Showing papers on "Social cognitive theory of morality published in 1974"
TL;DR: From the moral development scale scoring manual, Kohlberg’s published works, and the research of his collaborators and others, an analysis was made of the evidence supporting the hierarchy of moral values.
Abstract: From the moral development scale scoring manual, Kohlberg’s published works, and the research of his collaborators and others, an analysis was made of the evidence supporting the hierarchy of moral re
241 citations
TL;DR: A detailed analysis of stage transition in adolescent moral judgments is presented and it is hypothesized that transition from one stage to the next involves a phase of conflict or disequilibrium, during which the existing mode of thinking is reevaluated and a new mode is constructed.
Abstract: TURIEL, ELLIOT. Conflict and Transition in Adolescent Moral Development. CHILD DEVELOPMENT, 1974, 45, 14-29. The process of moving from stage to stage has not been systematically examined in developmental theories. As a consequence, responses reflecting progressive development have been inaccurately categorized as reflecting regressive behavior. The theoretical relations between regression and progression in developmental-stage theories are discussed. A detailed analysis of stage transition in adolescent moral judgments is presented. It is hypothesized that transition from one stage to the next involves a phase of conflict or disequilibrium, during which the existing mode of thinking is reevaluated and a new mode is constructed.
144 citations
TL;DR: The development of the notion of justice in children has been found to follow six stages, the order of which is constant across different societies as mentioned in this paper, and different stages have been associated with different kinds of behaviour in moral situations.
Abstract: The Natural Law perspective holds that there are universal principles of justice acknowledged everywhere. Justice is a continuing preoccupation of the child. The development of the notion of justice in children has been found to follow six stages, the order of which is constant across different societies. The different stages have been found to be associated with different kinds of behaviour in moral situations. Moral education must be based upon an understanding of this development. There is evidence that the development of religious faith follows a parallel sequence of stages and it is important to understand the relationship between the two. 1An edited version of an address to the National Catholic Education Association, Cleveland, April 18, 1974
85 citations
TL;DR: The high correlations and systematic relationships between the stages of cognitive development and moral development suggested that sophisticated cognitive operations are a prerequisite to advanced moral judgments, and that there is a lag or decalage between the acquisition of logical operations and their application to the area of morality.
Abstract: TOMLINSON-KEASEY, C., and KEASEY, CHARLES BLAKE. The Mediating Role of Cognitive Development in Moral Judgment. CHILD DEVELOPMENT, 1974, 45, 291-298. The hypothesized central role of cognitive development in resolving moral dilemmas was examined in subjects who had just begun to acquire formal operations (30 sixth-grade girls) and subjects who should be practiced in formal thought (24 college coeds). The high correlations and systematic relationships between the stages of cognitive development and moral development suggested that sophisticated cognitive operations are a prerequisite to advanced moral judgments, and that there is a lag or decalage between the acquisition of logical operations and their application to the area of morality.
72 citations
TL;DR: Ratings of the morality of persons described as having committed moral and immoral behaviors indicate that good deeds do not make up for bad ones, and data suggest that performance of very immoral deeds limits the highest level of morality a person can achieve.
Abstract: Ratings of the morality of persons described as having committed moral and immoral behaviors indicate that good deeds do not make up for bad ones. The overall goodness of a person is determined mostly by his worst bad deed, with good deeds having lesser influence. Addition of moral deeds does improve ratings of sets containing low-valued items, but, consistent with previous research, this compensation appears to be. limited. Data suggest that performance of very immoral deeds limits the highest level of morality a person can achieve. The value of that limit appears to depend upon both the immorality of the bad deeds and the virtue of the good ones.
57 citations
55 citations
40 citations
TL;DR: The authors used Kohlberg's method of assessing cognitive moral development and questions about premarital sexual attitudes, and found a strong relationship between these variables, and showed that subjects with low levels of moral development chose traditional morality, the double standard, or permissiveness without affection standard.
