Imre Kertész ist 1929 in Budapest geboren und dort aufgewachsen. 1944 wurde er im Rahmen einer Judendeportation verhaftet und über Auschwitz in das KZ Buchenwald verbracht. Nach der Befreiung des Lagers 1945 kehrte er in seine Heimatstadt zurück, wo er seit 1953 als Schriftsteller und Übersetzer tätig war. 2001 verlegte er seinen Lebensmittelpunkt nach Berlin. 2002 erhielt er den Nobelpreis für Literatur. Ziel der Untersuchung ist die Rekonstruktion einer in Kertész’ Werk allegorisch codierten Anthropologie und einer damit implizierten Ästhetik. Die Basis der fraglichen Anthropologie ist der Begriff des Lebens. Das spezifisch menschliche Leben zeichnet sich durch den Prozess der kulturellen Evolution aus, welcher durch verständigungsorientierte Mittel rational zu steuern ist. Die hieraus resultierende Dialektik wird von autonomen Personen konstituiert. Dabei erscheint die generationenübergreifende Reproduktion der Personenrolle und des damit einhergehenden menschlichen Bewusstseins als unbedingte Pflicht im Sinne Kants. Letzterer Vorgang kann als ästhetische Erfahrung beschrieben werden, bei der die menschliche Ontogenese jeweils in Orientierung an paradigmatischen Darstellungen der Personalität respektive der Personalisierung erfolgt. / Imre Kertész was born in Budapest in 1929. He lived there until 1944, when, in the course of a deportation of Jews, he was arrested and taken to the KZ Buchenwald via Auschwitz. After the liberation of the camp in 1945 he returned to his home town, where he began to work as a writer and translator in 1953. In the year 2001 he moved to Berlin. He was awarded the Nobel prize for literature in 2002. The objective of the study is to reconstruct an anthropology allegorically encoded in the oeuvre of Kertész and a theory of aesthetics intrinsic to it. Fundamental to the anthropology in question is the concept of life. Human life in particular is characterized by the process of cultural evolution, which has to be controlled rationally by means of communication. The resulting dialectic is supported by autonomous persons. Thereby the transgenerational reproduction of personality and the corresponding human consciousness appears as a categorical duty in the sense of Kant. The latter proceeding can be described as an aesthetic experience in which the individual human ontogenesis is oriented to paradigmatic representations of personality respectively of personalization.

Imre Kertész ist 1929 in Budapest geboren und dort aufgewachsen. 1944 wurde er im Rahmen einer Judendeportation verhaftet und über Auschwitz in das KZ Buchenwald verbracht. Nach der Befreiung des Lagers 1945 kehrte er in seine Heimatstadt zurück, wo er seit 1953 als Schriftsteller und Übersetzer tätig war. 2001 verlegte er seinen Lebensmittelpunkt nach Berlin. 2002 erhielt er den Nobelpreis für Literatur. Ziel der Untersuchung ist die Rekonstruktion einer in Kertész’ Werk allegorisch codierten Anthropologie und einer damit implizierten Ästhetik. Die Basis der fraglichen Anthropologie ist der Begriff des Lebens. Das spezifisch menschliche Leben zeichnet sich durch den Prozess der kulturellen Evolution aus, welcher durch verständigungsorientierte Mittel rational zu steuern ist. Die hieraus resultierende Dialektik wird von autonomen Personen konstituiert. Dabei erscheint die generationenübergreifende Reproduktion der Personenrolle und des damit einhergehenden menschlichen Bewusstseins als unbedingte Pflicht im Sinne Kants. Letzterer Vorgang kann als ästhetische Erfahrung beschrieben werden, bei der die menschliche Ontogenese jeweils in Orientierung an paradigmatischen Darstellungen der Personalität respektive der Personalisierung erfolgt. / Imre Kertész was born in Budapest in 1929. He lived there until 1944, when, in the course of a deportation of Jews, he was arrested and taken to the KZ Buchenwald via Auschwitz. After the liberation of the camp in 1945 he returned to his home town, where he began to work as a writer and translator in 1953. In the year 2001 he moved to Berlin. He was awarded the Nobel prize for literature in 2002. The objective of the study is to reconstruct an anthropology allegorically encoded in the oeuvre of Kertész and a theory of aesthetics intrinsic to it. Fundamental to the anthropology in question is the concept of life. Human life in particular is characterized by the process of cultural evolution, which has to be controlled rationally by means of communication. The resulting dialectic is supported by autonomous persons. Thereby the transgenerational reproduction of personality and the corresponding human consciousness appears as a categorical duty in the sense of Kant. The latter proceeding can be described as an aesthetic experience in which the individual human ontogenesis is oriented to paradigmatic representations of personality respectively of personalization.

