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Réciprocité-coopération et le système palabrique africain : tradition et herméneutique dans les théories du développement de la conscience morale chez Piaget, Kohlberg et Habermas /Ndjimbi-Tshiende, Olivier, January 1992 (has links)
Diss.--Hochsch. für Philisophie--München, 1992.
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Lawrence Kohlberg's theory of moral development and Kant's moral philosophyCsatary, Leslie, 1950- January 1980 (has links)
No description available.
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An evaluation of the level of the moral judgment of behaviourally handicapped adolescent clinic school pupils of normal intelligence / Rowan Alexander JohnsonJohnson, Rowan Alexander January 1990 (has links)
This empirical study aimed at determining any
significant difference in level of moral judgment
between behaviourally handicapped adolescent clinic
school pupils of normal intelligence (experimental
group) and a matched sample of non-behaviourally
handicapped pupils (control group). Moral judgment
level was measured in terms of Global stage Scores and
Weighted Average Scores using Kohlberg's Moral Judgment
Interviews and standard Issue scoring. Secondary aims
were to determine whether the data obtained indicated
significant sex differences in level of moral judgment
and to compare the mean level of moral judgment of the
experimental and control groups with existing research.
A statement and motivation of the problem and clarification of concepts were followed by an evaluation of
applicable pre-Kohlbergian research, the philosophical
foundations of Kohlberg’s theory and the theory itself.
This was followed by an examination of the methods of
research and the empirical study. The data generated
indicated a significant difference in mean level of
moral judgment between the research groups in favour of
the control group when controlling for age, gender and
socio-economic status. This difference was highlighted
by comparisons with existing research. No significant
gender differences in moral judgment were found.
Important conclusions reached were: - Experimental group pupils were retarded in level
of' moral judgment and, unlike the pupils in the
control group, most had not yet reached stage 3
moral reasoning. - Sex differences in moral judgment were not found
as is predicted in Kohlbergian theory (Colby & Kohlberg, 1987: 130). - Sub-group comparisons indicated chronological age to be an important factor in the measurement of
moral judgment. The research findings imply that: - Attempts should be made to raise the level of moral judgment of pupils like those in the experimental group specifically, but also that of all pupils. - Planned moral education programmes can ignore sex differences, but not chronological age. - Varied research into moral judgment is necessary. / Dissertation (MEd)--PU for CHO, 1990
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An evaluation of the level of the moral judgment of behaviourally handicapped adolescent clinic school pupils of normal intelligence / Rowan Alexander JohnsonJohnson, Rowan Alexander January 1990 (has links)
This empirical study aimed at determining any
significant difference in level of moral judgment
between behaviourally handicapped adolescent clinic
school pupils of normal intelligence (experimental
group) and a matched sample of non-behaviourally
handicapped pupils (control group). Moral judgment
level was measured in terms of Global stage Scores and
Weighted Average Scores using Kohlberg's Moral Judgment
Interviews and standard Issue scoring. Secondary aims
were to determine whether the data obtained indicated
significant sex differences in level of moral judgment
and to compare the mean level of moral judgment of the
experimental and control groups with existing research.
A statement and motivation of the problem and clarification of concepts were followed by an evaluation of
applicable pre-Kohlbergian research, the philosophical
foundations of Kohlberg’s theory and the theory itself.
This was followed by an examination of the methods of
research and the empirical study. The data generated
indicated a significant difference in mean level of
moral judgment between the research groups in favour of
the control group when controlling for age, gender and
socio-economic status. This difference was highlighted
by comparisons with existing research. No significant
gender differences in moral judgment were found.
