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1.
Jon-Chao Hong Nien-Chen Wu Ying-Luan Huang Pei-Hsin Lin Yi-Ling Chen 《Interactive Learning Environments》2016,24(3):572-589
A new approach to moral education using blended learning has been developed. This approach involves 10 scenarios that are designed as a web-based game and serves as a basis for group moral-consequence-based reasoning, which is developed based on a hypothetical-deductive model. The aim of the study was to examine the changes in students' blended learning interest and reasoning ability in a time series experimental design. After playing the game with the 10 initial scenarios during the first week of the study, participants were subjected to five blended learning sessions that required them to discuss the consequences of one of the 10 scenarios using hypothetical-deductive reasoning. After six weeks, the data from the 110 participants were analyzed using time series statistics. The results indicated that players were highly interested in the game, although their interest had a tendency to decrease slightly over time. Repetitive game play (i.e. practice) was positively associated with the players' moral reasoning performance. The study results may lend support to the design of a game with additional or more highly complex content for players to further develop students' consequential reasoning ability. 相似文献
2.
《Journal of moral education》2012,41(1):65-78
The aim of this pilot study was to examine the possible effects of a forum theatre intervention on moral team atmosphere, moral reasoning, fair play attitude and on‐ and off‐field antisocial and prosocial behaviour in male adolescent soccer players from 10 to 18 years of age (n = 99). From pre‐test to post‐test, small but positive changes were found in moral atmosphere, but not in moral reasoning or fair play attitude. Changes were also found in on‐field antisocial behaviour, which showed a significant decrease one month after the intervention. However, the changes in antisocial behaviour were not affected by the changes in moral team atmosphere. Off‐field antisocial behaviour and both on‐ and off‐field prosocial behaviour did not show a significant change. The results suggest that more extended efforts built on a similar approach are worth investigating. 相似文献
3.
《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
4.
Büşra Tuncay Özgül Yılmaz-Tüzün Gaye Tuncer Teksoz 《Environmental Education Research》2012,18(4):485-505
This study investigated pre-service science teachers’ (PSTs’) moral reasoning patterns and the factors underlying these reasoning patterns. Local and non-local environmental dilemmas were used to examine moral reasoning patterns. An explanatory design was used with the collection and analysis of quantitative data, which was subsequently refined using qualitative interview data. For the quantitative part of the study, PSTs were asked to comment on four local and non-local environmental dilemmas (i.e. deforestation, e-waste, oil spills, and global warming). The responses were categorized as ecocentric, anthropocentric, or non-environmental reasoning. The findings showed that the participants’ moral reasoning focused on both ecocentric and anthropocentric perspectives, with a few displaying non-environmental reasoning. Concern for environmental problems was related to perceptions of whether the issue was directly related to nature, and was independent of whether the issues were local or non-local. The Moral Decision Making Interview protocol was used in the qualitative part of the study. Analysis revealed that the participants’ moral decisions were based on their resolutions in situational context and their concerns showed variations in their moral reasoning due to different factors like, effect on human life, formal principles, notion of rights, moral emotions, potential harm to others, and popular culture. 相似文献
5.
《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
6.
Kindergarten, third-grade, and sixth-grade children were told 2 stories about a group of children who made artwork that was subsequently sold at a craft fair. The characters in one story were described as friends, while the characters in the other story were described as strangers (relationship condition). 1 character in each story was presented as the oldest in the group, 1 as the most productive, and 1 as the poorest. Children were asked to allocate 9 dollars to the 3 characters under each relationship condition, provide rationales for those allocations, and rate the fairness of 4 different patterns of allocation. Older children allocated more money to needy friends than to needy strangers and more to productive strangers than to productive friends. Kindergartners' allocations and fairness ratings did not vary with relationship. Rationales for allocation judgements suggested that equality was the most salient principle for decisions at all ages, but the older children provided rationales based on benevolence more often than younger children when characters were presented as friends. 相似文献
7.