Le raisonnement sociomoral (RSM) est une habileté essentielle durant l’adolescence, car elle guide les décisions sociales, facilitant le fonctionnement social. Quelques facteurs sociocognitifs et socioémotionnels semblent favoriser l’évolution du RSM, cependant leur contribution particulière reste nébuleuse, car ils ont été étudiés de façon isolée. Cette étude explore les habiletés associées au RSM mature chez les adolescents en santé, ainsi que la contribution spécifique des fonctions exécutives, en utilisant un outil écologiquement valide pour cette population. Nous avons détecté quatre contributeurs indépendants du RSM mature : l’âge, l’intelligence, la flexibilité cognitive et la fluence verbale, ainsi que des différences de genre concernant la maturité du RSM et la prise de décision sociomorale. Les résultats de cette étude contribuent à améliorer la compréhension du développement moral à l’adolescence et soulignent l’importance d’utiliser des outils écologiquement valides pour mesurer les habiletés sociales. / Sociomoral reasoning (SMR) is an important skill during adolescence because it guides social decisions, facilitating social functioning. A number of sociocognitive and socioemotional factors are likely to underlie the evolution of SMR abilities; however their relative contribution remains unclear given that to date their roles have typically been explored in isolation. This study explores the underpinnings of SMR maturity in typically developing adolescents and the specific contribution of executive functions using an ecologically valid tool for assessment in the adolescent population. We detected four independent contributors of SMR maturity in healthy adolescence: age, intelligence, cognitive flexibility and verbal fluency, as well as gender differences in SMR maturity and sociomoral decision-making. Taken together, the findings of this study contribute to better understanding moral development during adolescence and highlight the importance of using ecologically valid tools to measure social skills.

This work considers the legal impediments to farming in an urban environment with a particular focus on the municipal bylaws that prohibit the keeping of hens in Saskatoon. The jurisdictional competency of Saskatoon to prohibit the keeping of urban hens is challenged under both municipal law and constitutional law, and more broadly, under the general premise that liberty interests should often prevail where a bylaw is arbitrary, misinformed, and restricts the pursuit of truth and human flourishing. Saskatoon’s urban hen prohibition is argued to be premised more on a form of moral reasoning that unnecessarily distinguishes between rural and urban environments, and less, if at all, on empirical evidence. Urban agriculture is often undertaken to address the environmental and social shortfalls of the global food system, such as the system’s connection with climate change, animal welfare issues, and challenges associated with the distribution of food. Moreover, urban agriculture is a means of protecting the rights of producers and consumers, as articulated by the food sovereignty movement. In this work, a claimant’s desire to advance food rights (including food sovereignty) through the keeping of urban hens is argued to engage the guarantee to freedom of expression and freedom of conscience under Canada’s Charter of Rights and Freedoms. This work explores the possibility of protecting the manifestation of social and environmental action through the guarantee to freedom of conscience. This work develops a cursory test for determining where a claimant’s guarantee to freedom of conscience is violated, drawing on the well established protection of freedom of expression and freedom of religion.