Abstract: A sample of 160 college students from eight different colleges was solicited and tested. Using Kohlberg's method of assessing cognitive moral development and questions about premarital sexual attitudes, the present study discovered a strong relationship between these variables. Subjects with low levels of cognitive moral development chose either traditional morality, the double standard, or permissiveness without affection standard. Those with a moderate degree of cognitive moral development chose permissiveness with affection. Those with a high level of cognitive moral development chose a nonexploitive permissiveness without affection standard. The formulation of premarital sexual standards was discussed and theoretical implications were drawn.
38 citations
36 citations
TL;DR: Pascal, Pensees, V, 294 as mentioned in this paper stated that on ne voit rien de juste ou d'injuste qui ne change de qualite en changeant de climat.
Abstract: . . . on ne voit rien de juste ou d'injuste qui ne change de qualite en changeant de climat. Trois degres d' elevation de pole renversent toute la jurisprudence; un meridien decide de la verite; en peu d'annees de possession, les lois fondamentales changent; le droit a ses epoques, I'entree de Saturne au Lion nous marque l'origine d'un tel crime. Plaisante justice qu'une riviere borne! Verite au dea des Pyrenees, erreur au dela! (Pascal, Pensees, V, 294).
27 citations
Journal Article•
20 Jun 1974
TL;DR: For example, this article argued that children's values develop during the school years and are inevitably influenced by the school structure, the adults who work in it, the relations of all involved, and the choice of subject matter and materials.
Abstract: Traditionally, American education has accepted the responsiblity of developing the individual's capacities as a human being and helping him become a contributing member of our society. Historically, instruction on morality has been included as a significant part of this education. Recently, we have abandoned any formal treatment of morality in the classroom lest we offend some pupils or indoctrinate others. However, moral decisions are made every day in classrooms across the country. It is impossible for the schools to stay out of values. Children's values develop during the school years. Values are inevitably influenced by the school structure, the adults who work in it, the relations of all involved, and the choice of subject matter and materials. Educators and others who work with children are becoming increasingly aware that values cannot be legislated from external sources. Meaningful decisions can be made only by the child. It is logical, therefore, to help children develop a means of making constructive and beneficial moral deci-
Journal Article•
TL;DR: In this article, the authors explore another range of issues which are equally appropriate for a philosopher of education, i.e., processes of learning and types of learning, and discuss the arguments that might be given for them.
Abstract: in these spheres, so too a determinate notion of 'morality' is an es sential precondition for any serious approach to moral education. It might be argued, too, that it is particularly important for philoso phers to do this because of the covert way in which ethical assump tions are smuggled into empirical work in this field. Any psycholog ical account of moral development or moral education must be from a particular standpoint in ethics; for the delimitation of 'moral' is not a neutral matter. Psychologists working within Piagetian, Freud ian, or social learning frameworks are too apt to work with an im plicit ethical position. The job of the philosopher is, therefore, to make such ethical positions explicit and to discuss the arguments that might be given for them. I have done some work previously along these lines2 and do not want, in this paper, to go over that kind of ground again in any detailed way. Instead I propose to explore another range of issues which are equally appropriate for a philosopher of education. These are issues about types of learning. It might be objected straight away that these are empirical issues about which a philosopher could have little to say. But this is not true. Processes of learning and of
Journal Article•
TL;DR: In this article, the authors analyse and compare two major moral education programs in the United States, namely, Character Education Curriculum and the Values Clarification Programme, and conclude that both are significant steps towards an effective approach to moral education.
Abstract: The authors analyse and compare two of the major moral education programmes in the United States, namely, Character Education Curriculum and the Values Clarification Programme The latter is seen to be more egalitarian and to stress the development of autonomy and choice in the child The former tends to follow the ‘bag of virtues’ approach to moral education and is more directly instructional in its methods The strengths and weaknesses of these two programmes are compared and it is concluded that both are significant steps towards an effective approach to moral education
TL;DR: Work Play and Worship: Toward a New Moral Economy as mentioned in this paper is a work-play and worship-based approach towards a new moral economy, which aims to improve the quality of work play and worship.
Abstract: (1974). Work Play and Worship: Toward a New Moral Economy. Journal of Health, Physical Education, Recreation: Vol. 45, Including Leisure Today, pp. 38-40.