《Journal of moral education》2012,41(2):232-251
This study investigated the effect of scaffolding computer-mediated discussions to improve moral reasoning and argumentation quality in pre-service teachers. Participants of this study were 76 teaching education students at a Turkish university. They were divided into three groups: (1) a computer-supported argumentation group; (2) a computer-mediated discussion group; and (3) a control group. Participants in the computer-supported argumentation group were instructed in argumentation, and were provided with note starters and graphical argumentation tools. The computer-mediated discussion group, however, was engaged in unstructured interaction on the Moodle forum, a free popular learning management system having a threaded discussion forum. The control group did not receive any instruction and neither did they participate in any discussions. As for the results, the computer-supported argumentation group outperformed the control group, but not the computer-mediated discussion group on DIT score and argumentation quality. Thus, it was concluded that both giving instruction on argumentation and appropriately designing the interfaces of computer-mediated discussion environments can enhance argumentation quality in students’ writings and also their moral reasoning. 相似文献
8.
赵祥禄 《山西师大学报(社会科学版)》2007,34(5):10-14
在理性多元论的情况下,为了使正义原则能够达成重叠共识,公共理性要求我们只诉诸于人们普遍接受的常识性信念和推理形式来推演正义原则。哈贝马斯批评罗尔斯的论证缺少一个公共的道德视角、混淆了可接受性与实际接受的区别,以及误解了道德真理。罗尔斯认为他的论证是一种理性的公共证明,而不是一种妥协,并且认为没有必要承认重叠共识的认知意义。我们认为,罗尔斯的无知之幕限制了公共理性,道德哲学不应该放弃道德真理的追问,哈贝马斯的道德商谈模式更能保证社会的团结。 相似文献
9.
10.
《International Journal of Educational Research》1998,27(7):605-617
Since Carol Gilligan (1982) presented her conception of “two morals”, several empirical studies have been carried out to verify her assumption that the moral reasoning of men and women generally follows different principles. These research findings led to an examination of gender-specific traits in a sample of insurance apprentices. The data suggest that Gilligan’s assumption cannot be upheld although the detailed analysis of moral reasoning and the conditions of its development seem to be gender-biased. Gender differences in moral judgments should not be dealt with as a matter of the quality of moral reasoning (“different voice-hypothesis”), but rather as a matter of perceiving social role concepts in a deciding situation (“different role-hypothesis”). Thus, the intra- and interpersonal differences in moral judgment found in this study might not be explained by the internal structure of “moral competence” alone. To a certain extent they are also caused by the interaction among the social situation, the individual’s personal and moral self, and moral competence. 相似文献
11.
Consequential reasoning relevant to moral development has not been effectively practised in elementary schools in Taiwan. The present study designed a “To Do or Not To Do” website for students to explore moral dilemma situations and exercise consequence-based moral reasoning. Effective data from 160 fifth-grade students were collected for a confirmatory factor analysis and subjected to structural equation modeling (SEM). The results indicated that with a higher perceived level of parental monitoring; the participants had a higher level of pro-social tendency and a lower level of impulsivity. In addition, a lower level of impulsivity was significantly associated with a greater interest in blended learning to practice moral consequential reasoning. The results suggest that teachers could use the To Do or Not To Do website as part of a flipped classroom for students to practice moral consequential reasoning to maximize the moral development of less impulsive students. 相似文献
12.
Considering a company’s limited time and resources, an effective training method that improves employees’ ability to make ethical decision is needed. Based on social cognitive theory, this study proposes that employing games in an ethics training program can help improve moral reasoning through actively engaging learners. The experimental design with an ethic board game as the experimental group and ethics instructions as the comparison group was conducted to examine the effectiveness of a game-based ethic training method on improving moral reasoning. Results show that using games in an ethics training program significantly decreases respondents’ importance rating on issues associated with lower stages of an individual’s cognitive moral development (CMD) and increases their importance rating on issues associated with the highest stage of CMD. In addition, a game-based ethics training program was found to produce significantly greater change on the importance rating towards issues associated with the middle stage of CMD than a non-game based ethics training program. These findings suggest that a game-based ethics training program could effectively develop moral reasoning, and shape moral views better than a non-game-based training program. Discussions and suggestions for future research were included to conclude this study. 相似文献
13.