A Educação Ambiental apresenta uma relação com o desenvolvimento moral no que se refere a valores ecológico-morais. Toda ação que é moral implica posicionar-se em relação aos valores e deveres, ou seja, o sujeito apropria-se de um valor, não sendo simplesmente obrigado a seguir uma norma externa, mas tomar para si mesmo esse valor, priorizando um comportamento e almejando um bem. Esse é o caso de valores associados à natureza. As ações morais podem remeter a modificações do ambiente que nos circunda e, por isso, é importante discutir e refletir sobre os valores que temos na relação homem-natureza. O espaço escolar parece ser o local adequado para o diálogo, a discussão e o debate que oportunizam a formação de valores associados à natureza. Esta pesquisa parte da necessidade de buscar relações entre a teoria do desenvolvimento moral de Piaget e a de Kohlberg com os valores ecológico-morais. Com isso, podemos iniciar uma compreensão do desenvolvimento da moral ecológica em adolescentes. Nos utilizamos de um aporte teórico no campo da Filosofia moral, fazendo uma leitura rápida pela história e como foi sendo concebido o que é moral. Depois nos centramos em Immanuel Kant com a noção de heteronomia e autonomia, sendo essa última a verdadeira moral. Este filósofo foi uma forte referência para os estudos de Piaget sobre a moral. A fim de aproximar a filosofia moral com os valores ecológicos, nos utilizamos do princípio de responsabilidade abordado por Hans Jonas que propõe uma ética de preservação e proteção diante de uma crise ecológica global No campo da psicologia moral, estudamos a teoria do desenvolvimento moral de Jean Piaget e de Lawrence Kohlberg para compreender como se desenvolvem os valores morais na criança e no adolescente. Em seguida, buscamos pesquisas atuais que procuram relacionar essas teorias com o desenvolvimento dos valores voltados à natureza biológica e físico-química. O método empregado foi baseado na teoria do desenvolvimento moral de Piaget e de Kohlberg, bem como estudos sobre o desenvolvimento moral que compreendem questões ambientais. A pesquisa, portanto, está imersa na área da psicologia moral com enfoque na relação homem-natureza. Foram entrevistados 15 sujeitos, entre 13 e 18 anos, estudantes da educação básica e do início da educação superior. Após revisão de literatura e a partir da análise dos dados produzidos nesta pesquisa, sugerimos que haveria um paralelismo entre as tendências de desenvolvimento moral (anomia, heteronomia, autonomia), descritas por Piaget, e os níveis de raciocínio ecológico-moral (antropocentrismo, biocentrismo e ecocentrismo), encontrados em recentes investigações. Em conclusão, elaboramos os níveis de desenvolvimento da moral ecológica de acordo com os raciocínios ecológico-morais compreendidos por meio das falas dos sujeitos: nível 1: raciocínio ecológico-moral antropocêntrico, nível 1.1: transição entre o raciocínio ecológico-moral antropocêntrico e biocêntrico; nível 2: raciocínio ecológico-moral biocêntrico; nível 2.1: transição entre o raciocínio ecológico-moral biocêntrico e ecocêntrico; nível 3: raciocínio ecológico-moral ecocêntrico. Ao final trazemos algumas reflexões acerca da área da Educação Ambiental como subsídios para o desenvolvimento de valores ecológicos-morais no ambiente escolar. / Environmental education holds a relationship with moral development where ecological-moral values are concerned. Every action deemed moral implies taking a stand regarding values and duties, that is, an individual appropriates a value and is not simply being obliged to follow an outside rule, but take on that value by prioritizing a certain behavior and aiming towards an asset. That is the case of values associated with nature. Moral actions may revert to changes to the environment surrounding us, and therefore, it is important to discuss about and reflect upon the values we hold towards the human-nature relationship. The school space seems to be the adequate place for a dialog, discussion and debate to bring about opportunities to form nature related values. This research stems from the need to seek the relations between Piaget's and Kohlberg's moral development theories about ecological-moral values. This will allows us to begin to comprehend the ecological moral development in adolescents. We have utilized a theoretical foundation in the field of Moral Philosophy