Important conclusions reached were: - Experimental group pupils were retarded in level
of' moral judgment and, unlike the pupils in the
control group, most had not yet reached stage 3
moral reasoning. - Sex differences in moral judgment were not found
as is predicted in Kohlbergian theory (Colby & Kohlberg, 1987: 130). - Sub-group comparisons indicated chronological age to be an important factor in the measurement of
moral judgment. The research findings imply that: - Attempts should be made to raise the level of moral judgment of pupils like those in the experimental group specifically, but also that of all pupils. - Planned moral education programmes can ignore sex differences, but not chronological age. - Varied research into moral judgment is necessary. / Dissertation (MEd)--PU for CHO, 1990
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Implicações dos níveis de desenvolvimento moral de Kohlberg na educação superior: um estudo de casoBordignon, Nelson Antonio January 2009 (has links)
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Previous issue date: 2009 / This thesis in education aims to identify, in a Case Study, moral development level and stage of a group of Graduation professors. The base reference theory for the search is the Moral Development theory of Lawrence Kohlberg (1927-1987). The empirics investigation is performed in a Centro Universitário La Salle – Unilasalle – Canoas, Rio Grande do Sul State/Brasil. The aim subjects are Graduation professors in age between 33-65 years old, with teaching experience between 6-30 years in teaching, searching, extension and university administration areas, working in 17 graduation courses in the 28 which are offered by the institution. The methodology is the discussion of moral dilemmas of Kohlberg, using three of them: Heinz’s Dilemma, Joe’s Dilemma and Dr. Jeferson’s Dilemma (APENDICIS E). Each dilemma contains a succession of situations which the searched subjects answered, presenting their justification for each of them. A semi-structured interview with each one of the professors completed the evaluation of moral dilemma. The assay of collected data was done using the Bardin’s methodology, considering the identification categories, the moral development levels and stages of Kohlberg. The 17 subjects were identified in 11 (64,70%) in Conventional Level – 5 (29,40%) in Stage 3 – Expecting, Relations and Interpersonal Conformities and 6 (35,30%) in Stage 4 – Preservation of Social System and the Conscience; and 6 (35,30%) subjects in Post Conventional level, all of them in stage – The Social Contracts or the Utility and Individual Rights.The results and conclusions of the search discuss the interface of the subjects’ answers related to the moral development level, their educative experience and the reflexes in education; they also sum up what they think and how they act in moral education in the graduation level. It presents a proposal of moral education from Kohlberg’s moral development theory as possibility and potentiality in the perspective of moral formation of teachers. / Esta tese em educação tem por objetivo identificar o nível e o estágio de desenvolvimento moral, em um Estudo de Caso, de um grupo de professores da Educação Superior. O referencial teórico que fundamenta a pesquisa é a teoria do Desenvolvimento Moral de Lawrence Kohlberg (1927-1987). A investigação empírica se realiza no Centro Universitário La Salle – Unilasalle – Canoas, Rio Grande do Sul/Brasil. Os sujeitos da pesquisa são professores de Educação Superior com idade que varia de 33 a 65 anos, com tempo de magistério de 6 a 30 anos de experiência nas áreas de ensino, pesquisa, extensão e administração universitária, atuam em 17 cursos de graduação dos 28 oferecidos pela Instituição. A metodologia usada é a discussão de dilemas morais de Kohlberg, sendo usados três deles: o Dilema de Heinz, o Dilema de Joe e o Dilema do Dr. Jeferson (APÊNDICE E). Cada dilema compreende uma sucessão de situações às quais o pesquisado respondeu, apresentando sua justificativa para cada uma delas. Uma entrevista semiestruturada com cada um dos professores completou a avaliação dos dilemas morais. A análise dos dados coletados foi realizada com base na metodologia de Bardin, considerando-se as categorias de identificação, os níveis e estágios de desenvolvimento moral de Kohlberg. Os 17 sujeitos foram identificados, sendo 11 (64,70%) no Nível Convencional – 5 (29,40%) no estágio 3 – Das Expectativas, Relações e Conformidades Interpessoais e 6 (35,30%) no Estágio 4 – Da Preservação do Sistema Social e da Consciência; e 6 (35,30%) sujeitos no Nível Pós-convencional, todos no estágio 5 – Do Contrato Social ou da Utilidade e Direitos Individuais.Os resultados e as conclusões da pesquisa discutem as interfaces das respostas dos sujeitos relativas ao estágio de desenvolvimento moral, à sua vivência educativa e aos reflexos na educação, além de realizar uma síntese do que pensam e como atuam em relação à educação moral na educação superior. Apresenta-se, também, uma proposta de educação moral a partir da teoria do desenvolvimento moral de Kohlberg como possibilidade e potencialidade na perspectiva da formação moral de educadores.
