Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Jon C. Dalton, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Jan. 24, 2006). Document formatted into pages; contains vii, 143 pages. Includes bibliographical references.

Diss. Nr. 2944 Wirtschaftswiss. St. Gallen, 2004. / Literaturverz.

Geringfüg. geänderte Diss. Univ. Bamberg, 2007.

Submitted by SILVIO VIEIRA DE MIRANDA null (aitiarasilvio@gmail.com) on 2018-04-04T19:36:19Z No. of bitstreams: 1 Dissertação Silvio - Entrega Final trinta e um março.pdf: 2631154 bytes, checksum: 68c1d0b31711564e730e59f11c042d18 (MD5) / Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-04-05T12:26:22Z (GMT) No. of bitstreams: 1 miranda_sv_me.bauru.pdf: 2631154 bytes, checksum: 68c1d0b31711564e730e59f11c042d18 (MD5) / Made available in DSpace on 2018-04-05T12:26:22Z (GMT). No. of bitstreams: 1 miranda_sv_me.bauru.pdf: 2631154 bytes, checksum: 68c1d0b31711564e730e59f11c042d18 (MD5) Previous issue date: 2018-02-07 / O desenvolvimento do juízo moral na criança é o foco da nossa pesquisa. Para Piaget a essência de toda moralidade deve ser procurada no respeito que o indivíduo adquire pelas regras. O objetivo do nosso trabalho é procurar identificar e analisar o papel da generosidade como componente do desenvolvimento moral nos anos iniciais do ensino fundamental em uma escola Waldorf. Como objetivos específicos observamos e coletamos dados onde expressões de generosidade entre os alunos e entre esses e os professores ocorreram. A pesquisa foi realizada numa escola Waldorf, razão pela qual apresentamos os principais aspectos da Pedagogia Waldorf e em particular da escola onde a mesma ocorreu. Como embasamento teórico principal adotamos a teoria do desenvolvimento do juízo moral de Jean Piaget (1932). A pesquisa que apresentamos é de abordagem qualitativa, não se preocupando com representatividades numéricas, mas com o aprofundamento da compreensão de um determinado fenômeno, a saber: a expressão da generosidade em uma escola Waldorf. Foram participantes da pesquisa alunos dos três primeiros anos do ensino fundamental, entre 06 a 08 anos, de ambos os sexos. Também participaram os pais dos referidos alunos (pai ou mãe), num total de 30 pais de um total de 90 alunos, configurando 30% da totalidade. Participaram, ainda, 03 professores de classe1 , 01 de Língua Inglesa, 01 de música e 01 de trabalhos manuais. Os resultados demonstram que para os pais o desenvolvimento moral dos filhos é de extrema importância, que a generosidade está presente nas relações sociais das crianças no cotidiano escolar, nos ambientes livres ou nas atividades promovidas pelos professores, e que os professores conhecem o significado da generosidade e que as estimulam por intermédio das suas atividades. Como produto final da dissertação, elaboramos um livro, no qual apresentaremos atividades didáticas que demonstram o exercício da generosidade na práxis docente de uma escola Waldorf. / The development of moral judgment in the child is the focus of our research. For Piaget the essence of all morality must be sought in the respect that the individual acquires by the rules. The purpose of our work is to identify and analyze the role of generosity as a component of moral development in the early years of elementary school in a Waldorf school. As specific objectives we observed and collected data where expressions of generosity between students and between students and teachers occurred. The research was conducted at a Waldorf school, which is why we present the main aspects of Waldorf Education and in particular the school where it occurred. As the main theoretical basis we adopt the moral development theory of Jean Piaget (1932). The research we present is qualitative approach, not worrying about numerical representativities, but with the deepening of the understanding of a certain phenomenon, namely: the expression of generosity in a Waldorf school. Students of the first three years of elementary school, between 06 and 08 years old, of both sexes were participants of the research. The parents of these students (father or mother) also participated in a total of 30 parents out of a total of 90 students, making up 30% of the total. There were also 03 class teachers2 , 01 of English Language, 01 of music and 01 of manual works. The results show that for parents the moral development of children is of the utmost importance, that generosity is present in children's social relations in daily school life, in free environments or in the activities promoted by teachers, and that teachers know the meaning of generosity and that stimulate them through their activities. As the final product of the dissertation, we elaborated a book, in which we will present didactic activities that demonstrate the exercise of generosity in the teaching praxis of a Waldorf school. Keywords: Moral Development; Generosity; Waldorf School.