16 Apr 1974
TL;DR: In this article, the authors present a set of rules for the management of a large number of different types of events, such as: a T h e a r t, t h e e s e a R e u n i v e r s a l p r i n b e i n g s a s i n d i v i c e r e s o f.
Abstract: n o t c o n c r e t e m o r a l r u l e s l i k e t h e T e n C e m e a n d m e h t s . A t h e a r t , t h e s e a r e u n i v e r s a l p r i n c i p l e s o f . j u s t i c e , o f t h e r e c i p r o c i t y a n d e q u a l i t y o f h t s u a n r i g h t s , a n d o f r e s p e c t f o r d i r , a : t y o f h u m a n b e i n g s a s i n d i v i d u a l p e r s o n s .
TL;DR: Moral norms are a kind of standard by which social behavior is evaluated (positively or negatively), their obligatory or prohibitive force is based on the influences of social thought and of existing habits and traditions as discussed by the authors.
Abstract: Moral norms are an element of social consciousness. They perform various functions: they embody the model and the reference point for behavior; they regulate a person's relations with society and its members and monitor individual behavior. Moral norms are a kind of standard by which social behavior is evaluated (positively or negatively). Their obligatory or prohibitive force is based on the influences of social thought and of existing habits and traditions.
TL;DR: In this paper, Montessori and social development is discussed in the context of Montessoria and Social Development, with a focus on Montessorians and their social development in general.
Abstract: (1974). Montessori and Social Development. The Educational Forum: Vol. 38, No. 3, pp. 295-304.
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TL;DR: In this article, a review deals with empirical findings in three areas: cognition, emotion, and behavior, and is divided into prosocial behavior (sharing, helping, donating, and rescuing), resistance to temptation (resistance to lying, cheating, stealing, and disobedience of prohibitions).
Abstract: Several meanings of the term \"moral\" can be distinguished in ordinary language (Ossowska, 1970). Historically, morality has been concerned with human relationships having implications for the welfare of others. Many current conceptions, however, encompass highly personal behavior, including cleanliness, sexual habits, and proficiency and persistence in achievement. Moreover, many identify morality with religious precepts. In this chapter, the domain of moral development is narrowly conceived. Philosophical and religious doctrines are not considered, nor is research on constructs such as aggression or achievement. The review deals with empirical findings in three areas: cognition, emotion, and behavior. The first includes values—general beliefs concerning Tightness and wrongness of actions—and judgment—the thought structures underlying moral concepts. The second is concerned with guilt. The third is divided into prosocial behavior (sharing, helping, donating, and rescuing) and resistance to temptation (resistance to lying, cheating, stealing, and disobedience of prohibitions).
TL;DR: Because of the cognitive-structural nature of the two constructs, it was hypothesized that changes in maturity of moral judgment induced experimentally through role playing should be related to Ss' relative degree of field dependence-independence.
Abstract: Because of the cognitive-structural nature of the two constructs, it was hypothesized that changes in maturity of moral judgment induced experimentally through role playing should be related to Ss' relative degree of field dependence-independence. Field-dependent Ss were more susceptible to both positive and negatively conducive roles on an immediate but not on a 1-wk. posttest.
01 Jan 1974
TL;DR: This paper argued that the same basic epistemological principles apply to moral knowledge as to knowledge of other kinds, even though our knowledge of the relevant states of affairs has not been and presumably cannot be refined to the degree of technical precision which characterizes the physical scientist or the historian.
Abstract: In the first half of the paper, the author puts as strongly as he can the case for saying that there is no real distinction between moral education and indoctrination; or rather, that ‘moral education’ is the term we use for such moral influencing of the young as we approve of, ‘moral indoctrination’ for such as we happen to deplore. Such a conclusion would presumably gratify the moral relativist, but would hardly give satisfaction to any moral educator worth the name. At the end of the paper, a sketch of moral education is attempted which is such as to yield the distinction needed. It is argued that the same basic epistemological principles apply to moral knowledge as to knowledge of other kinds, even though our knowledge of the relevant states of affairs has not been and presumably cannot be refined to the degree of technical precision which characterizes the physical scientist or the historian.