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1.
Bebeau MJ 《Journal of moral education》2002,31(3):271-295
This article reviews studies examining the effect of professional education on ethical development. Most studies limit assessment to the measurement of moral judgement, observing that moral judgement plateaus during professional school unless an ethics intervention is present. Whereas interventions influence the shift to postconventional reasoning (the DIT P score), a more illuminating picture of change may emerge if researchers examined DIT profiles. More importantly, limiting assessment to measures of moral judgement ignores important aspects of moral functioning suggested by the Four Components Model. Assessment methods have been validated for sensitivity, role concept and ethical implementation that could be adapted to provide individuals in a particular profession with a more complete picture of abilities needed for real-life professional practice. 相似文献
2.
《Journal of moral education》2012,41(3):297-314
Ideas from cognitive science are increasingly influential and provide insight into the nature of moral judgement. Three core ideas are discussed: modern schema theory, the frequency of automatic decision-making and implicit processes as the default mode of human information processing. The Defining Issues Test (DIT) measures the beginnings of moral understanding, which are largely non-verbal and intuitive, in contrast to the Moral Judgement Interview (MJI), which measures the highest level of verbal understanding. The positive attributes of the DIT and its conceptualisation of moral judgement schemas are more apparent in a time of increasing respect for implicit knowledge and processing. The DIT offers a means of measuring moral judgement that fits with current views in cognitive science. Although the MJI and interview techniques generally are worthwhile for measuring production competence, the DIT is better able to measure understanding at the level that drives most decisions for most people. 相似文献
3.
《Journal of moral education》2012,41(3):313-321
Abstract Goodlad and colleagues argue that teacher education curricula do not include rigorous discourse about the moral dimensions of teaching. This paper offers guidance for developing such curricula drawn from the author's experience devising and implementing a professional ethics curriculum for dentistry. Grounded in Rest's Four Component Model of Morality, the curriculum includes methods and measures for assessing (1) ethical sensitivity; (2) moral reasoning and judgement; (3) moral motivation and commitment; and (4) moral implementation outcomes as well as instructional strategies to facilitate their development. Evidence drawn from the extensive literature on the psychology of morality, and from outcome studies of the effectiveness of the dental ethics curriculum, illustrate that a curriculum of rather modest duration can influence ethical development in measurable ways. 相似文献
4.
《Journal of moral education》2012,41(3):363-370
Gains in moral judgement, as measured by the Defining Issues Test (DIT), correlate strongly with advancing education. Curricula that are strongly biblically based may not promote, and students with a strong fundamentalist orientation may not demonstrate, such moral growth. Students at an interdenominational, but very conservative seminary, completed the DIT before and after ethics courses conducted in three different formats. Those students who spent 30 hours in small‐group discussions of ethical dilemmas improved their moral reasoning scores, while those who had fewer hours of discussion or lectures did not. It would appear that small group discussions, shown to improve moral reasoning scores in other educational settings, are also successful in a strongly biblical environment. 相似文献
5.
《Journal of moral education》2012,41(4):377-398
This article provides a systematic analysis of the cognitive processes required for acquiring skill in practical ethical reasoning in a professional domain. We undertook this NSF-supported research project in part to study relationships between case-based instruction in professional ethics and cognitive analyses of ethical reasoning strategies. Using a web-based experimental design, we report striking differences in the students' and ethicists' use of knowledge and reasoning. Virtually all of the ethicists and some students' protocols made significant use of specialized professional knowledge and also used role-specific content in the ethical principles applied in their responses. In contrast, other student protocols made significantly more use of common knowledge and applied more general ethical principles or appealed to consequences in the justification of their responses. Our analyses show how certain strategies were superior to others in regard to identifying alternative moral issues, assessing the moral implications of actions, and providing alternative practical resolutions to conflicts. The findings point to the importance of professional knowledge and role-specific professional obligations in resolving professional ethical conflicts: the same knowledge and "middle-level" principles necessary to comprehend and apply professional codes of ethics. 相似文献
6.
ABSTRACTStudents’ capacity for making evaluative judgements of their own work is widely acknowledged as central to their learning within programmes as well as being vital to their subsequent professional practice. In higher education literature, the act of evaluative judgement is usually portrayed as a process of deliberative, analytical reasoning requiring student agency and objectivity, typically scaffolded by points of reference such as explicit criteria, rubrics or exemplars. This article challenges this common portrayal of judgement by drawing attention to research from outside higher education on the role of unconscious factors in judgement and decision-making. Drawing from the field of heuristics and bias studies, the article outlines six unconscious factors that have the potential to distort students’ analytical judgement of their work. A recent challenge to the heuristics and bias approach that radically repositions the place of reasoning in judgement is also considered. Since these unconscious factors have received scant attention in higher education literature, the purpose of this article is to draw attention to them, to identify the challenges they pose to current understandings of evaluative judgement, and to outline their implications for enhancing assessment practice. 相似文献
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8.
