Divergence in Moral Reasoning about Sport and Everyday Life

1984 ◽  
Vol 1 (4) ◽  
pp. 348-357 ◽  
Author(s):  
Brenda Jo Bredemeier ◽  
David L. Shields
Keyword(s):  
High School ◽  
Moral Development ◽  
Moral Reasoning ◽  
Everyday Life ◽  
Social Scientists ◽  
Basketball Players ◽  
Interactional Model ◽  
Moral Context ◽  
Life Context ◽  
Unique Context

The observation that sport represents a unique context has been widely discussed, but social scientists have done little to empirically examine the moral adaptations of sport participants. In the present study, the divergence between levels of moral reasoning used to discuss hypothetical dilemmas set in sport and in everyday life contexts was investigated among 120 high school and collegiate basketball players, swimmers, and nonathletes. Protocols were scored according to Haan’s interactional model of moral development. It was found that levels of moral reasoning used to discuss sport dilemmas were lower than levels characterizing reasoning about issues within an everyday life context. Findings were discussed in terms of the specific social and moral context of sport experience.

Athletic Aggression: An Issue of Contextual Morality

1986 ◽  
Vol 3 (1) ◽  
pp. 15-28 ◽  
Author(s):  
Brenda Jo Bredemeier ◽  
David L. Shields
Keyword(s):  
Moral Reasoning ◽  
Moral Judgment ◽  
Everyday Life ◽  
Present Article ◽  
Frame Analysis ◽  
Moral Issues ◽  
Moral Ambiguity ◽  
Social Scientific Research ◽  
Social Scientific ◽  
Unique Context

The designation of an act as aggressive involves an implicit or explicit moral judgment. Consequently, research on aggression must address the value issues involved. The present article suggests that Haan’s theory of interactional morality can be used to provide a framework for social scientific research into moral issues. Haan’s model, however, must be adapted to the unique context of sport. This study applies the concept of frame analysis as a procedure for clarifying the moral reasoning associated with athletic aggression. In contrast to similar acts in everyday life, moral ambiguity characterizes some sport acts intended to deliver minor noxious stimuli. The label of aggression must be used with caution when designating such acts.

scholarly journals Moral Reasoning and Political Leader Preference of Senior High School Students of a Private School

2020 ◽  
Vol 3 (2) ◽  
pp. 81-82
Author(s):  
Raymond P. Goyon ◽  
Carlos Eduardo I. Legaspi
Keyword(s):  
High School ◽  
Moral Development ◽  
Moral Reasoning ◽  
Peer Influence ◽  
Senior High School ◽  
Religious Community ◽  
Development Theory ◽  
Political Leader ◽  
Political Leaders ◽  
Leader Preference

Kohlberg’s moral development theory focuses on the thinking process that occurs when one makes a moral decision. Kohlberg had identified three stages of moral development: Pre-conventional, Conventional, and post-conventional. Moral reasoning, as perceived to be a factor in the decision-making, is a rational act guided by moral principles.  It is a subjective evaluation related to practical reasoning, where one justifies the idea based on how a person views various thing. Moreover, decisions rely on reasoning; moral reasoning is related to making a congruent decision when a person creates preference takes more courage in deciding whom to elect during elections. Voting preferences can be affected by certain factors such as peer influence, media influence, family influence, and church/religious community. Political leader preference is described as a judgment based on evaluations and observations through interaction with political content. It may also refer to a political or philosophical opinion on an individual pertained to be a candidate for leadership. Like the Senior High School (SHS) students, some new voters are easily swayed by some politicians. The purpose of this study is to determine the level of moral reasoning and the degree of preference for a political leader of SHS students when grouped according to sex, family monthly income, age, and church ministry involvement. Specifically, it also compares the degree of preference for political leaders when grouped according to variables and correlates moral reasoning and preference for political leaders. Likewise, it explores other factors that influence the political leaders’ preference.