through a glance of history and the way in which what is moral came into conception. We then centered on Immanuel Kant with the notion of heteronomy and autonomy, the latter being the true moral. That philosopher served as a strong reference to Piaget's studies on moral. In order to bring moral philosophy closer to ecological values, we utilized the principle of responsibility as approached by Hans Jonas, who proposes a preservation and protection ethics in the face of a global ecological crisis. In the field of moral psychology, we studied Jean Piaget's and Lawrence Kohlberg's moral development theory to gain an understanding of how moral values develop in children and adolescents. After that, we searched current research that seek to relate those theories with the development of values aimed towards the biological and physical-chemical nature. The method employed is based on Piaget's and Kohlberg's moral development theory, as well as studies on moral development that include environmental issues. The research is thus immersed in moral psychology focusing on the human-nature relationship. Fifteen basic education and early higher education students aged between 13 and 18 were interviewed. Upon reviewing the literature and from analyzing the data this research rendered, we suggest that there could be a parallel between the moral development trends (anomie, heteronomy, autonomy) as described by Piaget, and the levels of ecological-moral reasoning (anthropocentrism, biocentrism, and ecocentrism), found in recent investigations. In conclusion, we have elaborated the levels of ecological moral development according to the ecological-moral reasoning through the speech of the individuals: level 1: anthropocentric ecological-moral reasoning, level 1.1: transition between the anthropocentric and biocentric ecological-moral reasoning; level 2: biocentric ecological-moral reasoning, level 2.1: transition between the biocentric and ecocentric ecological-moral reasoning; level 3: ecocentric ecological-moral reasoning. Lastly, we present some reflections about the Environmental Education area as subsidies for the development of ecological-moral values in the school environment.

A Educação Ambiental apresenta uma relação com o desenvolvimento moral no que se refere a valores ecológico-morais. Toda ação que é moral implica posicionar-se em relação aos valores e deveres, ou seja, o sujeito apropria-se de um valor, não sendo simplesmente obrigado a seguir uma norma externa, mas tomar para si mesmo esse valor, priorizando um comportamento e almejando um bem. Esse é o caso de valores associados à natureza. As ações morais podem remeter a modificações do ambiente que nos circunda e, por isso, é importante discutir e refletir sobre os valores que temos na relação homem-natureza. O espaço escolar parece ser o local adequado para o diálogo, a discussão e o debate que oportunizam a formação de valores associados à natureza. Esta pesquisa parte da necessidade de buscar relações entre a teoria do desenvolvimento moral de Piaget e a de Kohlberg com os valores ecológico-morais. Com isso, podemos iniciar uma compreensão do desenvolvimento da moral ecológica em adolescentes. Nos utilizamos de um aporte teórico no campo da Filosofia moral, fazendo uma leitura rápida pela história e como foi sendo concebido o que é moral. Depois nos centramos em Immanuel Kant com a noção de heteronomia e autonomia, sendo essa última a verdadeira moral. Este filósofo foi uma forte referência para os estudos de Piaget sobre a moral. A fim de aproximar a filosofia moral com os valores ecológicos, nos utilizamos do princípio de responsabilidade abordado por Hans Jonas que propõe uma ética de preservação e proteção diante de uma crise ecológica global No campo da psicologia moral, estudamos a teoria do desenvolvimento moral de Jean Piaget e de Lawrence Kohlberg para compreender como se desenvolvem os valores morais na criança e no adolescente. Em seguida, buscamos pesquisas atuais que procuram relacionar essas teorias com o desenvolvimento dos valores voltados à natureza biológica e físico-química. O método empregado foi baseado na teoria do desenvolvimento moral de Piaget e de Kohlberg, bem como estudos sobre o desenvolvimento moral que compreendem questões ambientais. A pesquisa, portanto, está imersa na área da psicologia moral com enfoque na relação homem-natureza. Foram