费尚军 《华中科技大学学报(社会科学版)》2007,21(6):25-30
作为道德哲学家,高塞尔和其他契约论者的方法不同,不仅体现在其对博弈和讨价还价理论的拓展运用,用讨价还价理论去决定基本道德原则的内容上,而且他也力图说明理性的主体将道德地行动,从而在诠释理性与道德的关系当中,说明了道德的博弈可能实现的方式。 相似文献
14.
吕耀怀 《上海师范大学学报(哲学社会科学版)》2007,36(1):25-28,84
行政自由裁量权的正确行使，不仅离不开法律控制，而且需要设立道德边界。行政自由裁量权的道德边界，由行政主体在行政自由裁量中应当遵循的道德原则所构成。这样的道德原则主要有：平等裁量原则、公正裁量原则和据实裁量原则。行政自由裁量的道德原则，内化为行政主体的道德信念，就可以使行政主体自觉地控制其自由裁量行为。而公众舆论对于行政自由裁量过程的道德监督，则是实现行政自由裁量的道德原则内化的外部条件。 相似文献
15.
H D Saltzstein 《Monographs of the Society for Research in Child Development》1991,56(2):104-116
The findings of Turiel, Hildebrandt, and Wainryb's study of reasoning and judgement on nonprototypical issues that seem to span domains are discussed. Opinions were obtained from high school and college students on 1-4 nonprototypical issues (abortion, pornography, homosexuality, and incest), and compared with judgments and reasoning on 2-3 moral issues (killing, rape, and theft), and 1-3 personal issues (nudity at a public beach, smoking marijuana, and men wearing makeup). Those evaluating the nonprototypical issues negatively were placed in 1 group, and those positively in another group. The goal was to determine how opposite positions on nonprototypical issues related to judgments and reasonings on moral and personal issues. 5 explanations are given for nonprototypical thought which are based on Turiel and the author's constructs. 1) Issues like abortion and pornography are of a type where moral principles clash and lead to different judgments, and thus, require higher level moral principles. 2) The greater cognitive complexity of these nonprototypical issues yields domain differences which are manifestations of a decalage in judgement. 3) Nonprototypical issues may be ambiguous as to their proper moral, conventional, or personal category. Judgments are predictable once the proper category is made. Categories may be complex or ambiguous. 4)Ambiguity involves rational determinism, where reasoning on nonprototypical issues derives from the reasoner's understanding and interpretation of the situation, "social construals." 5)Complexity involves different supraordinate structures within which , e.g., morality and social convention operate. The results indicate that judgments on nonprototypical issues could not be predicted on moral or personal positions. The importance of this finding about how group and individual differences cannot be explained is in its exploration of the limits of moral theory and the preeminent need to place moral theory in a broader and deeper supraordinate context. Discussion is directed to fundamental organization of moral and social thought within which a developmental progression must operate, and a more comprehensive approach to the development of social thought. The research defines morality in the context of universal, rational, and absolute thought, which appeals to the author. 相似文献
16.
ALBERT W. MUSSCHENGA 《Journal of Philosophy of Education》2009,43(4):597-613
In this article I examine the consequences of the dominance of intuitive thinking in moral judging and deciding for the role of moral reasoning in moral education. I argue that evidence for the reliability of moral intuitions is lacking. We cannot determine when we can trust our intuitive moral judgements. Deliberate and critical reasoning is needed, but it cannot replace intuitive thinking. Following Robin Hogarth, I argue that intuitive judgements can be improved. The expertise model for moral development, proposed by Hubert and Stuart Dreyfus, not only teaches us how we acquire intuitive moral judgements, it also shows the interconnectedness of intuitive thinking and deliberate reasoning. Analysing the expertise model in more detail, I show that it cannot do justice to the importance of reasoning skills. Reasoning skills are needed because we expect people to be able to argue for their standpoints. I conclude that moral education should not only aim at improving intuitive moral judgements, but also at acquiring reasoning skills. 相似文献
17.
