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1.
Abstract

This paper describes a study which examined the relationship between Just Community participation and teachers’ moral judgement. At the pre‐test stage, the teachers attributed resolution for their dilemmas to an assistant principal or administrator. Analysis of the teachers’ moral development after participation in the Just Community shows that the treatment group changed but that the comparison group did not. The study suggests that a teacher may make judgements of responsibility for moral action when s/he has experienced moral growth through participation in an on‐the‐job moral education programme which requires the discussion and resolution of real‐life on‐line moral dilemmas to fulfil the responsibilities of the perceived job role.  相似文献   

2.
Abstract

In order to explore the relationship between moral reasoning and conduct, 38 Grade Six students, deemed by their teachers to display ‘delinquent’ or ‘non‐delinquent’ characteristics, were administered Kohlberg's Moral Judgment Instrument (Kohlberg et al., 1973) and an IQ test. Subjects were then randomly assigned to three treatment groups: a) experimental‐‐discussion of moral dilemmas; b) placebo‐‐social studies games; c) control. A month later Kohlberg's instrument was readministered.

Findings indicated that ‘delinquents’ and ‘non‐delinquents’ differed significantly (p = .001) on moral reasoning scores at both testing times. There was no statistically significant treatment effect (p = .06). Intelligence quotient was significantly and positively related to moral reasoning for ‘non‐delinquents’, but not for ‘delinquents’.  相似文献   

3.
Abstract

This paper describes the evolution of the just community approach from Lawrence Kohlberg's earliest educational theorizing to the most recent experimental applications. The just community approach represents Kohlberg's most mature theory of moral education and has been the subject of intense research since 1975. Although Kohlberg initially recommended the discussion of moral dilemmas as a means of promoting moral development, he envisaged a far more radical and comprehensive approach. Inspired by a kibbutz school that successfully combined democratic and collectivist values, Kohlberg and his colleagues initiated a series of experimental programmes in public high schools. Evaluation of these programmes indicates that they establish cultures conducive to the development of socio‐moral reasoning and action.  相似文献   

4.
Abstract

Previous research has shown that children and adolescents can progress in the stages of moral judgment. However, in the case of adults, Kohlberg (1973) suggested there might be crystallization after the age of 25.

The purpose of this study was to establish whether the structure of moral judgment of adults could be systematically encouraged toward change. Thirty‐six adults (three groups) enrolled in an adult sexology course were assessed to determine stage level at the beginning of the course, and post‐tested at the completion of the course. Four dilemmas were used: two for general moral judgment, and two for sexual moral judgment. During the 45‐hour course, subjects were systematically introduced to arguments of a higher stage, and discussions focused on the axiological aspects of the adults’ sexual life.

Results show that there was a significant increase in the scores at the post‐test, both in general and in sexual moral judgments; subjects over 25 also increased their scores, thus indicating that the structure of moral judgment is not crystallized after that age. The existence of a differential between general and sexual moral judgments was also corroborated.

Implications with regard to the use of the ‘+1 stage’ technique for adult education, and more particularly for adult sexual education, are discussed.

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5.
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   

6.
Abstract

After a brief discussion on the need for more effective teacher education programmes in the United States, the article presents a first attempt to link moral and psychological education with a teacher training curriculum. Employing a sample of pre‐service teachers, the course in educational psychology was redesigned to deliberately teach counselling techniques as a means of stimulating ego and moral development. The results indicate positive shifts on both the Loevinger test of ego development and Kohlberg post‐conventional moral maturity using the Rest, Defining Issues Test. The relation between teacher training and development is detailed. It is strongly suggested that teacher education should adopt a developmental framework for both goals and instructional strategies.  相似文献   

7.
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   

8.
Abstract

Two studies were conducted to test the universality of Piaget's and Kohlberg's stages of the development of moral judgment in Nigerian and Pakistani cultures. For the first study, 120 Nigerian Muslim Hausa secondary school adolescents (60 boys and 60 girls), whose ages ranged between 14 and 16, were questioned individually about two of Piaget's moral judgment situations, representing two different moral attributes, clumsiness and equality. In the second study, 90 subjects (30 Nigerian Muslim Hausa, 30 Nigerian Muslim Yoruba, and 30 Pakistani Muslim Punjabi adolescents), whose ages ranged between 12 and 13, were questioned about one of Kohlberg's moral dilemmas. The nature of the subjects’ responses suggested that moral reasoning of Nigerian and Pakistani Muslim adolescents are greatly affected by their cultural values.  相似文献   