Genetics, Parenting, and Moral Development

2019 ◽  
pp. 106-128
Author(s):  
Dana Vertsberger ◽  
Salomon Israel ◽  
Ariel Knafo-Noam
Keyword(s):  
Moral Development ◽  
Moral Reasoning ◽  
Prosocial Behavior ◽  
Dopaminergic System ◽  
Molecular Genetic ◽  
Parental Influences ◽  
Serotonergic System ◽  
Social Situations ◽  
Gene Environment ◽  
The Way

This chapter reviews findings regarding genetic and parental influences on moral development, and is organized according to three morally relevant components: cognitive, affective, and behavioral. The cognitive component refers to the conceptualization of right and wrong, and specifically moral reasoning and values. The affective component refers to feelings related to reactions to social situations and evaluations of chosen actions, focusing on emotions such as empathy, guilt, and pride. The behavioral component refers to the way individuals choose to behave, and specifically to prosocial behavior. We review relevant quantitative and molecular genetic designs, and particularly four neurobiological systems: the dopaminergic system, the oxytocinergic and vasopressinergic systems, and the serotonergic system, which have been found to be associated with moral development. In addition, we review parents’ influences on moral development, in the context of gene-environment interactions and correlations.

The Epidemiology of US High School Basketball Injuries, 2005–2007

2008 ◽  
Vol 36 (12) ◽  
pp. 2328-2335 ◽  
Author(s):  
Laurel A. Borowski ◽  
Ellen E. Yard ◽  
Sarah K. Fields ◽  
R. Dawn Comstock
Keyword(s):  
High School ◽  
Confidence Interval ◽  
Rate Ratio ◽  
Knee Injuries ◽  
Injury Rate ◽  
The United States ◽  
Basketball Players ◽  
Knee Ligament ◽  
Prevention Interventions ◽  
Nationally Representative

Background With more than a million high school athletes playing during the 2006–2007 academic year, basketball is one of the most popular sports in the United States. Hypothesis Basketball injury rates and patterns differ by gender and type of exposure. Study Design Descriptive epidemiology study. Methods Basketball-related injury data were collected during the 2005–2006 and 2006–2007 academic years from 100 nationally representative US high schools via Reporting Information Online. Results High school basketball players sustained 1518 injuries during 780 651 athlete exposures for an injury rate of 1.94 per 1000 athlete exposures. The injury rate per 1000 athlete exposures was greater during competition (3.27) than during practice (1.40; rate ratio, 2.33; 95% confidence interval, 2.10–2.57) and was greater among girls (2.08) than among boys (1.83; rate ratio, 1.14; 95% confidence interval, 1.03–1.26). The ankle/foot (39.7%), knee (14.7%), head/face/neck (13.6%), arm/hand (9.6%), and hip/thigh/upper leg (8.4%) were most commonly injured. The most frequent injury diagnoses were ligament sprains (44.0%), muscle/tendon strains (17.7%), contusions (8.6%), fractures (8.5%), and concussions (7.0%). Female basketball players sustained a greater proportion of concussions (injury proportion ratio, 2.41; 95% confidence interval, 1.49–3.91) and knee injuries (injury proportion ratio, 1.71; 95% confidence interval, 1.27–2.30), whereas boys more frequently sustained fractures (injury proportion ratio, 1.87; 95% confidence interval, 1.27–2.77) and contusions (injury proportion ratio, 1.52; 95% confidence interval, 1.00–2.31). The most common girls’ injury requiring surgery was knee ligament sprains (47.9%). Conclusion High school basketball injury patterns vary by gender and type of exposure. This study suggests several areas of emphasis for targeted injury prevention interventions.