《Journal of moral education》2012,41(2):139-147
AbstractNon-indoctrinational moral education involves teaching children to engage in ethical inquiry. This means that, since ethical inquiry has the status of a craft, the students will be apprentices in that craft. The classroom becomes, for this purpose, a community of ethical inquiry — an ethical atelier where students learn the tools, methods, practices and procedures which craftsmen associated with that tradition customarily utilize. It is only when one is adept at the generic procedures of reasoning that one can be adept at specifically moral reasoning, but to make the transition possible, the generic procedures should be taught within the humanistic and critical context of philosophy, and within the setting of a community of ethical inquiry. 相似文献
9.
Choices in science--allocation of research funds, selection of research topics, interaction with research subjects (animals, environment, other humans), etc.--often, if not always, include some ethical considerations. Future scientists need skills to deal with and discuss ethical problems, and for that reason we have developed and evaluated one approach to including ethics in a life science curriculum. Our aim has been to support the development of students' ethical sensitivity. The key element in our teaching choices has been the importance of nurturing students' personal moral agency, i.e. their individual skills and responsibilities in moral decision-making, with an interactive teaching approach. The ethics programme was evaluated by extensive course evaluation and using three moral development measures: TESS, DIT and Perry questionnaire. The short ethics programme of three discussions was found to support the development of students' ethical sensitivity. 相似文献
10.
《Journal of moral education》2012,41(4):443-459
This paper presents three studies exploring the relationship between emotional responses to classic cognitive developmental moral dilemmas and moral reasoning indices as measured by the Defining Issues Test (DIT). Each study indicated that certain moral dilemmas elicit varying levels of anger and sadness as compared to a neutral baseline. In each study, decreased moral reasoning was observed in those instances where reports in both sadness and anger were high following a dilemma. This did not occur, however, in those instances where only sadness or anger was high following a dilemma. Affective inductions prior to taking the DIT (study 3) did not impact trends beyond that found for individual moral dilemmas in studies 1 and 2. Although certain dilemmas elicited affective states that temporarily influenced reasoning, in general participants’ reasoning levels stayed consistent across dilemmas. Results are discussed in terms of the role of affect on the moral judgment process. 相似文献
11.
《Journal of moral education》2012,41(3):345-351
Abstract This article reports two studies‐‐a longitudinal investigation of moral judgement and reported moral experience, and an outcome study on the impact of a moral intervention project with adult undergraduate students. In the first study, 29 middle‐class, primarily white, well‐educated adults, ranging in age from 18 to 80 were administered Standard Form Moral Judgment interviews 4 years apart and were asked to describe their own moral events that had occurred. The average moral judgement score on the hypothetical dilemmas was Stage Four. The reasoning in the spontaneously reported moral events was significantly lower, although the two scores were highly correlated. Difference scores between the two were not related to dilemma scores. While there were no significant gender differences in scores on the hypothetical dilemmas, there were in scores on spontaneous‐reported events favouring males. The ethical quality of the reported events could be easily categorised by traditional moral‐philosophic categories. About half the events contained traditional deontic moral content (moral right); the other half contained material defined as the moral good. The context of most events was interpersonal, as opposed to societal. The second study investigated the reported impact on mostly white, middle‐and upper‐class undergraduate students who participated in a mentor programme in an inner‐city high school, a programme designed to impact both moral thinking and moral sentiments (motivation). Thirty‐nine adults, ranging in age from 20 to 57 participated, of which 26 were female and 13 were male. In both short‐ and long‐term follow‐up surveys, most participants reported major changes in their thinking about and motivation to address social justice issues. 相似文献
12.
《Journal of moral education》2012,41(2):116-124
Abstract Two extreme positions on the relations between ME and RE are stated and examined. The distinctive aims and methods of each as developed in recent years indicate how they may be complementary. Moral reasoning is concerned with the assumptions and conditions of morality, and with situational realities as well as imperatives. Religious beliefs have the same place in decision‐making as moral principles. The difference between religious and social assumptions in ethics centres in interests and the conditions of their reconciliation or accommodation. Accountability ends in responsibility to oneself, and self‐judgement, which may not be identical with ‘conscience’. Accountability to God is not additional; and the setting aside of one's own will transforms the moral situation. The claim that religion is the basis of a more inward and highly motivated ethics is examined. Hemispheres of morality, public and private, are taken as an essential ethical division, which makes possible an accommodation between ME and RE, and avoids the educational dilemma set by Dr Jason Wright's contribution to the debate in JME Vol. 11 No. 1 (1981). Two changes in traditional attitudes are considered necessary, and as justified by the argument. 相似文献
13.
《Journal of moral education》2012,41(1):18-23
Abstract The present study investigated the strategies that elementary school teachers employ when they help other people resolve moral dilemmas. Thirty‐six elementary school teachers were randomly assigned to one of three groups and administered the ‘Defining Issues Test’ (DIT). Teachers in Groups One and Two were instructed to respond to the DIT as if they were helping a ‘10‐year‐old child’ or a ‘40‐year‐old adult’ resolve a number of difficult moral problems. Teachers in Group Three were instructed to respond to the DIT with their own opinions concerning the resolution of the same moral problems. Results revealed that teachers made no differentiation between their own views as to the resolution of moral problems and the advice that they gave a 10‐year‐old child or a 40‐year‐old adult attempting to solve the same problems. The implications of these findings for moral education are discussed. 相似文献
14.