9.
Abstract

An experiment is reported on the effect of a moral discussion programme taught in the schools by regular classroom teachers. Number of discussions and type of teacher preparation were varied. Students’ moral judgment stage was assessed before and after the programme and teachers were observed throughout the course of the year. A substantial degree of moral judgment stage change was shown in some but not all of the classrooms. Three variables associated with likelihood of student moral judgment change were number of discussions, range of pre‐test moral judgment stage within the classroom, and teachers’ skills in eliciting moral reasoning from students during the discussions.  相似文献   

10.
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11.
Abstract

A study was conducted to examine the nature of moral problems as formulated by gifted adolescents. Subjects from Grades 9‐12 were asked to generate stories involving a moral problem and to provide a solution. As in Kohlberg's moral dilemmas, students depicted a central protagonist as well as a definite subsidiary character. There was a significant relationship between the sex of the student and the sex of the protagonist. The protagonist and subsidiary characters were approximate to the age of the subject. Half (53 per cent) of the moral problems involved friendship or a love relationship between the protagonist and the subsidiary character. Most subjects (92 per cent) were able to give guidelines for a solution to their moral problem. Solutions to moral problems were categorized as indicating primarily either a personal (focus on self) or social (focus on group or society at large) perspective. The majority (55 per cent) of subjects gave solutions based on a social perspective, while 45 per cent offered solutions indicating a personal perspective. Comparisons by sex and grade revealed that older students (Grades 11 and 12) tended to resolve their moral problems from a personal perspective while the younger students (Grades 9 and 10) more often took a social perspective. Comparisons were also made between the stories written by gifted adolescents, the Kohlberg dilemmas, and the moral dilemmas formulated by a general population of adolescents (Yussen, 1977).  相似文献   

12.

The study addresses two separate but related issues in connection with people's real-life moral decisions and judgements. First, the notion of moral orientation is examined in terms of its consistency across varying contexts, its relation to gender and to gender role. Secondly, a new aspect of moral reasoning is explored--the influence on moral decision-making of considering the consequences of an action. Fifty-eight undergraduate students were asked to discuss two personal and two impersonal real-life moral dilemmas. The results reveal a significant interaction between gender role and type of dilemma. However, moral orientation was not consistent across various dilemmas and gender was not related to any particular orientation. Also the results indicate a significant difference between the reasoning of consequences of personal-antisocial conflicts and impersonal-antisocial conflicts. These findings suggest that different moral orientations may be embedded in life experience and connect with an individual's sense of his or her moral identity in real-life situations.  相似文献   

13.
Abstract

There has been a need for developmentally appropriate methods of social/moral instruction in the primary grades, particularly methods that would require little teacher preparation or financial investment in materials. This study investigated the efficacy of two such methods: role‐play and structured discussion. Subjects were 90 children from Grades One‐Three who participated over an eight‐week period. Interviews of positive justice reasoning and perspective‐taking skills showed significant growth for both role‐play and structured discussion subjects when compared to those in a control group.  相似文献   

14.
Abstract

In 1975, the first author became director of a group home for ten delinquent boys. Prior to this time, the home operated on a behaviour‐modification philosophy. But during the first author's directorship, the home operated on the ‘just community’ philosophy stressing moral discussion and participatory democracy in making and enforcing rules and in resolving interpersonal conflicts.

During this ‘just community’ period, residents moved up an average of one‐third of a stage in their reasoning on the Kohlberg moral judgement interview. This advance in stage was comparable to that found in good developmental moral education programmes for non‐delinquent high school youth. Comparison groups of offenders were studied in a secure behaviour modification programme and a secure transaction analysis programme. Insignificant increase in residents’ moral reasoning was found in these programmes.

A moral atmosphere interview was also administered to residents in each of the programmes. The just community programme was perceived as highest on the following dimensions:

  1. 1. Amount of moral discussion and dialogue

  2. 2. Amount of resident power and responsibility for rules and decisions

  3. 3. Amount of concern about fairness of rules and policies

  4. 4. Amount of self‐perceived moral behaviour change

The transaction analysis programme was intermediate between the just community programme and the behaviour modification programme on these dimensions.