《International Journal of Educational Research》1998,27(7):587-603
The purpose of the study was to gain a greater understanding of moral understanding by differentiating moral understanding from moral motivation. Moral understanding was assessed by presenting hypothetical moral conflicts and dilemmas and using a variety of measures to explore children’s understanding of moral principles and moral reasoning. Two measures of strength of moral motivation were used. For younger children (ages 4–9) emotion attributions to hypothetical wrongdoers was the measure. For older children (ages 10–11) a global evaluation was made based on their reactions to hypothetical moral conflicts and dilemmas. The results suggest that children’s moral understanding includes a grasp of abstract principles and is not just rote learning of concrete rules. However, their adequate cognitive moral understanding by no means implies they are competent moral actors. Implications for Kohlberg’s theory of moral development are discussed. 相似文献
18.
This study describes the possible variations of thought experiments in terms of their nature, purpose, and reasoning resources adopted during the solution of conceptual physics problems. A phenomenographic research approach was adopted for this study. Three groups of participants with varying levels of physics knowledge—low, medium, and high level—were selected in order to capture potential variations. Five participants were selected within each level group and the study was conducted with fifteen participants in total. Think aloud and retrospective questioning strategies were used throughout the individually conducted problem solving sessions to capture variations in the participants’ thinking processes. The analysis of the data showed that thought experiments were actively used cognitive tools by participants from all there levels while working on the problems. Four different thought experiment structures were observed and categorized as limiting case, extreme case, simple case, and familiar case. It was also observed that participants conducted thought experiments for different purposes such as prediction, proof, and explanation. The reasoning resources behind the thought experiment processes were classified in terms of observed facts, intuitive principles, and scientific concepts. The results of the analysis suggested that thought experiments used as a creative reasoning tool for scientists can also be a productive tool for students. It was argued that instructional practices enriched with thought experiments and related practices not only reveal hidden elements of students’ reasoning but also provide students opportunities to advance their inquiry skills through thought experimentation processes. 相似文献
19.
The purpose of the current study was to examine children's reasoning about mixed-domain events containing both conventional and moral Components (i.e., violating a conventional rule and negatively affecting others). The participants were preschoolers, first graders, and third graders (N = 100). Children evaluated (a) the legitimacy of an authority to permit mixed-domain acts to occur, and (b) the acceptability of the mixed-domain events when permitted and prohibited by an authority. In addition, children rated the seriousness of mixed-domain rule violations. Results showed that children with increasing age were able to identify the moral components of the mixed-domain events and combined moral and conventional issues in their reasoning about the events. Preschoolers and first graders were more likely than third graders to view the mixed-domain acts as only conventional. 相似文献
20.
Family Interactions and the Development of Moral Reasoning 总被引：2，自引：1，他引：1
The study examined parents' role in their children's moral reasoning development. Parents' level of moral reasoning and interaction styles used in discussion of moral issues with their child were used to predict the child's moral development over a subsequent 2-year interval. Participants were 63 family triads (mother, father, and child) with children drawn from grades 1, 4, 7, and 10. They individually responded to a moral reasoning interview and then, as a family, discussed both a hypothetical and real-life moral dilemma. Children were reinterviewed 2 years later. Results indicated that parents did accommodate to their child's level of moral reasoning when in actual dialogue. Distinct differences in interaction styles were found between the 2 contexts (hypothetical vs. real-life dilemma discussion) and between parents and children. Children's moral development was best predicted by a parental discussion style that involved Socratic questioning and supportive interactions, combined with the presentation of higher-level moral reasoning. Implications of these findings for the understanding of parents' role in children's moral development are discussed. 相似文献