entrevistados 15 sujeitos, entre 13 e 18 anos, estudantes da educação básica e do início da educação superior. Após revisão de literatura e a partir da análise dos dados produzidos nesta pesquisa, sugerimos que haveria um paralelismo entre as tendências de desenvolvimento moral (anomia, heteronomia, autonomia), descritas por Piaget, e os níveis de raciocínio ecológico-moral (antropocentrismo, biocentrismo e ecocentrismo), encontrados em recentes investigações. Em conclusão, elaboramos os níveis de desenvolvimento da moral ecológica de acordo com os raciocínios ecológico-morais compreendidos por meio das falas dos sujeitos: nível 1: raciocínio ecológico-moral antropocêntrico, nível 1.1: transição entre o raciocínio ecológico-moral antropocêntrico e biocêntrico; nível 2: raciocínio ecológico-moral biocêntrico; nível 2.1: transição entre o raciocínio ecológico-moral biocêntrico e ecocêntrico; nível 3: raciocínio ecológico-moral ecocêntrico. Ao final trazemos algumas reflexões acerca da área da Educação Ambiental como subsídios para o desenvolvimento de valores ecológicos-morais no ambiente escolar. / Environmental education holds a relationship with moral development where ecological-moral values are concerned. Every action deemed moral implies taking a stand regarding values and duties, that is, an individual appropriates a value and is not simply being obliged to follow an outside rule, but take on that value by prioritizing a certain behavior and aiming towards an asset. That is the case of values associated with nature. Moral actions may revert to changes to the environment surrounding us, and therefore, it is important to discuss about and reflect upon the values we hold towards the human-nature relationship. The school space seems to be the adequate place for a dialog, discussion and debate to bring about opportunities to form nature related values. This research stems from the need to seek the relations between Piaget's and Kohlberg's moral development theories about ecological-moral values. This will allows us to begin to comprehend the ecological moral development in adolescents. We have utilized a theoretical foundation in the field of Moral Philosophy through a glance of history and the way in which what is moral came into conception. We then centered on Immanuel Kant with the notion of heteronomy and autonomy, the latter being the true moral. That philosopher served as a strong reference to Piaget's studies on moral. In order to bring moral philosophy closer to ecological values, we utilized the principle of responsibility as approached by Hans Jonas, who proposes a preservation and protection ethics in the face of a global ecological crisis. In the field of moral psychology, we studied Jean Piaget's and Lawrence Kohlberg's moral development theory to gain an understanding of how moral values develop in children and adolescents. After that, we searched current research that seek to relate those theories with the development of values aimed towards the biological and physical-chemical nature. The method employed is based on Piaget's and Kohlberg's moral development theory, as well as studies on moral development that include environmental issues. The research is thus immersed in moral psychology focusing on the human-nature relationship. Fifteen basic education and early higher education students aged between 13 and 18 were interviewed. Upon reviewing the literature and from analyzing the data this research rendered, we suggest that there could be a parallel between the moral development trends (anomie, heteronomy, autonomy) as described by Piaget, and the levels of ecological-moral reasoning (anthropocentrism, biocentrism, and ecocentrism), found in recent investigations. In conclusion, we have elaborated the levels of ecological moral development according to the ecological-moral reasoning through the speech of the individuals: level 1: anthropocentric ecological-moral reasoning, level 1.1: transition between the anthropocentric and biocentric ecological-moral reasoning; level 2: biocentric ecological-moral reasoning, level 2.1: transition between the biocentric and ecocentric ecological-moral reasoning; level 3: ecocentric ecological-moral reasoning. Lastly, we present some reflections about the Environmental Education area as subsidies for the development of ecological-moral values in the school environment.

