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Social cognitive theory of morality
About: Social cognitive theory of morality is a research topic. Over the lifetime, 5842 publications have been published within this topic receiving 250337 citations.
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440 citations
TL;DR: This paper studied the psychological underpinnings of culture war attitudes using Moral Foundations Theory and found that endorsement of five moral foundations predicted judgments about these issues over and above ideology, age, gender, religious attendance, and interest in politics.
438 citations
Book•
22 Oct 1993TL;DR: In this paper, the authors examine the ways in which moral considerations permeate the everyday life of classrooms and offer specific suggestions about how to look at classroom events from a moral perspective.
Abstract: "Rarely have I come across a book that so quickly provoked me to re-examine my own classroom behavior. There is no place to hide in this careful scrutiny of the teacher as crucial player in the daily morality tale that becomes the story of school life." -- Vivian Gussin Paley, teacher, University of Chicago Laboratory Schools This book takes the reader on an eye-opening journey through a variety of elementary and high school classrooms, highlighting the moral significance of all that transpires there. Drawing on the results of a two-and-a-half year study, the authors examine the ways in which moral considerations permeate the everyday life of classrooms. In addition to providing teachers and teacher educators with a new framework for looking at and thinking about the moral dimensions of schooling, the authors also offer specific suggestions about how to look at classroom events from a moral perspective. Contents One. Looking for the Moral: An Observer's Guide Two. Becoming Aware of Moral Complexity Within a School Setting: Four Sets of Observations Three. Facing Moral Ambiguity and Tension: Four More Sets of Observations Four. Cultivating Expressive Awareness in Schools and Classrooms Postscript: Where Might One Go from Here? Philip W. Jackson is the David Lee Shillinglaw Distinguished Service Professor of Education and Psychology and a member of the Committee on Ideas and Methods at the University of Chicago. Robert E. Boostrom is a senior research associate of the Benton Center for Curriculum and Instruction at the University of Chicago. David T. Hansen is an assistant professor of curriculum and instruction in the College of Education at the University of Illinois at Chicago
437 citations
TL;DR: In this paper, the authors review Kohlberg's (Stage and sequence: The cognitive-developmental approach to socialization) theory of cognitive moral development, highlighting moral reasoning research relevant to the business ethics domain.
Abstract: This paper reviews Kohlberg’s (Stage and sequence: The cognitive-developmental approach to socialization. In Handbook of socialization theory and research, ed. D.A. Goslin . Rand McNally: Chicago, 1969) theory of cognitive moral development, highlighting moral reasoning research relevant to the business ethics domain. Implications for future business ethics research, higher education and training, and the management of ethical/unethical behavior are discussed.
435 citations
TL;DR: In this paper, the effects of a moral education program in schools were reported on the effect of such a program on the level of moral thinking of children, and the experimental group was then given twelve hours of discussion of moral problems other than those used in Kolhberg's test spread over twelve weeks.
Abstract: An experiment is reported on the effects of a moral education programme in schools. Children were pretested on Kohlberg's index of level of moral thinking. The experimental group was then given twelve hours of discussion of moral problems other than those used in Kolhberg's test spread over twelve weeks. Subsequent testing showed that the experimental group had had tended to move towards a higher level of thinking when compared with controls.
425 citations