. It has been gained and collected results of the original research in accordance with the methodology of Lawrence Kohlberg in cooperation with children from the children's homes and children from usuall families as control group. There are elaborated these topisc in the theoretical part of the thesis: institutional foster care in the Czech Republic, methodological research issues of the level of moral development in accordance with the theory of Lawrence Kohlberg. The empirical part of the dissertation thesis defines...

<p>Denna undersökning syftar till att undersöka nationella skillnader i moralutveckling och innehåll i moraliskt resonemang. Studien omfattar 445 svenska och 148 amerikanska ungdomar i åldern 14-19 år. De svenska fpp är hämtade från högstadium och gymnasium i Stockholmsområdet, och de amerikanska från två katolska privatskolor i New York. Dessa tog del av ett moralfrågeformulär av Gibbs (Gibbs & Widaman, 1982; Socio-moral Reflection Measure; SRM) som är en reviderad version av Kohlbergs intervjumetod för bedömning av en individs moralutveckling och kvalitativa, moraliska synsätt i frågor rörande moral. Vid analysen förelåg inga nationella skillnader i moralutvecklingsnivå. Resultaten visade ej heller på skillnader mellan svenska och amerikanska ungdomars sätt att resonera kring moraliska frågor, utom i två fall, som kan tänkas visa på ett typiskt svenskt och ett typiskt amerikanskt sätt att tänka och försvara etiska ställningstaganden. Resultatet diskuteras utifrån (nämnda) teorier inom ämnesområdet.</p> / <p>The aim of this study is to investigate whether there are National differences in moral development and content of moral reasoning. The study includes 445 Swedish and 148 North American youths in the age of 14-19 years. The Swedish subjects of the study come from an upper level of compulsory school in the area around Stockholm, and the North American subjects of the study come from two private Catholic schools in New York. The subjects answered Gibbs’ Moral questionnaire (Gibbs & Widaman, 1982; Socio-moral Reflections Measure; SRM), which is a revised version of Kohlberg’s survey method for estimating individual moral development and qualitative moral viewpoints. The analysis showed no Nation-bound differences concerning moral development level between the youths. Neither could any differences between Swedish and North American young peoples’ way of reasoning on moral issues be traced, except in two cases, which possibly show a typical Swedish and a typical North American way of thinking and defending ethical standpoints. The result is discussed in relation to mentioned theories of the subject area.</p>

<p>The paper explores theoretical shortcomings in the egalitarian theory by John Rawls and provides a complementary view on the problem of morally arbitrary contingencies. The conception of natural lottery, which Rawls presents to signify the starting range of morally arbitrary inequalities, falls short in philosophical grounding. According to critics, the notion of natural lottery appeals to the philosophical conception of moral luck which undermines ascription of moral responsibility. Since moral responsibility is a basic prerequisite for egalitarian justice, the appeal to morally arbitrary contingencies of the natural lottery may be self-defeating for the theory.</p><p>Criticizing Rawls’s approach to morally arbitrary contingencies Susan Hurley investigates philosophical groundings for judgment of moral responsibility. Philosophical inquiries into moral luck differentiate four categories of luck and expose the difficulties of ascription of moral responsibility for it. The conception of moral luck implies epistemological shortcomings in the rational judgment of moral responsibility. Hurley claims that ascription of moral responsibility requires another logical strategy.</p><p>The critical discussion by Norman Daniels refers to another egalitarian theory by Ronald Dworkin which suggests ascription of moral responsibility on a gradual scale. The theory divides the naturally contingent recourses into categories of brute luck and option luck. This strategy stratifies normative standards of responsibility by the criteria of individual choice and circumstances.</p><p>Considering the strategy of gradual ascription of responsibility, I suggest to apply a moral developmental perspective as an additional outlook on the moral responsibility in egalitarian theory. The theory of moral development by Lawrence Kohlberg provides an explanation of a gradual development of moral responsibility through a natural order of developmental stages. It stratifies the moral responsibility into a hierarchical model of measurement and systematizes the order of normative standards.</p>