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Le développement moral selon Lawrence KohlbergEmbolo Bena, Laurent. 31 January 2022 (has links)
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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Lawrence Kohlberg's theory of moral development and Kant's moral philosophyCsatary, Leslie, 1950- January 1980 (has links)
No description available.
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Morele ontwikkeling tydens adolessensie : 'n tussenkulturele studieFerns, Ilse, 1961- 11 1900 (has links)
Afrikaans text / Die vlak van morele ontwikkeling van wit A:frikaanssprekende, wit Engelssprekende,
swart Sotbosprekende, swart Xhosasprekende en swart Zoeloesprekende adolessente seuns en
meisies in vroee, middel- en laatadolessensie (12-19 jaar) in Suid-Afrika is afsonderlik,
tussenkultureel en vir geslagsverskille asook ouderdomsverskille ondersoek. Moontlike verbande
tussen genoemde groepe se vlak van morele ontwikkeling, stedelike/plattelandse woonomgewing,
vlak: van identiteitsontwikkeling en lokus van kontrole-orientasie is ondersoek vir kultuur- en
geslagsverskille.
Wit en swart adolessente redeneer nie in dieselfde mate op die verskillende stadia van morele
ontwikkeling nie en bulle openbaar oak verskillende morele ontwikkelingspatrone. Swart adolessente
funksioneer betekenisvol meer as wit adolessente op laer stadia van morele redenering terwyl wit
adolessente betekenisvol meer as swart adolessente op boer stadia van morele redenering
funksioneer. Wit adolessente toon 'n morele ontwikkelings patroon ooreenkomstig Westerse waardes en norme wat ooreenstem met Kohlberg se
teorie. Swart adolessente toon 'n andersoortige morele ontwikkelingpatroon wat nie ooreenstem
met Kohlberg se teorie nie. Met betrekking tot die wit adolessente groep bereik meisies
betekenisvolle boer stadia van morele ontwikkeling as seuns. Wat swart adolessente seuns en
meisies betreis geen betekenisvolle geslagsverskille ten opsigte van vlak van morele redenering
gevind nie. Morele ontwikkeling verloop ooreenkomstig ouderdom in stadia volgens 'n spesifieke
patroon. Jonger adolessente funksioneer in 'n grater mate op laer stadia van morele redenering
as ouer adolessente terwyl ouer adolessente meer tekens van boer stadia van morele redenering
as jonger adolessente toon. Verskille in die morele ontwikkeling van adolessente seuns wat uit 'n
stedelike omgewing kom en die wat op die platteland woon bet nie voorgekom nie. Stedelike
adolessente meisies funksioneer in 'n grater mate as plattelandse adolessente meisies op boer
vlakke van morele ontwikkeling.
Ten opsigte van wit adolessente het 'n betekenisvolle verband tussen vlak van morele
ontwikkeling en vlak van identiteitsontwikkeling voorgekom. By swart adolessente is sodanige
verband nie gevind nie. Geen verband tussen vlak van morele ontwikkeling en lokus van
kontrole-orientasie vir wit en swart adolessente in Suid-Afrika is aangetoon nie.
Die bevindings is verklaar aan die hand van verskillende tipes sosialisering, sosiokulturele
faktore, kultuur-historiese aspekte en adolessente se ontwikkelingkenmerke. / The level of moral development of white Afrikaans speaking, white English speaking, black Sotho
speaking, black Xhosa speaking and black Zulu speaking adolescent boys and girls in early, middle
and late adolescence {12-19 years) in South Africa was investigated separately, cross-culturally
and with regard to gender differences and age differences. Possible relationships between level of
moral development and urban/country living environments, level of identity development and locus of
control orientation for the above mentioned groups were also investigated for cultural and gender
differences.
White and black adolescents do not reason to the same extent at different stages of moral
development and they exhibit different moral developmental patterns. Black adolescents function
significantly more than white adolescents at lower stages of moral reasoning while white
adolescents function significantly more than black adolescents at higher stages of moral reasoning.
White adolescents reveal a moral developmental pattern in line with
Western values and norms which corresponds with Kohlberg's theory. Black adolescents
reveal a different moral developmental pattern which does not correspond with Kohlberg's theory.
