Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The transformation of South African society since 1994 provides a suitable opportunity to investigate moral development amongst undergraduate students in the Western Cape. The Ethic of Care Interview (ECI), a measure based on Carol Gilligan's theory of gender-related moral development and designed by Skoe and Marcia (1991), was administered to 26 undergraduate university students from three universities. The Mann-Whitney distribution-free test was used to analyse the data. From these findings it appears that young South Africans are struggling to make ethical decisions based on care for self and other; however, black females were found to score at significantly higher levels than any other group on the ECI. There were no other significant differences across gender or interview type (conscious and unconscious). Reasons for results obtained are discussed and suggestions for future research made. Finally, the ethic of care is considered in terms of its potential value for the present context. / AFRIKAANSE OPSOMMING: Die transformasie van die Suid-Afrikaanse samelewing sedert 1994 bied 'n ideale geleentheid om morele ontwikkeling onder voorgraadse studente in die Wes-Kaap te ondersoek. Die "Ethic of Care" (ECl) onderhoud, 'n meet-instrument gebaseer op Carol Gilligan se teorie van geslagsverwante morele ontwikkeling, en ontwerp deur Skoe en Marcia (1991), is op 26 voorgraadse studente van drie universiteite toegepas. Die Mann-Whitney distribusie-vrye toets is gebruik om die data te analiseer. Van uit hierdie ondersoekbevindings blyk dit dat jeugdige Suid-Afrikaners dit moeilik vind om moreel etiese besluite, rakende dit etiek van omgee, ondervind; maar daar is bevind dat swart vroue beduidend hoër tellings op die ECl behaal het as enige ander groep. Daar was geen beduidende verskille tussen geslagte (mans en vroue) of tipe onderhoud (bewustelik en tydens hipnose) nie. Moontlike redes vir die bevindinge word bespreek en voorstelle vir toekomstige navorsing word gemaak. Ten slotte word die potensiële waarde van die "Ethic of Care" vir die huidige konteks, ondersoek.

This research focuses on the impact of the moral community (or social context) on the formation of conscience and its implication for moral responsibility. It is an interdisciplinary approach to theological reflection that is particularly attentive to psychological, philosophical, sociological, and neurobiological viewpoints showing how these have either distorted or broadened our understanding of conscience in its relation to community and social responsibility, or its formation in relationship to our moral development. It stresses reciprocity of conduct (for we are "responders") and the complementarities of internal and external sanctions. It insists that the influence of conscience on behavior is undermined by a fixation on its cognitive aspect at the detriment of the feeling aspect such that retrieving the latter will broaden our appreciation of its deep but subtle influence. While admitting the richness of African <italic>communalism<<</he basis for a healthy formative process, it also sees in it a perplexing paradox given the socio-political realities of venal leadership and systemic corruption that de-colors the African landscape. Focusing on Nigeria, it identifies "tribalism" as a socio-moral "pathology" (an institutionalized self-interest) that not only distorts the traditional process of moral formation but has evolved as a core driver of systemic corruption. It claims that globalization enables "external powers" to impact local moral orientation. It links "local tribalism" and "international tribalism" as "pathologies" based on kinship of disordered self-interest. It exposes how the latter influences local moral disorientation in a way analogous to how the local moral community impacts the malformation of individual conscience and thus influencing irresponsibility. Its recommendations include: a "glocalized" moral reform aimed at "updating" conscience formation process and overcoming tribalism; a paradigm shift in foreign policy agenda towards a new ethic; and a "three-stage-process" that focuses on deconstructing unhealthy belief systems and building "active" moral communities as part of a robust long-term strategy against systemic corruption and deeper socio-moral transformation. / McAnulty College and Graduate School of Liberal Arts; / Theology / PhD; / Dissertation;

Previous research has shown that accountants may be inadequate moral reasoners. Concern over this trend caused the Treadway Commission (1987) and the Accounting Education Change Commission (1990) to call for greater integration of ethics into the student's training. Ponemon and Glazer (1990) found a difference in cognitive moral development (CMD) between accounting students at a public university and a private university with a liberal arts emphasis. This study expands Ponemon and Glazer's research by examining two liberal arts universities, one a private, secular institution and one a Catholic institution. The primary research question asks if Catholic university accounting students manifest greater CMD growth than secular university accounting students. Additionally, this study examines and compares the priority that accounting students from the different institutions place on ethical values versus economic values. It was expected that Catholic university accounting students would manifest both greater CMD growth and a greater concern for ethical values over economic values when compared with non-Catholic university accounting students. The study utilized a two-phase approach. In the first phase, an organizational study of two institutions was made to determine how each strives to integrate moral development into their accounting students' education. In the second phase, lower-division and senior accounting students were given three ethical and values related tasks to complete which propose to measure differences in ethical and economic values.

