Ethic Characteristics Of Decision-Making By Students In Situation Of Moral Choice

Ethical Theory and Moral Practice, 2016

At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by 'progress'? And what constitutes moral progress? Does the idea of individual moral progress presuppose a predetermined end or goal of moral education and development, or not? In this article we analyze the concept of moral progress to shed light on the psychology of moral development and vice versa; these analyses are found to be mutually supportive. We suggest that: moral progress should be conceived of as development that is evaluated positively on the basis of relatively stable moral criteria that are the fruit and the subject of an ongoing conversation; moral progress does not imply the idea of an end-state; individual moral progress is best conceived of as the development of various components of moral functioning and their robust integration in a person's identity; both children and adults can progress morally-even though we would probably not speak in terms of progress in the case of children-but adults' moral progress is both more hard-won and to a greater extent a personal project rather than a collective effort.

Journal of Moral Education, 1982

There are three types of answers to the questions: what makes behaviour a moral act and the agent a moral person, and accordingly, what is the proper object of moral judgment? 1. Overt behaviour in conformity with moral norms and duties. 2. Morally meritorious motives and reasons for acting. 3. The beneficent consequences of behaviour under given circumstances. Three influential psychological approaches to moral education are analysed with a view to showing that they disagree with respect to the favoured object of moral education in terms of these three typical conceptions of morality. Havighurst's and Taba's character formation presupposes the first type; Kohlberg's stimulation of moral reasoning reflects a second-type conception of morality: Kant's 'ethics of mental disposition' (Gesinnungsethik); and Dewey's emphasis on intelligent action, to be tested by its tendency to produce desirable consequences, embodies third-type 'ethics of responsibility'. Therefore, choice among such competing approaches to moral education is not an empirical psychological problem.

2017

Introduction Objectives Different Approaches to the Concept of Moral Education 15.3.1 The Psycho-analytic Approach 15.3.2 Learning Theory Approach 15.3.3 Cognitive Developmental Approach Moral Judgement and Moral Action Moral Learning Different Sources 15.5.1 Moral Learning Outside the School 15.5.2 Moral Learning Inside the School 15.5.3 Moral Edbcation and Curriculum Let Us Sum Up Unit-end Exercises Suggested Readings

2017

Various factors affect/ influence on quality of interpersonal relationships, which are related to a smaller or larger degree to perceiving, observation of behaviour of others, and then their valuation/judgment. People follow a specific ethical system, different for different communities and cultures. In this studies, we were looking for connections between accepting ethical codes with a number of factors that affect moral judgments of Polish students: commitment and perseverance, transgression, strong ego, openness, nonconformism, entrepreneurship, and tendency to take risk. The study group (n=548) analysis showed that the strongest differentiation (size effect: eta-squared) the Kruskal-Wallis test was conducted as a nonparametric alternative to the one-way ANOVA was for the variable: ethics of common good and the factors: openness, commitment and perseverance and tendency to take risk, ethics of autonomy and the factors: openness and commitment and perseverance. These dimensions of...

Journal of Shanghai Jiaotong University, 2020

The present study is aimed to identify the moral values among the students community in higher secondary level. Study was constituted with one hundred and eighty samples. The study reveals that girls students have more moral qualities than boys and rural students have more moral qualities than urban students and followed by Christian students have more moral qualities than others.It is suggested that authorities of school to concentrate moral qualities among students community in school and society. It will develop the socially adopted person in near future. Standards of moral life of people are gradually declining. The norm of family, society, politics, secularism, democracy are going down and continuing under strain. Wide spread disturbance, chaos, confusion and dislocation in life have become common phenomena. Deteriorating conditions of the system of values and ethics in our daily life are realized. Different Educational Commissions and committees in our country have expressed their deep concern over the declining values in human activities and emphasized on providing value oriented education. Families as well as teachers, who lay the foundation of future citizens, must undertake the task of inculcating values in children. Hence the society has a responsibility to ensure that values are inculcated in children and congenial environment be created to nurture those values. In this perspective the present investigation intend to measure moral values among higher secondary school students

Most of the information in the moral development literature depends on Theories of Piaget and Kohlberg. The theoretical contribution by Gilligan and Turiel are not widely known and not much resource is available in Turkish. For this reason introducing and discussing the theories of Gilligan and Turiel and more comprehensive perspective for moral development were attempted. The purpose of this paper is to presenting and discussing comparatively the psychological theories of moral development. Piaget had proposed two stage theory in children’s development as called “moral heteronomy stage” and “autonomous stage”. Kohlberg, on the other hand, had established his comprehensive theory of moral development based on Piaget’s cognitive developmental stages in which he suggested 3 levels and 6 stages. Although Kohlberg’s theory had been very influential, it has limitations with ignoring local, cultural, moral ideas and being disconnected between moral behavior and moral judgment. Gilligan particularly as a reaction of focus on male development rather than females contributed to the literature of moral development. For her, women tend to consider other’s care and protection and she emphasized this difference of ethic of care and ethic of justice. However only few studies in the literature have pointed out differences between women and men in terms of moral judgment. Besides Gilligan’s ideas are also been criticized for lack of different contextual and cultural support. Turiel, has quite a different perspective for moral development and he specifically focused on connections between social life and morality. As the pioneer of Social Domain Theory he mentioned the difference between “social convention” and “morality”. In this paper, theories are presented with their major concepts.

1986

2019

In the present work we will look at the topic of moral ethical norms of behavior, we will try to understand their nature and significance, especially in the context of modern society, their deep meaning, as an integral part of the development of the human personality.

Explorations in Moral Psychology, 2009

OCE2020 Official Conference Proceedings, 2020

The study aims to find out the level of moral development of students according to Kohlberg and Lickona theory, and it was done at State Junior High School (JHS) 29 and State Junior High School (JHS) 9. The design of the research is descriptive qualitative research design, and the data collection is done through observation and indepth interviews. In-depth interviews were conducted with students as the informants, teachers, and the Principal. The instruments of this research are interview guidance which was adopted from Kohlberg's theory and Lickona's theory. Both research instruments have been validated by an expert in the field of psychological research methods. Data validity is done by triangulation techniques (sources, data collection techniques, and time). The findings of the study are that the moral development level of students functions at a conventional level, with a higher score being in State Senior High School 9 students. The level of highest moral development (post-conventional), also appears more in State Senior High School 9 students. In general, the character and moral behaviour of students in both State Senior High School is classified as good with good moral knowledge and moral feeling (attitude) in the process of developing. A conducive school climate is an absolute prerequisite for achieving optimal moral development level. The method of teaching moral values and character in the classroom needs to be optimized by carrying out every single stage of the scientific approach in the 2013 Curriculum.