A description and analysis of the outcomes of an experiment with Kohlberg's Just Community Approach in the development of moral judgements of francophone delinquents is examined. Data were collected from 12 adolescents ranging in age from 17 to 18 years and from 8 adult educators involved in the Just Community Program at Boscoville Center (Montreal, Qc.) which was implemented between October 1987-October 1988. / Kohlberg's Structural Issue Moral Judgement Interview and several questionnaires were administered and journals kept by the educators and the researcher. Analysis of these data allowed us to describe how the program was implemented and showed that the intervention appreciably increased the stage of moral judgement of participants and improved the "moral atmosphere" of the program. In comparison to previous evaluations of the Just Community Approach, this program had more impact on these outcomes. It is suggested that the effects of the program could be strengthened by more intensive training of educators.

No description available.

The purposes of this study were to investigate the effects of a structured educational human sexuality program on moral development and self-concept as well as the interrelationships between moral development and self-concept. The null hypotheses referred to the differences and gains in moral judgment and self-concept between treatment and control groups with sex as a mediator variable. Moral judgment and self-concept were measured by the Defining Issues Test and Tennessee Self-Concept Scale, respectively.The subjects were undergraduate students at Ball State University enrolled for CPSY 220 Interrelational Aspects of Human Sexuality (treatment) and NR 101 Introduction to Natural Resources (control). Seventy-four subjects completed the pre- and post testing measures and their results were subjected to statistical analysis.The treatment group was a structured educational human sexuality program consisting of cognitive, emotional and social components. The control group was a general studies course on natural resources. Both classes met during the Winter quarter, 1981-1982. Pre- and posttesting was done during the first and tenth week, respectively. The evaluators entered the classes during these times and administered the DIT and TSCS as measures of moral judgment and self-concept.A 2 x 2 repeated multivariate analysis of variance with significance considered at x.05 level was applied in the analysis of the data. Multivariate F's indicated no significant differences or significant gains as a function of treatment or sex on the DIT and/or TSCS. Practical significance was reported for all groups on the DIT P index except for females in the treatment condition. All of the three null hypotheses failed to be rejected. No significant posttest differences or significant gains were obtained. The structured educational human sexuality program did not have any significant impact upon moral judgment or selfconcept as compared to the control group.Pre- and post-Pearson r one-tail correlations were obtained on the DIT and TSCS. Positive relationships had been speculated to exist. The correlations were low indicating the two tests are generally unrelated.Descriptive analysis was done with religion and birth order to all the dependent variables on the DIT and TSCS. General findings were non-significant.

No description available.

While not exactly back room political bargaining, the traditional use of cooperation has been by moral theologians attempting to define the level of cooperation for a particular situation. This chosen definition, in turn, may help focus the range of appropriate actions in response to the situation's circumstances. In this customary usage, an organization's associates (employees) may assist the implementation of relevant responses to a cooperation analysis, whether the issue is clinical or organizational in nature. They have not been integral to the decision-making process - until now. <br>Cooperation has been the proverbial candle under the bushel (Matthew 5:15). This paper proposes the involvement of organizations' associates not only for decision-making and discernment, but for their own moral development. The foundation of this thesis is not only that organizations are moral agents, but also that organizations are reflective of the moral development of their associates when they exercise their agency. Using this model, this theory advances a use of the principle of cooperation by interpreting cooperation as a function of moral development for advancing associates. Advancement, in this case, means that, optimally, the process will expose participants to individuals in various stages of moral development, challenge them in appropriate ways, and enhance their moral development as characterized by Lawrence Kohlberg and Carol Gilligan. Even if participants do not advance in their moral development, the model proposed here will form participants in moral decision-making within the Catholic moral tradition. To a lesser degree, it is also a useful ministry discernment tool if appointed to discriminate responses to some of the individual and organizational issues (topics) mentioned above. / McAnulty College and Graduate School of Liberal Arts / Health Care Ethics / PhD / Dissertation

The purpose of this study was to investigate the relationship between moral development and year in school, gender, and personality type for university undergraduates. Moral development was measured by the Defining Issues Test (DIT) and personality was assessed using the Myers-Briggs Type Indicator (MBTI). The sample consisted of 320 freshmen, sophomores, juniors, and seniors enrolled as full-time students at The University of Iowa. From this sample, 188 (36.9%) students returned usable questionnaires. This random sample, stratified according to undergraduate class and gender, was provided by the university registrar. Subjects completed and returned a mailed questionnaire booklet containing the DIT and MBTI. These questionnaires were hand-scored and analyzed using analysis of variance and Pearson Product-Moment Correlations. An additional multiple comparisons test was done using the Scheff method. Systat software for the Macintosh was used to analyze the data. The analysis showed several significant results. Significant gender (p <0.001) and year in school (p <0.010) effects were found when analyzing the %P score of moral development level. Women scored significantly higher than men and seniors scored significantly higher than freshmen, sophomores, and juniors. The feeling dimension of the MBTI was found to be significantly associated with gender (females at p <0.001). Finally, the % Stage 4 score was found to be significantly related to the sensing (S) (p <0.001) and judging (J) (p <0.050) dimensions of the MBTI. The %P score was found to be significantly related to the intuitive (N) (p <0.050) and feeling (F) (p <0.050) dimensions of the MBTI. These results confirmed earlier studies in which a significant relationship was found between year in school and moral development level. The gender effect had been theorized and found in some studies but is unusual when using the DIT. The significant relationship between different dimensions of the MBTI and % Stage 4 and % P moral development scores had not been previously reported in the literature. / Graduation date: 1993

This study is of moral development in young children, with a focus on justice as fairness, a term appropriate to the life experience of three- and four-year-old children. The subjects were twenty-eight children attending two groups in a preschool centre (sessional kindergarten), eighteen female and ten male. The ages ranged from three years four months to four years eight months at the commencement of the study. The children were studied for one year at their kindergarten. Five problem areas were explored: (1) moral reasoning; (2) behaviour in peer conflict interactions; (3) relationship between moral reasoning in response to hypothetical dilemmas and behaviour in real-life conflicts;(4) construction of an instrument to describe and measure early moral reasoning and behaviour; (5) moral education within a preschool setting. Semi-structured interviews using Kohlberg-type dilemmas, and naturalistic observations of spontaneous social interactions in free play situations, were the methods used. Pretest and post-test interviews and observations were six months apart. Teachers of one group of children participated in a moral education project which included a process for using naturally-occurring peer conflict in the kindergarten to facilitate moral development.

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 90-99).

Thesis (M.A.)--Reformed Theological Seminary, 2005. / Includes bibliographical references (leaves 154-160).

Thesis (D. Min.)--Covenant Theological Seminary, 1995. / Includes bibliographical references (leaves 280-287).