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.

The aim of my dissertation was to describe the responsibilities of teachers in institutional pre-school education and how they bolster the moral development of pre-school age children, which takes place in the context of the children's mental progress and the formation of moral values gained from their families. The thesis is divided into two parts. The theoretical part describes the moral progress of pre-school age children, educational and institutional strategies to develop the moral consciousness and good behavior of pre-school age children and the abilities and skills of teachers in the field of ethics education. The practical part describes the results of my research, which mainly surveys activities that improve the moral progress of children used in practice by teachers in nursery schools. The following chapter makes sugestions and evaluates the execution of educational projects aimed at the ethical education of pre-school age children. This work contibutes to the understanding of observations of the moral progress of a pre-school age child with connections to the practices and abilities of teachers in nursery schools. Keywords ability moral values nursery school moral development pre-school age conscience class climate teacher

v anglickém jazyce Thesis on "Freedom and responsibility of the child in the educational process" to capture the development of "freedom" and "responsibility" of historical first. It is crucial to how these therms are understood todey, both generally and in the philosophical and pedagogical sense. The work si focused in theory, the charter entitled "Freedom of the child in school and families" attempts to outline the practical actions that can direct the child correctly and to assist them in thein correct perception of freedom and responsibility. The thesis is devided into eight chapters, the chapter "Freedom and responsibility from the perspective of philosophy and education" is just a recapitulation of the development of two basic concepts of "freedom" and "responsibility". The following chapter tries to find the basic approaches to education, each has a different view of freedom and responsibility, but all three approaches are negligible in the educational process. The following chapter dealing with decision-making process, which is an integral part of properly conceived freedom of will and responsibility for their actions. Other chapters describe the different approaches to family and school education, and strives to capture what takes place in the world of a man who is aware of its freedom and...