abstract: This dissertation puts forth an account of moral responsibility. The central claim defended is that an agent's responsibility supervenes on the agent's mental states at the time of the action. I call the mental states that determine responsibility the agent's quality of will (QOW). QOW is taken to concern the agent's action, understood from an internal perspective, along with the agent's motivations, her actual beliefs about the action, and the beliefs she ought to have had about the action. This approach to responsibility has a number of surprising implications. First, blameworthiness can come apart from wrongness, and praiseworthiness from rightness. This is because responsibility is an internal notion and rightness and wrongness are external notions. Furthermore, agents can only be responsible for their QOW. It follows that agents cannot be responsible for the consequences of their actions. I further argue that one's QOW is determined by what one cares about. And the fact that we react to the QOW of others with morally reactive emotions, such as resentment and gratitude, shows that we care about QOW. The reactive attitudes can therefore be understood as ways in which we care about what others care about. Responsibility can be assessed by comparing one's actual QOW to the QOW one ought to have had. / Dissertation/Thesis / Ph.D. Philosophy 2011

Orientador: Adrian Oscar Dongo Montoya / Banca: Débora Dalbosco Dell'Aglio / Banca: Irene Rizzini / Banca: Patrícia Unger Raphael Bataglia / Banca: Alessandra de Morais / Resumo: Propõe-se, neste trabalho, com base na perspectiva piagetiana, investigar, analisar e refletir a respeito das concepções e práticas educacionais dos acolhimentos institucionais e dos educadores desses serviços de acolhimento para crianças e adolescentes em situação de risco social do Estado de São Paulo. Para esse fim, primeiramente identifica as concepções e práticas educacionais morais das instituições e, seguidamente, as dos educadores de duas dessas instituições de acolhimento com práticas educativas diferenciadas (uma mais tradicional e moralizadora, e outra com educação ativa), relacionando-as com a legislação sobre o direito ao desenvolvimento moral. Assim, além do levantamento bibliográfico e documental, realizou-se uma investigação exploratória dividida em duas etapas. Para a primeira etapa contatou-se 163 instituições de acolhimento do Estado de São Paulo para o recrutamento para participarem de uma entrevista online (google docs), destes, obtivemos 22 respondentes. Considerando que uma instituição não é necessariamente representada apenas pela visão de um de seus integrantes, obteve-se com os dados desta primeira etapa uma indicação de como o respondente qualifica sua instituição, sendo assim, pode-se verificar que grande parte dos respondentes indicou que sua instituição tende a uma educação mais ativa. A partir desses resultados, pode-se destacar e escolher duas instituições que se opuseram extremamente em suas respostas para participarem da etapa subsequente. Pa... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Based on the Piagetian perspective, it is proposed to investigate, analyze and reflect on the educational conceptions and practices of institutional sheltering and educators of these reception services for children and adolescents in situations of social risk in the State of São Paulo. For this purpose, it's first identified the moral educational conceptions and practices of two institutions and then, the conceptions of the educators with differentiated educational practices (one more traditional and moralizing and the other with an active education), relating them to the legislation about the right of moral development. Thus, besides the bibliographical and documentary survey, an exploratory investigation was accomplished divided in two stages. For the first stage, 163 institutions of the State of São Paulo were contacted for recruitment to participate in an online interview (google docs), from all of them, we obtained 22 respondents. Since an institution is not only represented by the vision of one of its member, it was obtained as a result, in the first stage an indication of how a respondent qualifies the institution, so it can be verified that most respondents indicated that their institution tends to a more active education. From these results, it was highlighted and chosen two institutions that oppose their responses to participate in the subsequent stage. For a second step, the semi-structured interview method was used with the educators / supervisors, besides an obse... (Complete abstract click electronic access below) / Doutor