With regard to the white adolescent group, girls reach significantly higher stages of moral
development than boys. With regard to black adolescent boys and girls, no significant gender
differences in level of moral reasoning were found. Moral development takes place in accordance
with age in stages according to a specific pattern. Younger adolescents function more at lower
moral reasoning stages than older adolescents while older adolescents display more signs of
higher moral reasoning stages than younger adolescents. No differences in the moral development of
adolescent boys who come from urban environments and those from country districts were found.
Girls from urban environments function significantly more than girls from country districts at
higher levels of moral development.
A significant relationship was found between level of moral development and level of identity
development for white adolesceJJtS. No such relationship was found for black
adolescents. No relationship between level of moral development and locus of control
orientation for white and black adolescents in South Africa was found.
The findings were considered in relation to different types of socialisation, socio-cultural
factors, culture-historical aspects and adolescent developmental characteristics. / Psychology / D.Litt. et Phil. (Sielkunde)
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Tragedy Viewed from a Kohlberg StageMcGraw, Martha Gail 08 1900 (has links)
This thesis evaluates tragic characters from three representative tragedies, Macbeth, Antigone, and Death of a Salesman, in terms of Lawrence Kohlberg's six stage theory of moral development. A tragic character's moral judgment is described as being founded on universal values and principles which determine stage placement. The tragic situation is precipitated by conflict experienced by a character between his present stage form of evaluation and the more preferred, differentiated and integrated form of the next higher stage. Since Kohlberg's theory is cognitive-developmental with the moral principle of justice emerging autonomously at the stage six level, its application aids in supporting a view of tragedy based on a moral order having justice as its highest principle and on a continuity independent of historical and cultural influence.
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Implica??es dos n?veis de desenvolvimento moral de Kohlberg na educa??o superior : um estudo de casoBordignon, Nelson Antonio 16 July 2009 (has links)
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Previous issue date: 2009-07-16 / Esta tese em educa??o tem por objetivo identificar o n?vel e o est?gio de desenvolvimento moral, em um Estudo de Caso, de um grupo de professores da Educa??o Superior. O referencial te?rico que fundamenta a pesquisa ? a teoria do Desenvolvimento Moral de Lawrence Kohlberg (1927-1987). A investiga??o emp?rica se realiza no Centro Universit?rio La Salle Unilasalle Canoas, Rio Grande do Sul/Brasil. Os sujeitos da pesquisa s?o professores de Educa??o Superior com idade que varia de 33 a 65 anos, com tempo de magist?rio de 6 a 30 anos de experi?ncia nas ?reas de ensino, pesquisa, extens?o e administra??o universit?ria, atuam em 17 cursos de gradua??o dos 28 oferecidos pela Institui??o. A metodologia usada ? a discuss?o de dilemas morais de Kohlberg, sendo usados tr?s deles: o Dilema de Heinz, o Dilema de Joe e o Dilema do Dr. Jeferson (AP?NDICE E). Cada dilema compreende uma sucess?o de situa??es ?s quais o pesquisado respondeu, apresentando sua justificativa para cada uma delas. Uma entrevista semiestruturada com cada um dos professores completou a avalia??o dos dilemas morais. A an?lise dos dados coletados foi realizada com base na metodologia de Bardin, considerando-se as categorias de identifica??o, os n?veis e est?gios de desenvolvimento moral de Kohlberg. Os 17 sujeitos foram identificados, sendo 11 (64,70%) no N?vel Convencional 5 (29,40%) no est?gio 3 Das Expectativas, Rela??es e Conformidades Interpessoais e 6 (35,30%) no Est?gio 4 Da Preserva??o do Sistema Social e da Consci?ncia; e 6 (35,30%) sujeitos no N?vel P?s-convencional, todos no est?gio 5 Do Contrato Social ou da Utilidade e Direitos Individuais. Os resultados e as conclus?es da pesquisa discutem as interfaces das respostas dos sujeitos relativas ao est?gio de desenvolvimento moral, ? sua viv?ncia educativa e aos reflexos na educa??o, al?m de realizar uma s?ntese do que pensam e como atuam em rela??o ? educa??o moral na educa??o superior. Apresenta-se, tamb?m, uma proposta de educa??o moral a partir da teoria do desenvolvimento moral de Kohlberg como possibilidade e potencialidade na perspectiva da forma??o moral de educadores.
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