Denna undersökning syftar till att undersöka nationella skillnader i moralutveckling och innehåll i moraliskt resonemang. Studien omfattar 445 svenska och 148 amerikanska ungdomar i åldern 14-19 år. De svenska fpp är hämtade från högstadium och gymnasium i Stockholmsområdet, och de amerikanska från två katolska privatskolor i New York. Dessa tog del av ett moralfrågeformulär av Gibbs (Gibbs &amp; Widaman, 1982; Socio-moral Reflection Measure; SRM) som är en reviderad version av Kohlbergs intervjumetod för bedömning av en individs moralutveckling och kvalitativa, moraliska synsätt i frågor rörande moral. Vid analysen förelåg inga nationella skillnader i moralutvecklingsnivå. Resultaten visade ej heller på skillnader mellan svenska och amerikanska ungdomars sätt att resonera kring moraliska frågor, utom i två fall, som kan tänkas visa på ett typiskt svenskt och ett typiskt amerikanskt sätt att tänka och försvara etiska ställningstaganden. Resultatet diskuteras utifrån (nämnda) teorier inom ämnesområdet. / The aim of this study is to investigate whether there are National differences in moral development and content of moral reasoning. The study includes 445 Swedish and 148 North American youths in the age of 14-19 years. The Swedish subjects of the study come from an upper level of compulsory school in the area around Stockholm, and the North American subjects of the study come from two private Catholic schools in New York. The subjects answered Gibbs’ Moral questionnaire (Gibbs &amp; Widaman, 1982; Socio-moral Reflections Measure; SRM), which is a revised version of Kohlberg’s survey method for estimating individual moral development and qualitative moral viewpoints. The analysis showed no Nation-bound differences concerning moral development level between the youths. Neither could any differences between Swedish and North American young peoples’ way of reasoning on moral issues be traced, except in two cases, which possibly show a typical Swedish and a typical North American way of thinking and defending ethical standpoints. The result is discussed in relation to mentioned theories of the subject area.

The paper explores theoretical shortcomings in the egalitarian theory by John Rawls and provides a complementary view on the problem of morally arbitrary contingencies. The conception of natural lottery, which Rawls presents to signify the starting range of morally arbitrary inequalities, falls short in philosophical grounding. According to critics, the notion of natural lottery appeals to the philosophical conception of moral luck which undermines ascription of moral responsibility. Since moral responsibility is a basic prerequisite for egalitarian justice, the appeal to morally arbitrary contingencies of the natural lottery may be self-defeating for the theory. Criticizing Rawls’s approach to morally arbitrary contingencies Susan Hurley investigates philosophical groundings for judgment of moral responsibility. Philosophical inquiries into moral luck differentiate four categories of luck and expose the difficulties of ascription of moral responsibility for it. The conception of moral luck implies epistemological shortcomings in the rational judgment of moral responsibility. Hurley claims that ascription of moral responsibility requires another logical strategy. The critical discussion by Norman Daniels refers to another egalitarian theory by Ronald Dworkin which suggests ascription of moral responsibility on a gradual scale. The theory divides the naturally contingent recourses into categories of brute luck and option luck. This strategy stratifies normative standards of responsibility by the criteria of individual choice and circumstances. Considering the strategy of gradual ascription of responsibility, I suggest to apply a moral developmental perspective as an additional outlook on the moral responsibility in egalitarian theory. The theory of moral development by Lawrence Kohlberg provides an explanation of a gradual development of moral responsibility through a natural order of developmental stages. It stratifies the moral responsibility into a hierarchical model of measurement and systematizes the order of normative standards.