O presente trabalho investiga e reflete sobre o que pensam os cuidadores a respeito do desenvolvimento moral dos acolhidos. O referencial teórico utilizado foi a Epistemologia Genética, em especial o Desenvolvimento Moral na obra de Jean Piaget. A pesquisa tem como objetivo compreender como se caracteriza o ponto de vista dos cuidadores sobre a contribuição de suas ações cotidianas para o desenvolvimento moral de seus acolhidos. A pesquisa se desenvolveu em um Núcleo de Abrigos Residenciais ligado a Fundação de Proteção Especial, tendo como sujeitos 12 cuidadores que atuam com as crianças e adolescentes acolhidos. A metodologia adotada foi qualitativa e de estudo de caso único (YIN, 2010). Foram realizadas observações para a construção do roteiro de entrevista e para a elaboração de três histórias, com questões sobre ações educativas no cenário dos Abrigos Residencias, usadas nessas entrevistas. A análise das respostas foi feita com base em três categorias construídas ao longo da analise: a) Formas de Relação, b) Criação de Normas e Regras, c) Valorização dos Sentimentos. Os resultados obtidos indicam que os cuidadores percebem-se como colaboradores do processo de socialização das crianças e adolescentes que vivem abrigados. Notam-se tentativas de propiciar e garantir a toda criança e adolescente o direito e o acesso ao cuidado e à educação (como ações práticas) ligadas aos afazeres cotidianos dos ARs e às possíveis demandas da vida futura. Os cuidaores não diferenciaram explicitamente a dimensão psicológica correspondente ao desenvolvimento cognitivo e moral das crianças e adolescentes. Quanto às normatizações nos ARs, segundo o ponto de vista dos entrevistados, são predominantemente decorrentes de relações coercitivas, baseadas no respeito unilateral e na heteronomia, apesar de em algumas situações haver indícios de relações cooperativas baseadas no respeito mútuo. O sentimento de respeito é compreendido pelos cuidadores entrevistados como um sentimento interindividual decorrente dos vínculos estabelecidos a partir da convivência e de afinidades, com predomínio do respeito unilateral. Há pouca argumentação que destaque o sentimento de respeito mútuo numa perspectiva de reciprocidade. / The present work investigates and reflects on what caregivers think regarding the moral development of children and teenagers who live in residential shelters. The genetic epistemology was used as theoretical referential, particularly Jean Piaget’s study of moral development. The research aims to understand how is the characterization of the caregivers standpoint about their contribution in the daily action can contribute to their moral development. The research was developed in the Núcleo de Abrigos Residenciais (Center of Residential Shelters) connected to Fundação de Proteção Especial (Foundation of Special Protection), and the subjects were 12 caregivers who work with sheltered children and teenagers. The methodology adopted was qualitative and involved single case study (YIN, 2010). Observations were made so that an interview script could be written, as well as three stories including questions about educational actions in the residential shelters, which were used in the interview. The replies were analyzed based on three categories: a) Forms of Relationships, b) Creation of Norms and Rules, c) Appreciation of Feelings. The results suggest that caregivers perceive themselves as contributors to the sheltered children and teenagers’ process of socialization. The attempts to provide and ensure to every child and teenager the right and access to care and education (in the practical sense of the concept) were connected to the everyday chores of the residential shelters and to possible demands of their future life. The caregivers did not explicitly differentiate the psychological dimension which corresponds to the children and teenagers’ moral and cognitive development. The establishment of norms in the residential shelters, according to the subjects interviewed, happen predominantly due to coercive relationships based on unilateral respect and heteronomy, although there are, in some situations, indications of cooperative relationships based on mutual respect. The feeling of respect is understood by the caregivers interviewed as an interindividual feeling which results from bonds established from social contact and affinities, with predominance of unilateral respect. Mutual respect in terms of reciprocity is rarely highlighted.

Este estudo examinou, a partir da abordagem construtivista sobre o desenvolvimento moral, como as crianças avaliam: sentimentos do beneficiário diante de uma ação generosa, tipo de relação estabelecida entre esses sentimentos e o benfeitor e a obrigatoriedade ou não de se retribuir um favor. Analisaram-se também suas justificativas sobre a necessidade de se retribuir. Participaram 89 crianças de 5 a 12 anos, distribuídas em três grupos etários. Utilizaram-se duas histórias e, após cada história ser contada, realizou-se uma entrevista clínica. Os dados foram submetidos à análise de conteúdo e examinou-se a variação na frequência dos tipos de resposta nos três grupos. As crianças, de modo geral, atribuíram sentimentos positivos ao beneficiário da ação generosa. A maioria das crianças estabeleceu uma relação entre o sentimento positivo do beneficiário e a ação do benfeitor e afirmou que o beneficiário deve retribuir o favor. Todavia, constataram-se diferentes tipos de justificativas para essa obrigatoriedade. / Based on a constructivist approach to moral development, this research examined how children evaluate: recipients’ feelings for the benefactor after having received a generous action; the type of relation established between those feelings and the benefactor; and the obligation (or not) to return the favor. Children’s justifications about whether it was necessary to return the favor were also analyzed. Eighty-nine children, aged from 5 to 12, divided into three age groups, participated in this study. We used two vignettes and, after each vignette was read, the children participated in a clinical interview. The data were subsequently content-analyzed in order to examine variations in the frequency of response types across the three age groups. The children generally attributed positive feelings to the beneficiary of the generous action. It was clear that most children established a relation between the beneficiary’s positive feeling and the benefactor’s beneficial action. Results indicated that most children said that the beneficiary should return a favor to the benefactor. However, there were different types of justification provided for this requirement.