My goal for this paper can be presented as follows: I will attempt to show that objections to intuitionism, although they are serious, do not undermine entirely its fertility for knowledge and moral reasoning. This is probably the perception of contemporary philosophers like David Enoch, Robert Audi, Russ Shafer-Landau or John McDowell. In order to fulfill the objective mentioned above, I will do the following. First, I will outline broadly two of the paradigmatic features of moral intuitionism in order to identify it as a particular metaethics doctrine. Secondly, I will summarize some of the main objections that have been raised in order to discredit the value of moral intuitionism as a source both of moral knowledge and of valid support for moral reasoning. In third place, I will try, also briefly, to explain some of the possible (not all of course) answers to the objections previously mentioned in the paper. Fourth, I will recapitulate the more fruitful aspects of intuitionism, especially in regard to moral reasoning. / Mi objetivo para este trabajo puede presentarse de la siguiente forma: se intentará mostrar que las objeciones al intuicionismo, si bien son serias, no minan en forma absoluta su fertilidad para el conocimiento y el razonamiento moral. Probablemente esta sea la percepción de filósofos contemporáneos como David Enoch, Robert Audi, Russ Shafer-Landau o John McDowell. Para poder cumplir con el antes dicho objetivo, en este trabajo haré lo siguiente. En primer lugar, esbozaré, a grandes rasgos, dos de las características paradigmáticas del intuicionismo moral a fin de que podamos identificarlo como una corriente metaética particular. En segundo lugar, sintetizaré algunas de las principales objeciones que, por diversos conductos, han buscado desacreditar el valor del intuicionismo moral como fuente de conocimiento moral y también de apoyo válido para el razonamiento moral.En tercer lugar, intentaré, también de manera sumaria, explicitar algunas de las posibles (no todas, desde luego) respuestas a las antes mencionadas objeciones. En cuarto lugar, recapitularé los aspectos rescatables del intuicionismo, especialmente en lo que atañe al razonamiento moral.

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.

School leaders are faced with serious moral challenges on a daily basis at schools, which often result in them making poor moral choices. In a situation of moral decay in schools, reports in the news media create the impression that school leaders often fail to demonstrate the necessary values advocated by the Moral Regeneration Movement and the Manifesto of Values, Education and Democracy. The purpose of this qualitative study was to explore school leaders’ understanding and reasoning regarding values and morality. For the purposes of the study a number of possible lenses, such as cultural relativism, religious beliefs, ethical subjectivism, classical utilitarian theory, Domain theory, and the ethic of justice, ethic of care, ethic of critique and the ethic of community, were identified and used in analysing the way school leaders reason about moral dilemmas. A design located within hermeneutic phenomenology was used in the study with the aim to understand school leaders’ understanding and reasoning regarding values and morality. A combination of quantitative and qualitative data gathering techniques was used in a concurrent mixed method design using a single questionnaire. The sample for the study consisted of educators enrolled for a formal management training programme. This group was largely homogenous in terms of religion, language, culture and was mainly from rural areas of Mpumalanga. Seventy-three participants took part in the study. It emerged from the data that the espoused theories used by school leaders could be related to the lenses identified in the literature. The school leaders’ espoused theories were mainly based on the ethic of justice and the ethic of care and were aligned to their preferred value orientations. At the espoused theory level, school leaders revealed a strong moral orientation. Further research is indicated to study school leaders’ theory in action. / Dissertation (MEd)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted

This study compares American and Turkish male and female university students in terms of moral orientation (justice and care) and Kohlberg's stages of moral reasoning to examine the influence of culture and gender on moral development. A total of 324 undergraduate students between the ages of 18 and 46 are administered the Defining Issues Test (DIT) and the Measure of Moral Orientation (MMO). Statistical analyses indicate Turkish participants reflect more postconventional reasoning, while American participants reflect more conventional reasoning, particularly Stage 4 reasoning. Analyses also reveal Turkish participants reflect significantly more care orientation and more justice orientation compared to American participants. These findings are discussed in terms of cultural and gender influences in moral decision-making.