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Appropriating Kohlberg for traditional Jewish high schools /Kislowicz, Barry. January 2004 (has links)
Thesis (Ph.D.)--Teachers College, Columbia University, 2004. / Publication no. AAT 3135356, Columbia University Teachers College. Bibliography : p.231-236.
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Handlungstheoretische Überlegungen zum "Sechs-Stufen-Modell des moralischen Urteils" von Lawrence Kohlberg /Franz, Karen, January 1996 (has links)
Diss.--Leipzig--Univ., 1995. / Bibliogr. p. 187-212.
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The case against the method and implications of Lawrence Kohlberg's system of teaching for moral education /Quammie, Arsinoée Salomon January 1992 (has links)
Lawrence Kohlberg's approach to values education based upon his moral developmental stages has, since the seventies, dominated the field of moral education where it has often become a substitute for traditional and direct moral teaching. / This thesis will attempt to demonstrate that Kohlberg's approach to moral education cannot, by its very nature, be a viable alternative for moral education in regard to either individual or societal moral needs. / Although Kohlberg's system has been defended for its "classroom dilemmas", associated pedagogical techniques and its "just community" approach to problem solving, this thesis will attempt to show that these approaches have consequences which are in themselves detrimental to the development of a positive moral standard. The use of Kohlberg's system would result in extreme subjectivism and relativism which are destructive to a basic objective moral standard for society.
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An enquiry into how emotions affect moral reasoning : an academic and creative project /Mack, Brian. January 1900 (has links)
Thesis/Project (M.A.)--Humboldt State University, 2009. / Includes bibliographical references (leaves 300-301). Also available via Humboldt Digital Scholar.
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An analysis of Kohlbergian moral development in relationship to Biblical factors of morality in seminary students /Powers, Kimberly Dawn, January 2006 (has links)
Thesis (Ed.D.)--Southern Baptist Theological Seminary, 2005. / Includes abstract. Includes vita. Includes bibliographical references (leaves 158-167).
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Character and ethics : an epistemological inquiry with particular reference to Lawrence Kohlberg’s cognitive theory of moral developmentShawver, David J. January 1979 (has links)
Note:
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The case against the method and implications of Lawrence Kohlberg's system of teaching for moral education /Quammie, Arsinoée Salomon January 1992 (has links)
No description available.
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Kohlberg and ethical universalismYeung, Kwok Wing Anthony 11 1900 (has links)
This dissertation is a study of Kohlberg's moral psychology, which is a six-stage
model of moral development. Kohlberg claims that his stages form a universal invariant
sequence and that they are hierarchical, i.e., higher stages are better than lower stages.
Accordingly, he claims that Stage 6 morality, which centers on justice, is universally
valid. This ethic of justice is embodied mainly in respect for persons, fairness, and the
procedural principle of ideal role taking. Kohlberg claims not only that Stage 6 values and
principles are universally valid, but also that they are determinate. In other words,
reasoning in terms of these values and principles guarantees that, for each particular
moral problem, there will be a distinct solution on which all morally mature people could
agree. By making these claims Kohlberg is advocating a strong and traditional version of
universalism, which I call 'paradigm universalism.'
The dissertation is divided into five chapters. In the first two chapters I outline
Kohlberg's theory and explore its philosophical implications. In Chapter 3 I discuss
Kohlberg's debates with two important critics, Gilligan and Flanagan. Gilligan claims
that Kohlberg's emphasis on justice rather than care indicates a gender bias in his model.
Flanagan, on the other hand, argues that since morality is multifarious it is wrong to
equate morality either with justice or care of a combination of both. While these criticism
do point out certain shortcomings of Kohlberg's theory, I argue that they do not seriously
threaten the universal validity of Stage 6 moral values and principles in general. Chapter
4 introduces the main philosophical arguments of this dissertation. In this chapter I argue
that (1) moral psychology is relevant to moral philosophy; (2) that the claim of hierarchy
for the Kohlbergian stages does receive significant support from his research; and therefore (3) Stage 6 does plausibly reflect certain universal moral ideals. At the same
time I allow (4) that there is clearly certain cultural bias in Kohlberg's theory and (5) that
he is excessively optimistic about the determinacy of Stage 6 moral reasoning. In the final
Chapter, I reflect on the universalism-relativism debate in light of Kohlberg's theory. I
argue that paradigm universalism is too strong for Kohlberg to support, and that
universalism is acceptable only in a weakened form which I call 'minimal universalism.'
Contrary to the hope of paradigm universalists, this minimal universalism cannot serve as
a comprehensive theory for solving moral problems. Neither does it exclude all forms of
ethical relativism, but it does set important limits to any acceptable relativist theory.
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Kohlberg and ethical universalismYeung, Kwok Wing Anthony 11 1900 (has links)
This dissertation is a study of Kohlberg's moral psychology, which is a six-stage
model of moral development. Kohlberg claims that his stages form a universal invariant
sequence and that they are hierarchical, i.e., higher stages are better than lower stages.
Accordingly, he claims that Stage 6 morality, which centers on justice, is universally
valid. This ethic of justice is embodied mainly in respect for persons, fairness, and the
procedural principle of ideal role taking. Kohlberg claims not only that Stage 6 values and
principles are universally valid, but also that they are determinate. In other words,
reasoning in terms of these values and principles guarantees that, for each particular
moral problem, there will be a distinct solution on which all morally mature people could
agree. By making these claims Kohlberg is advocating a strong and traditional version of
universalism, which I call 'paradigm universalism.'
The dissertation is divided into five chapters. In the first two chapters I outline
Kohlberg's theory and explore its philosophical implications. In Chapter 3 I discuss
Kohlberg's debates with two important critics, Gilligan and Flanagan. Gilligan claims
that Kohlberg's emphasis on justice rather than care indicates a gender bias in his model.
Flanagan, on the other hand, argues that since morality is multifarious it is wrong to
equate morality either with justice or care of a combination of both. While these criticism
do point out certain shortcomings of Kohlberg's theory, I argue that they do not seriously
threaten the universal validity of Stage 6 moral values and principles in general. Chapter
4 introduces the main philosophical arguments of this dissertation. In this chapter I argue
that (1) moral psychology is relevant to moral philosophy; (2) that the claim of hierarchy
for the Kohlbergian stages does receive significant support from his research; and therefore (3) Stage 6 does plausibly reflect certain universal moral ideals. At the same
time I allow (4) that there is clearly certain cultural bias in Kohlberg's theory and (5) that
he is excessively optimistic about the determinacy of Stage 6 moral reasoning. In the final
Chapter, I reflect on the universalism-relativism debate in light of Kohlberg's theory. I
argue that paradigm universalism is too strong for Kohlberg to support, and that
universalism is acceptable only in a weakened form which I call 'minimal universalism.'
Contrary to the hope of paradigm universalists, this minimal universalism cannot serve as
a comprehensive theory for solving moral problems. Neither does it exclude all forms of
ethical relativism, but it does set important limits to any acceptable relativist theory. / Arts, Faculty of / Philosophy, Department of / Graduate
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Appropriating Kohlberg for traditional Jewish high schools /Kislowicz, Barry. January 2004 (has links)
Thesis (Ed.D.) -- Teachers College, Columbia University, 2004. / Includes bibliographical references (p. 231-236) Also available on the Internet.
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