In the past, experiments on human morality have predominantly utilised theoretical moral dilemmas to shed light on the nature of moral judgment. However, little attention has been given to determining how these judgments might translate into moral actions. In this thesis, I utilised novel and state-of-the-art Virtual Reality environments and combined approaches from social psychology, experimental philosophy, computer science, robotics, and speculative design. Over the course of six experiments with more than 200 participants, simulated moral actions made in Virtual Reality were found to be dissociated from moral judgments made in conventional paradigms. The results suggest that moral judgment and action may be driven by distinct mechanisms. The association between personality traits and moral judgments versus actions, was also investigated. In two experiments, psychopathic and associated traits predicted moral actions and the power with which these were simulated, but failed to predict moral judgments. With research suggesting a mediating role for empathy in this relationship, two further experiments examined empathic and affective processing in moral judgment versus action. In the first of these, alcohol consumption successfully lowered affective empathy and arousal in virtual dilemmas, but moral judgment and action remained unaffected. In the second, an investigation of professionally trained paramedics and fire service incident commanders, revealed distinct differences in empathic and related personality traits, reduced emotional arousal, and less regret following moral action. Taken together, this research suggests that novel virtual technologies can provide insights into self-referent actions, which sit in contrast to judgments motivated by social norms. Ethically, incorporating Virtual Reality in investigations of morality of harm offers a balanced approach; protecting participant wellbeing while increasing the ecological validity of moral investigations. The roles of personality traits and associated emotional processes in moral judgment and action remain multifaceted and as such, I outline the necessity of considering both the characteristics of the decision-maker and the context in which the decision is undertaken, within an interactionist model of morality.

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências Jurídicas, Programa de Pós-Graduação em Direito, Florianópolis, 2015. / Made available in DSpace on 2015-09-15T04:05:44Z (GMT). No. of bitstreams: 1 334123.pdf: 1530148 bytes, checksum: 8657ee74cf5f57246a8f6a2c5334108d (MD5) Previous issue date: 2015 / O presente trabalho tem o objetivo de verificar, a partir da análise do modelo jurisprudencial brasileiro, se as indenizações por dano moral em decorrência de assédio moral no Direito do Trabalho são concedidas com caráter punitivo, bem como se o sistema normativo brasileiro permite a utilização da teoria da função punitiva para a quantificação do seu valor. Diante destas questões, a partir do estudo das causas e consequências do instituto do assédio moral no Direito do Trabalho, o trabalho estabelece a sua natureza jurídica, bem como apresenta uma proposta de um conceito operacional do assédio moral. A partir de uma pesquisa jurisprudencial realizada no âmbito do Tribunal Superior do Trabalho, busca-se estabelecer uma classificação quanto às condutas vedadas que geram o assédio moral, bem como, quanto aos principais critérios utilizados pelos julgadores no arbitramento do quantum indenizatório nas condenações por dano moral decorrentes de assédio moral no âmbito das relações de trabalho. Ainda, o presente trabalho analisa as principais teorias, requisitos essenciais e funções da Responsabilidade Civil na contemporaneidade, bem como a aplicabilidade da teoria dos punitive damages do Direito norte-americano e inglês ao Direito brasileiro. Por fim, analisa a aplicabilidade ou não da função punitiva da Responsabilidade Civil no Direito do Trabalho, suas limitações normativas e principiológicas, a partir dos principais critérios utilizados pelos julgadores no arbitramento do valor da indenização por danos morais decorrentes de assédio moral, para ao final apresentar uma crítica quanto à utilização da função punitiva pelos Tribunais Trabalhistas brasileiros.<br> / Abstract : This study aims to verify, based on the analysis of the Brazilian court decisions, if indemnities for moral damage resulting from moral harassment in Labor Law are awarded with punitive character, as well as if the Brazilian law permits the use of the punitive function theory to quantify their value. In view of these issues, studying the causes and consequences of the institute of moral harassment in Labor Law, this work establishes its legal nature and presents a proposal for an operational concept of moral harassment. Based on a case research conducted in the ambit of the Superior Labor Court, it seeks to establish a classification regarding prohibited conduct that generate moral harassment, as well as the main criteria used by judges in the arbitration of indemnity quantum in condemnations for moral damage due to moral harassment in the ambit of labor relations. Additionally, this work analyzes the main theories, essential requirements and roles of civil liability in contemporary times, as well as the applicability of the theory of punitive damages of the North American and English Law to the Brazilian Law. Lastly, it analyzes whether the punitive function of civil liability is applicable or not in Labor Law, its normative and principlebased limitations, given the main criteria used by judges in the arbitration of the value of the indemnity for moral damages arising from moral harassment and, at the end, it presents a critique regarding the use of the punitive function by Brazilian Labor Courts.