A proposta desse estudo foi desenvolver e validar um instrumento de avaliação psicológica que permitisse a investigação dos conceitos dos pais sobre a sua participação na construção da autonomia moral dos seus filhos adolescentes. O trabalho teve como base teórica a Teoria do Desenvolvimento Moral de Jean Piaget. Conforme a teoria do Desenvolvimento Moral de Jean Piaget a construção da autonomia é um possível caminho de evolução para o pensamento adolescente. O conceito de autonomia é definido no contexto relacional, em outras palavras, a grande proposta desse processo é a construção de um eu adaptado ao coletivo. As questões que nortearam esta pesquisa foram: O que os pais pensam sobre a sua participação na construção do desenvolvimento da autonomia moral dos seus filhos adolescentes? Que tipos de intervenções representam os seus conceitos sobre: obediência, respeito, justiça e autonomia? O processo de construção e validação do instrumento foi conduzido através dos seguintes passos: construção da escala com assertivas para cada construto, Estudo Piloto realizado para proceder a Validação Semântica, Validação Teórica (a escala foi avaliada por juízes especialistas no campo da moralidade e da psicometria); Validação de Construto (Análise Fatorial Confirmatória). A amostra se constituiu de 860 genitores, pais (20,6%) e mães (79,4%) de adolescentes com idades entre doze e vinte anos. Havia participantes de cada uma das cinco regiões do país (42,8% do sudeste, 20,2% do nordeste, 16,5% do centro-oeste, 11% do norte, e 9,3% do sul) e a pesquisa com os pais foi realizada no ambiente escolar (54,8% na escola pública e 45% na privada). O modelo da escala tinha 36 assertivas. Estas assertivas foram delineadas representando os quatro construtos: obediência, respeito, justiça e autonomia. Os participantes atribuíram nota de 1 a 7 (respectivamente as opções com as quais eles discordaram totalmente e aquelas com as quais eles concordaram totalmente). A Análise Fatorial Confirmatória (LISREL) indicou a propriedade dos quatro fatores: respeito obediência, justiça e autonomia (GFI = 0,933, x²/gl =5,2, RMSEA= 0,0702). A Escala de Concepções Educativas (depois da validação estatística, AFC), finalizou com 25 itens, sendo 4 itens para obediência, 5 itens para respeito, 8 itens para justiça e 8 itens para autonomia. Por conseguinte os resultados da validação de construto forneceram um maior número de itens para autonomia em detrimento da obediência e forneceram um número maior de itens para justiça, que é para Piaget, a mais racional da todas as noções morais, a qual parece ser o resultado direto da cooperação.Os resultados indicaram que as concepções educativas dos pais têm uma tendência para proporcionar a autonomia para os filhos. Mas, os resultados revelaram que houve uma considerável diferença entre as concepções educativas e as intervenções concretas dos pais e seus filhos. Os resultados desse estudo mostraram que a maior dificuldade dos pais para educar para a autonomia moral diz respeito aos tipos de punição, portanto, um problema de justiça retributiva. Os participantes dessa pesquisa demonstraram que eles desejam educar seus filhos para a autonomia, mas suas intervenções não concordam com seus objetivos. / The purpose of this study was to develop and validate an instrument for psychological evaluation that allowed the investigation of the parents concepts about their participation on the construction of their adolescent children´s moral autonomy. The research had as its theoretical basis Piagets Moral Development Theory. According to Piagets moral development theory the autonomy construction is the possible evolutionary way for the adolescents thought. The concept of autonomy is defined in the contextual relationship, in other words, the greatest purpose of this process is the moral construction of ones self adapted to social. The questions which supported this research were: What do parents think about their participation on the construction of their adolescent childrens moral autonomy? What kind of interventions represented their conceptions about: obedience, respect, justice and autonomy? The process of construction and validation of the instrument was being carried out via the following steps: construction of the scale with assertions for each construct; pilot study in order to arranged semantic validation; theoretical validation (the scale was evaluated by judges scholars in the field of morality and psychometrics); construct validation (Confirmatory Factor Analysis). The sample consisted of 860 parents, fathers (20,6%) and mothers (79,4%) of teenagers between the ages of twelve and twenty years old. There were participants from each one of the five different regions in Brazil (42,8% south-eastern, 20,2% northeastern, 16,5% middle west, 11% north, and 9,3% south) and the research with the parents was done on school grounds (54,8% public and 45,% private schools). The scale model had 36 assertions. These assertions were delineated representing the four constructs: obedience, respect, justice and autonomy. The participants attributed notes from 1 to 7 (respectively the options with which they disagree totally and those with which they agree totally). The Confirmatory Factor Analysis (LISREL) indicated the appropriateness of the four constructs: respect, obedience, justice and autonomy (GFI = 0,933, x²/gl =5,2 , RMSEA= 0,0702). The Educative Conceptions Scale (after statistical validation, CFA) finalized with 25 items, being, 4 items for obedience, 5 items for respect, 8 items for justice, and 8 items for autonomy. Therefore the results of construct validation provided a larger number of items for autonomy, too the detriment of obedience, and provided a larger number of items for justice, that is to Piaget, the most rational of all moral notions, which seems to be the direct result of cooperation. The results indicated that the parents educative conceptions have a tendency to arrange autonomy for teenagers. But, the results revealed that there was a considerable difference between the educative concepts and the real interventions of parents and their teenagers. The results of this study showed that the parents main difficulty to educate moral autonomy disrespects the types of punishment, therefore a problem of retributive justice. The participants of this research demonstrated that they wish to educate their children for autonomy but their interventions did not agree with their aims.