Moral Reasoning in Behaviorally Disordered Adolescents from Alternative and Traditional High Schools

1991 ◽  
Vol 17 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Kimberly A. Schonert ◽  
Gordon N. Cantor
Keyword(s):  
High School ◽  
High School Students ◽  
Alternative Education ◽  
Moral Reasoning ◽  
School Setting ◽  
School Students ◽  
Behaviorally Disordered ◽  
Traditional School ◽  
Alternative Setting ◽  
The Impact

Very few studies have examined moral reasoning in students identified as having behavioral disorders and enrolled in a special education setting. Furthermore, little attention has been paid to the impact of alternative education programs designed for behaviorally disordered youth on moral reasoning development. This research examined the moral reasoning of behaviorally disordered adolescents enrolled in alternative and traditional high school settings. The results indicate that behaviorally disordered high school students enrolled in either an alternative or traditional school setting are significantly lower in moral reasoning compared to their non-behaviorally disordered peers. The moral reasoning of the behaviorally disordered students enrolled in an alternative setting is similar to that of like students enrolled in a traditional school setting. The correlation between time (months) spent in the alternative setting and moral reasoning is positive, but not significant.

Pietro Basso,Modern Times, Ancient Hours: Working Livesin the Twenty-first Century. London: Verso, 2003. pp. 275. $27.00 cloth.

2005 ◽  
Vol 68 ◽  
pp. 134-136
Author(s):  
Gerd-Rainer Horn
Keyword(s):  
Everyday Life ◽  
Working Time ◽  
First Century ◽  
Recent Past ◽  
Social Scientists ◽  
Modern Times ◽  
The Future ◽  
Twenty First Century

For some time now, sociologists, economists and assorted futurologists have flooded the pages of learned journals and the shelves of libraries with analyses of the continuing decline of industrial and other forms of labor. In proportion to the decline of working time, those social scientists proclaim, the forward march of leisure has become an irresistible trend of the most recent past, the present and, most definitely, the future. Those of us living on planet earth have on occasion wondered about the veracity of such claims which, quite often, appear to stand in flat contradiction to our experiences in everyday life. The work of the Italian sociologist Pietro Basso is thus long overdue and proves to be a welcome refutation of this genre of, to paraphrase Basso, obfuscating hallucinations.

Collectivism in Moral Development

1997 ◽  
Vol 80 (3) ◽  
pp. 967-975 ◽  
Author(s):  
Chang-Ho C. Ji
Keyword(s):  
Graduate Students ◽  
Moral Development ◽  
Moral Reasoning ◽  
Defining Issues Test ◽  
T Test ◽  
Regression Analyses ◽  
Asian People

This study investigated the relations among ethnicity, moral reasoning, and collectivism by administering the Defining Issues Test and the Individualism-Collectivism Scale to 165 Euro-American and Asian graduate students. To the data were applied analyses of variance, correlation, t test, and regression analyses. The analysis indicated that the Asian subjects had lower P scores on the Defining Issues Test so Kohlberg's model may not incorporate the concerns and experience of Asian people. The study also showed that scores on collectivism were not necessarily associated with low P scores.

scholarly journals Transforming Values into Behaviors: A Study on the Application of Values Education to Families in Turkey

2016 ◽  
Vol 5 (2) ◽  
pp. 24 ◽  
Author(s):  
Deniz Tonga
Keyword(s):  
Content Analysis ◽  
Moral Development ◽  
Everyday Life ◽  
Communication Skills ◽  
Education Program ◽  
Human Life ◽  
Family Members ◽  
Values Education

<p>No matter what century we live in, even though the tools we use change from age to age, man is not a creature who can be considered or understood without the concept of values. Although we have different religions, languages, races and cultures, the personality of man is always constructed through values. Values are factors that directly influences human life and society in a positive or negative way. This study suggests that values education aimed at teaching individuals certain values is not sufficiently practiced by families in Turkey. In order to address the problem, this study aimed to increase the awareness of family members regarding values and help them turn values into behavior in everyday life. To this end, a 24-month “values education program” involving a set of activities was carried out. Every month, a specific value was chosen taking into account the needs of family members and “value booklets” were prepared using four sub-dimensions of the chosen value. 10 families participated in the program and the data was collected from 25 individuals. The resulting data was subjected to content analysis. 3 main themes were found to be important in the light of the data: moral development, development of communication skills, and religiousness. These themes were thought to be beneficial in terms of understanding the effectiveness and importance of family members’ internalizing values and turning them into behavior in everyday life.<strong></strong></p>

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