Tentative conclusions are advanced with regard to policies for institutionalized youthful offenders.  相似文献   

15.
Abstract

One thousand and seventy‐nine pupils aged between 13 and 16 years, from years three through five of Protestant and Catholic secondary schools in Northern Ireland, completed a survey of moral issues, together with a scale of attitude towards Christianity and a range of indices of religious behaviour. These data are employed to develop and to establish criteria of reliability and validity for a scale of traditional Christain moral values. Tentative scale norms indicate that pupils in Catholic schools hold more strongly to traditional moral values than pupils in Protestant schools, that girls hold more strongly to traditional moral values than boys, and that the acceptance of traditional moral values declines between the third and fifth years of the secondary school.  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.
Abstract

In the early 1960s the Eppels used a sentence completion test to investigate moral attitudes of teenagers. This test was used in the late 1970s in cities in England and in Scotland, and also in Melbourne, Australia, for the same purpose. Some comparisons, across time and between societies, are, therefore, possible. The responses given by the recent samples generated a rather similar framework of moral attitudes to that found by the Eppels almost 20 years ago, though it seems that even more emphasis is today put upon the importance of the individual, particularly in interpersonal relationships and that teenagers are more concrete in their moral concerns. The moral attitudes of the two sexes may also now be more alike. Cross‐cultural comparisons showed that the Scottish teenagers appeared to adopt a more outwardly formal and pugnacious moral stance and that the Australians were more individualistic and anti‐authoritarian.  相似文献   

18.
Abstract

Kohlberg's developmental theory of moral reasoning postulates a supremely adequate form of moral thinking to which all other stages are tending, labelled Stage Six. Kohlberg identifies this with a principle of justice, though without adequately justifying the elimination of other autonomous universal principles. The claim that this principle provides consistent, reversible and universalizable moral judgements is criticized: by itself a purely formal principle of justice can provide no particular moral judgements at all; for that we need independent values, such as the value of life which Kohlberg appeals to, but does not justify, in his discussions of the Heinz dilemma. More generally there is no reason to expect that any form of moral reasoning will be supremely adequate in Kohlberg's sense, providing a solution to all moral problems and dilemmas. The principle of justice is merely one among the many specifically moral principles which Kohlberg locats at Stage Five, albeit the one which he personally happens to favour.

Perhaps the most striking feature of Lawrence Kohlberg's many accounts of his cognitive‐developmental theory of moral reasoning is the crucial importance which he attaches to the form of reasoning labelled Stage Six, when it is a stage of development that only a tiny minority of individuals actually attain. Indeed it appears that even that number has had to be revised downward in the light of changes to the theory and scoring system, until it begins to seem that only a handful of saints and heroes, such as Socrates or Martin Luther King, remain. In fact so slender is the empirical evidence for a separate form of Stage Six reasoning that the official scoring manual (Kohlberg et al., 1977) prefers to ignore it altogether. Clearly, then, the case for Stage Six must be almost wholly theoretical, not to say philosophical, as the supremely adequate form of moral thinking to which all other stages are tending. And by the same token it may seem that criticisms of Kohlberg's claims for Stage Six will leave the rest of the theory untouched. But that, I think, is to underestimate the significance of Stage Six. It is the apogee of his system, providing both a focus and a rationale for the stage‐development that allegedly leads to it; it is as crucial to the theory as Kohlberg's own writings make it. Without Stage Six the cognitive‐developmental account stands in need of radical re‐thinking, to put it no higher.  相似文献   

19.
Abstract

Within education, some teachers’ interpretation of professionalism emphasizes conformity to the perceived norms of collective associations. Unprofessional behaviour, often equated with ‘unethical’ behaviour, is seen by many to be that which threatens solidarity and loyalty to colleagues. Informal norms typified by casual collegial relations as well as more formal attachments to organized unions or teachers’ federations exert a significant influence on individuals’ behaviour within the group. Professional ethics, in this sense, become concerned primarily with how one relates to colleagues rather than how one fulfils moral responsibilities to students. Qualitative findings from interviews with elementary and secondary school teachers suggest that, as a result of an ethic of collegial loyalty, some teachers experience personal moral and ethical dilemmas that they find difficult to resolve. Some respondents acknowledged that this can enable serious situations to be ignored or ‘covered up’. This paper examines some of the tensions and dilemmas experienced by teachers and raises questions about the ethical adequacy of defining professionalism in terms of inter‐colleague behaviour.  相似文献   

20.

The present study explored Kohlberg's theory of moral development in relation to Korean and British children. A total of 128 Korean and British children aged 7-16 years were interviewed individually using Kohlberg's moral dilemmas, Form A. It was thought that the children in both cultural groups would develop moral stages at a similar rate. However, they showed cultural differences in the use of moral orientations. In addition, it was not possible to match some of the responses from the Korean children to Kohlberg's manual, implying that there are some Korean traditional concepts which affect Korean children's moral reasoning that Kohlberg was not aware of. Thus, Kohlberg's system could be used to examine children's general moral stage but was insufficient to understand fully Korean children's moral reasoning. The present study suggests that the interpretation of children's moral reasoning should be made based on consideration of cultural influence.  相似文献   

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