A educação ao ar livre, por meio de cursos no formato expedição, ainda acontece de forma tímida no Brasil. Entende-se por cursos no formato expedição, experiências educacionais contínuas, de múltiplos dias, em que alunos e instrutores se aventuram em um trajeto em área remota na natureza, de forma autossuficiente. Embora haja estudos sobre esta proposta pedagógica no exterior, não se sabe se os resultados valem para a experiência brasileira. Este estudo trata de dois aspectos fundamentais à educação contemporânea: o valor da experiência e o desenvolvimento moral do indivíduo. Por meio de entrevistas e de questionários semiestruturados, investigamos a percepção das aprendizagens dos alunos de cursos da escola Outward Bound Brasil e de seus educadores. Também entrevistamos uma psicóloga que coordena um abrigo para menores, em um estudo de caso sobre um aluno adolescente. Os resultados encontrados indicam que os cursos de educação ao ar livre caracterizamse por experiências que estimulam os trabalhos em grupo, os debates sobre justiça e solidariedade na resolução de problemas e a reflexão sobre valores e princípios como coragem, esforço pessoal, disciplina, respeito e superação de limites. Os resultados também indicam que esta proposta educacional proporciona experiências sensíveis e de conexão do ser humano com a natureza. Muito embora os resultados indiquem um grande potencial educacional para a educação ao ar livre, a atuação do profissional frente aos seus alunos é fundamental para que as experiências sejam fisicamente e psicologicamente seguras, alcancem seus potencias pedagógicos de desenvolvimento da moralidade e ajudem as pessoas a desenvolverem uma consciência ambiental crítica e não dogmática, manifestada por meio de ações concretas ao retornarem dos cursos para as suas casas e comunidades / The outdoor education, through courses in the expedition form, is still beginning in Brazil. By expedition, we consider the multiple day, self-sustained experience, in which, instructors and students, adventure through a remote setting in nature. Although there are studies abroad on this pedagogic system, it is unknown if the results are valid for the Brazilian experience. This study analysis the courses in expedition form of the Outward Bound school in Brazil. Through interviews and semistructured questionnaires, we investigated the students learning, according to their own perceptions and the points of view of the instructors of the school, with emphasis in two major aspects of contemporary education: the value of the experience and the development of the moral reasoning of a person. We have also interviewed a psychologist who is the manager of a shelter for underprivileged youth, in a case study of a specific young student. The results found show that the outdoor education courses are experiences that stimulate works in groups, debates about justice and solidarity in the search of solutions for the problems that arise throughout a course, and the reflection about values and virtues like courage, effort, self discipline, respect and overcoming of limits. The results also show that this educational method provides sensitive experiences and connection of the human being with nature. Although the results indicate a strong educational potential for the outdoor education, the performance of the educator in face of his students is of major importance, to ensure that the experiences are physically and emotionally safe, reach their pedagogical potential of development of the moral reasoning and help people to develop a critical and non dogmatic environment consciousness, that is manifested through real actions when they return from the courses to their homes and communities

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.

A educação ao ar livre, por meio de cursos no formato expedição, ainda acontece de forma tímida no Brasil. Entende-se por cursos no formato expedição, experiências educacionais contínuas, de múltiplos dias, em que alunos e instrutores se aventuram em um trajeto em área remota na natureza, de forma autossuficiente. Embora haja estudos sobre esta proposta pedagógica no exterior, não se sabe se os resultados valem para a experiência brasileira. Este estudo trata de dois aspectos fundamentais à educação contemporânea: o valor da experiência e o desenvolvimento moral do indivíduo. Por meio de entrevistas e de questionários semiestruturados, investigamos a percepção das aprendizagens dos alunos de cursos da escola Outward Bound Brasil e de seus educadores. Também entrevistamos uma psicóloga que coordena um abrigo para menores, em um estudo de caso sobre um aluno adolescente. Os resultados encontrados indicam que os cursos de educação ao ar livre caracterizamse por experiências que estimulam os trabalhos em grupo, os debates sobre justiça e solidariedade na resolução de problemas e a reflexão sobre valores e princípios como coragem, esforço pessoal, disciplina, respeito e superação de limites. Os resultados também indicam que esta proposta educacional proporciona experiências sensíveis e de conexão do ser humano com a natureza. Muito embora os resultados indiquem um grande potencial educacional para a educação ao ar livre, a atuação do profissional frente aos seus alunos é fundamental para que as experiências sejam fisicamente e psicologicamente seguras, alcancem seus potencias pedagógicos de desenvolvimento da moralidade e ajudem as pessoas a desenvolverem uma consciência ambiental crítica e não dogmática, manifestada por meio de ações concretas ao retornarem dos cursos para as suas casas e comunidades / The outdoor education, through courses in the expedition form, is still beginning in Brazil. By expedition, we consider the multiple day, self-sustained experience, in which, instructors and students, adventure through a remote setting in nature. Although there are studies abroad on this pedagogic system, it is unknown if the results are valid for the Brazilian experience. This study analysis the courses in expedition form of the Outward Bound school in Brazil. Through interviews and semistructured questionnaires, we investigated the students learning, according to their own perceptions and the points of view of the instructors of the school, with emphasis in two major aspects of contemporary education: the value of the experience and the development of the moral reasoning of a person. We have also interviewed a psychologist who is the manager of a shelter for underprivileged youth, in a case study of a specific young student. The results found show that the outdoor education courses are experiences that stimulate works in groups, debates about justice and solidarity in the search of solutions for the problems that arise throughout a course, and the reflection about values and virtues like courage, effort, self discipline, respect and overcoming of limits. The results also show that this educational method provides sensitive experiences and connection of the human being with nature. Although the results indicate a strong educational potential for the outdoor education, the performance of the educator in face of his students is of major importance, to ensure that the experiences are physically and emotionally safe, reach their pedagogical potential of development of the moral reasoning and help people to develop a critical and non dogmatic environment consciousness, that is manifested through real actions when they return from the courses to their homes and communities