Made available in DSpace on 2015-05-14T13:16:31Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 920178 bytes, checksum: de82d476ea20cd9b2d0289fa0d8acde3 (MD5) Previous issue date: 2014-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The aim of this study was to analyze a soap opera of 2010s, using the Lawrence Kohlberg s typology of moral values, and compare these results with a similar analysis done in three consecutive soap operas of the 1980s. Two studies were conducted: the first consists of the analysis of moral values conveyed by the soap opera Avenida Brasil (2012) and the second consists of a comparison of the results obtained in this analysis with those obtained in the analysis of the 1980s soap operas. The sample was composed of 90 chapters of the soap opera Avenida Brasil (2012) and the results of Camino e Cavalcanti (1998). For the analysis, three classifications were made: 1) according to Kohlberg's moral stages, 2) according to the intentions (Purpose) which issued the characters and the actions planned or undertaken to achieve this porpose (tactics) and 3) in accordance with the agreement, which is the appreciation, protection, acceptance and issuance of a certain moral reasoning, and the unconformity, which are transgressed behaviors and utterances that demonstrate a criticism, disagreement or rejection use of certain type of morality. The data were subjected to content analysis of Bardin (2010). The results of the first study showed that the most conveyed moral values by Avenida Brasil (2012) were those corresponding to stages 1 and 2; disagreements were related to higher stages - 4:05; purposes values were categorized in stages 1 and 2 and means values focused on actions that are committed against the other. The results of the second study showed that both the Avenida Brasil as soap operas of the 1980s, had higher frequencies related to lower stages - 1 , 2 - while the lower frequencies corresponded to higher stages - 3a, 3c , 4 5 [3] , 5 and 6. The soap opera Avenida Brasil (2012) showed a higher percentage values for stage 1 and stage 2, while the soap operas of the 1980s had a higher percentage of the values for stage 3a, 3c, 4, 5 and 5[3]. The agreement with stages 1, 2 and 3a was very high as soap opera Avenida Brasil as in the soap operas of 1980s. As for disagreements, the soap opera Avenida Brasil stands out in relation to the stages 3a and 4 and the soap operas of the 1980s in relation to stages 2, 3c, 5 [3] and 5. The soap opera Avenida Brasil had a higher percentage for purposes connected with the stage 1 and 3 conventional, while the soap operas of the 1980s have higher percentages of purposes related to stages 2, 3 affective, 4 and 5; Results showed that in the soap opera Avenida Brasil actions against others got higher percentage compared to soap operas of the 1980s. These, however, had more shares to the other and also more actions in defense of conventions or laws. It is believed that the social context in which the soap operas of the 1980s were created may have influenced the placement of more advanced moral content, since this was a period of social, political and economic openness. In the soap opera Avenida Brasil (2012), we find the author's intention in highlighting the theme of revenge, emphasizing the law into their own hands and this may be related to a public outcry for legality with emphasis on punishment and that this may have contributed to the propagation of lower moral values. / O objetivo do presente estudo foi analisar uma telenovela da década de 2010, a partir da tipologia Kohlberguiana, e comparar os resultados com os de uma análise semelhante feita em três telenovelas consecutivas da década de 1980. Foram realizados dois estudos: o primeiro consta da análise dos valores morais veiculados pela telenovela Avenida Brasil (2012), e o segundo consta de uma comparação dos resultados obtidos nesta análise com aqueles obtidos na análise das telenovelas da década de 1980. A amostra foi composta por 90 capítulos da telenovela Avenida Brasil (2012) e pelos resultados da pesquisa de Camino e Cavalcanti (1998). Para a análise, foram feitas três classificações: 1) de acordo com os estágios morais propostos por Kohlberg; 2) de acordo com as intenções (Fins) das personagens que as emitiram e com as ações planejadas ou realizadas para alcançar esses fins (Meios), e 3) de acordo com a Concordância, que é a valorização, a defesa, a aceitação e emissão de um certo raciocínio moral; e na Discordância, que são os comportamentos ou verbalizações de crítica, desacordo ou rejeição ao uso de determinado tipo de moral. Os dados referentes às verbalizações e comportamentos dos personagens foram submetidos à Análise de conteúdo de Bardin (2010). Os resultados do primeiro estudo mostraram que os valores morais mais veiculados pela telenovela Avenida Brasil foram aqueles correspondentes aos estágios 1 e 2; as discordâncias relacionaram-se aos estágios mais elevados 4 e 5; os valores fins foram categorizados nos estágios 1 e 2 e os valores meios se concentraram em ações que são cometidas contra o outro. Os resultados do segundo estudo mostraram que tanto a telenovela Avenida Brasil quanto as telenovelas da década de 1980, apresentaram frequências mais elevadas referentes aos estágios inferiores 1, 2 enquanto que as frequências mais baixas corresponderam aos estágios mais elevados 3a, 3c, 4, 5[3], 5 e 6. A telenovela Avenida Brasil (2012) apresentou uma maior porcentagem para os valores do estágio 1 e do estágio 2, enquanto as novelas da década de 1980 apresentaram uma maior porcentagem para os valores dos estágio 3a, 3c, 4, 5 e 5[3]. A concordância com os estágios 1, 2 e 3a foi muito elevada na novela Avenida Brasil e nas da década de 1980. Quanto às discordâncias, a telenovela Avenida Brasil se destaca em relação aos estágios 3a e 4 e as telenovelas da década de 1980 em relação aos estágios 2, 3c, 5[3] e 5. A telenovela Avenida Brasil apresentou maior porcentagem para os fins ligados ao estágio 1, e 3 convencional, enquanto as telenovelas de 1980 apresentam maiores porcentagens de fins ligados aos estágios 2, 3 afetivo, 4 e 5; Os resultados mostraram que na telenovela Avenida Brasil as ações contra o outro obtiveram maior porcentagem em comparação com as telenovelas da década de 1980. Estas, em contrapartida, apresentaram mais ações a favor do outro e também mais ações em defesa de convenções ou leis. Acredita-se que o contexto social no qual as telenovelas da década de 1980 foram criadas pode ter influenciado a veiculação de conteúdo moral mais avançado, uma vez que tratava-se de um período de abertura sociopolítica e econômica. Na telenovela Avenida Brasil (2012), percebe-se a intenção do autor em destacar o tema da vingança, dando ênfase à justiça com as próprias mãos e isso pode estar relacionado a um clamor social por legalidade com ênfase na punição e que isso pode ter contribuído para a veiculação de valores morais mais baixos.

The aim of this thesis is to describe and analyse the moral reasoning of people with mild intellectual disability, as well as to find out their understanding of more abstract terms of the moral domain, what the principle of their deciding is, and which values are important for them. In the first part, the thesis concentrates on the influence of the intellectual disability on the cognitive, emotional and personality aspects of the subjects. It also introduces several theories of the moral development, moral structure and values, and finally, the thesis presents the outcomes of the foreign research focused on the moral reasoning of people with intellectual disability. In six case studies in the empirical part, the thesis demonstrates the moral reasoning of people with mild intellectual disability, who have been respondents of exploratory interviews. In the concluding part, the thesis attempts to find some identical significant moments which might be characteristic of moral reasoning of people with mild intellectual disability, and put them into the context of other research and theories.