This article presents results of a study of the relationship between stage of ethical orientation and stage of moral reasoning for counselors at four levels of training and explores the relationship between ethical orientation and contributions to professional and social action organizations. The findings indicate that ethical orientation is significantly associated with moral reasoning, counseling experience, and number of contributions. Implications of these findings for theory building and counselor education are discussed. 相似文献
15.
《Journal of moral education》2012,41(2):97-102
Abstract This assessment of L. Kohlberg's theory of moral development is a dialectical critique focusing on his claim that the sixth stage of moral development is morally adequate, specifically, that it is both comprehensive and fully equilibrated. The dialectical method employed follows the generalized empirical method advanced by B. Lonergan. The paper includes a brief account of this method and of the sixth stage of moral reasoning as outlined by Kohlberg. Employing the dialectical notions of intellectual conversion and moral conversion, it uncovers certain unresolved conflicts of this stage and points to the need for a further moral stage of development, which would be both more highly differentiated and more fundamentally based. 相似文献
16.
This paper discusses ethical dilemmas in early childhood education as identified by kindergarten and elementary school teachers ( n = 26). Ethical dilemmas are investigated in the theoretical framework of virtue epistemology. The moral stances of care and responsibility are identified as basic elements in teachers' professional morality. The empirical findings present conflicts between teachers and parents, collegial conflicts between teachers, and inter-institutional conflicts in the community. The method used in the study is a relational reading of teachers' narratives. Interpretative accounts are created to give room for both care and responsibility voices in teachers' written reports. The analysis of the data reveals that the ethical dilemmas in early childhood education are very relational and deal with competing interpretations of 'the best interest of the child'. Teachers have taken the moral stance of care by identifying the ethical conflict. However, the responsible professional action has been more difficult for them to accomplish. Most of the time, discussions have not produced the desired results. Ethical conflicts in teaching invite teachers to consider the moral relevance of each dilemma by taking the perspectives of the involved parties. 相似文献
17.
《Journal of moral education》2012,41(4):423-438
ABSTRACTThe Defining Issues Test (DIT) has been the dominant measure of moral development. The DIT has its roots in Kohlberg’s original stage theory of moral judgment development and asks respondents to rank a set of stage typed statements in order of importance on six stories. However, the question to what extent the DIT-data match the underlying stage model was never addressed with a statistical model. Therefore, we applied item response theory (IRT) to a large data set (55,319 cases). We found that the ordering of the stages as extracted from the raw data fitted the ordering in the underlying stage model good. Furthermore, difficulty differences of stages across the stories were found and their magnitude and location were visualized. These findings are compatible with the notion of one latent moral developmental dimension and lend support to the hundreds of studies that have used the DIT-1 and by implication support the renewed DIT-2. 相似文献
18.
The moral role of the teacher has long been recognised and this has implications for the selection and education of student teachers. There is growing recognition of the importance of teachers’ capacity to make sound moral judgements and of the influence of teachers’ levels of moral reasoning on their professional practice. The paper presents the findings of a longitudinal study of 102 undergraduate student teachers who completed the DIT 2 measure of moral reasoning, at the beginning, mid-point and end of their four-year degree programme at an Irish university. While these students’ levels of moral reasoning were found to be higher than those of their international peers, more than half of graduating students were reasoning at the conventional level as defined by Kohlberg. These findings are located in the context of Irish education policy and practice. Some possible explanations for the students’ performance are suggested and discussed including their entry characteristics, the status of the teaching profession in Ireland, the nature of their teacher education programme and participation in the Transition Year option. 相似文献
19.
This paper reports a longitudinal study of levels of moral reasoning in a convenience sample of Irish undergraduate university students, using the Defining Issues Test 2 (DIT2). The study was timely, as higher education institutions are becoming increasingly interested in the promotion of social capital and the development of the whole person. A total of 259 students completed the DIT2 at the beginning, mid-point and conclusion of their degree course. As with similar international studies, increases in levels of moral reasoning over time were statistically significant. However, Irish students' DIT2 scores were markedly lower than their international peers with 62% of graduating students at the pre-conventional and conventional stages. The paper suggests some context-related explanations for the under-performance of Irish students including the instrumentalist nature of Irish post-primary education, the prevailing culture of consensualism, authoritarianism and anti-intellectualism, the conflation of religious and moral education and the emphasis on economic outputs and contractual accountability. 相似文献
20.
《Journal of moral education》2012,41(4):427-437
Abstract The experiment presented falls within Kohlberg's constructivist model, and attempts to respond to the need for work on those interpersonal values which may be called ethical or moral, in practical education. The intervention took place in a state school in Vizcaya (Basque Country), with a sample of 97 subjects between the ages of 9 and 14 years. A pre‐test‐‐post‐test design was used in order to check for the achievement of more mature states of moral development. The main working strategy was the discussion of hypothetical and real values dilemmas in class discussion groups. The results show that many advances were made. The data indicate that discussing dilemmas leads to higher levels of moral reasoning in students. 相似文献