scholarly journals MORAL REASONING OF STUDENTS OF DIFFERENT PROFESSIONAL CHOICES

Author(s):  
Mirjana Đokić ◽  
Snažana Stojiljković

The goal of this research was to investigate the differences in moral reasoning among students of social, biomedical and technical sciences. The sample included 300 students of both genders (154 male and 146 female students). In order to investigate students’ moral reasoning, we used a modified version of the DIT developed by Rest. Kohlberg’s theory of moral development, which claims that there are six stages of moral development which are grouped into three levels of morality, was used as the theoretical foundation for the test. The results of the study show that there is a statistically significant difference at the postconventional level of moral judgment depending on the group of sciences: the level of postconventional moral reasoning is higher among the students of social and biomedical sciences than among the students of technical sciences. When it comes to the conventional level of moral reasoning, which is the modal level for the adult population, differences have not been observed. With regards to the individual stages of moral development, the results show that there are statistically significant differences in moral reasoning at stage 3, stage 4, stage 5A, stage 5B and stage 6. Stage 3 is more prominent among students of social and technical sciences than in students of biomedical sciences. Stage 4 and Stage 5A are higher in students of biomedical and social sciences than in technical science students. Stage 5B and stage 6 are more prevalent in biomedical sciences students than in students of the other two groups of sciences. Findings are discussed from the point of view of cognitive approach to morality and the contribution of educational and social factors to the moral development process of a person. 

2021 ◽  
Author(s):  
Н. В. Козловская

В статье использован когнитивный подход к терминологии, в рамках которого термин рассматри-вается как компонент динамической модели языка для специальных целей, диалектически сочетаю-щий в себе стабильную знаковую форму и постоянное переосмысление содержание. Содержатель-ное варьирование термина обусловлено сложностью семантики термина, а также диалектическим характером познания.Цель статьи – выявить и лингвистически обосновать различия в понятийном наполнении тер-мина космизм в разных областях знания. Для решения этой научной задачи произведен анализ контекстуальных определений и выявлены элементы сходства и различия в функционировании и содержании термина в разных типах дискурсов: религиозно-философском, философском, есте-ственнонаучном и литературно-художественном. Сопоставление содержательного наполнения тер-м\xD0\xB8на космизм в языках для специальных целей показало, что в философии термин космизм может включать исторический и субъективный компоненты значения, отражающие развитие философ-ской мысли в рамках направления или индивидуального мировоззрения (космизм в древнегреческой философии, космизм Спинозы, поздний космизм, космизм Н. А. Бердяева).Изменение содержательной структуры термина в философском дискурсе не затрагивает понятий-ного ядра, включающего базовые слоты, сохраняющиеся во всех без исключения терминосистемах. Однако организация этих слотов и содержательная связь между ними может быть разной: в боль-шинстве концепций это преобладание вселенского (космического) начала над индивидуальным, од-нако в авторской терминосистеме Н. А. Бердяева происходит выбор и замена слота ‘подчинение’ на ‘равенство’. Это свидетельствует о том, что космизм – полиинтерпретируемый философский термин, дефинитивная вариантность которого определяется конкретной философской терминосистемой, в том числе авторской. Термин может использоваться в широком (философское понимание кос-мизма) и узком (естественнонаучное понимание космизма в трудах К. Э. Циолковского, В. И. Вер-надского и др.) значениях. За пределами философского дискурса термин активно используется как литературоведческое понятие, обозначающее различные виды поэтического мировоззрения (кос-мизм Ф. И. Тютчева, космизм С. А. Есенина). Кроме того, термин космизм как название направления пролетарской поэзии, является частью закрытой терминосистемы, существовавшей в 1918–1925 гг. (творчество поэтов Пролеткульта).Все эти интерпретационные варианты объединены общим сигнификативным компонентом зна-чения, включающим базовые компоненты: Человек, Вселенная, способ взаимосвязи между ними. Экстралингвистически содержательная вариантность термина обусловлена движением научной мысли и вектором духовного развития, лингвистически – перегруппировкой и добавлением слотов в фреймовую структуру термина.Материалом исследования являются тексты, содержащие термин космизм. Терминофиксирующие источники (словари, энциклопедии) в ходе анализа не использовались, так как ни один источни\xD0\xBA такого типа не отражает явления содержательной вариантности термина в полной мере.The paper deals with the cognitive approach to terminology, according to which the term is considered as part of a dynamic language model for special purposes, which dialectically combines a stable sign form with constant rethinking of the meaning. The semantic variation of the term is caused by both the complexity of the term’s semantics and the dialectical character of cognition.The research is aimed at the revelation and linguistic substantiation of the differences in the conceptual contents the term cosmism demonstrates in different branches of knowledge. In order to solve the above-mentioned scientific task, the contextual definitions of the term are analyzed and the similarities and differences in the functioning and meaning of the term are revealed depending on different discourse types such as the religious-philosophical, philosophical, natural-science as well as literary and art discourse. The comparison of the conceptual meanings of the term cosmism in languages for special purposes has shown that cosmism as a philosophical term can comprise historical and subjective semantic components which reflect the development of philosophical thought within the framework of a certain movement or of an individual world view (cosmism in Ancient Greek philosophy, Spinoza’s cosmism, the late cosmism, Berdyaev’s cosmism).The transformation of the term’s semantic structure in philosophical discourse does not affect the conceptual meaning including the basic slots which remain preserved in all systems of terminology without exception. However, the slot structure and the semantic connection between them may be different: in most conceptions, the universal, or cosmic, principle prevails over the individual one, while in Berdyaev’s individual terminology, a term selection can be observed and the slot ‘subordination’ is replaced through the slot ‘equality’. This statement is the evidence of the fact that cosmism is a variously interpreted philosophical term whose definitive variation is determined by a certain philosop hical term system, including the one of an individual author.The term can be interpreted in a broad sense (the philosophical understanding of cosmism) and a narrow sense (the natural-science understanding of cosmism in Tsiolkovsky’s and Vernadsky’s works). Beyond the philosophical discourse, the term is frequently used as a concept in the study of literature, where it denotes different types of poetic worldview (Tyutchev’s cosmism, Esenin’s cosmism). Besides, the term cosmism belongs to the closed term system as a denomination for the Proletarian poetry movement in the years 1918–1925 (the works of Proletkult poets).The above-mentioned interpretational variants are united by a common significant semantic component which includes the basic semes: the Human, the Universe, and the way of intercommunication between them. From an extralinguistic point of view, the semantic variation of the term is determined by a current of scientific thought and a trend for spiritual development, while linguistically it is caused by the rearrangement and addition of slots into the term’s frame structure.The research is based on texts which contain the term cosmism. Sources containing the lexicographic representation of the term (like dictionaries or encyclopedias) have not been used for the purpose of analysis since there is no source of such kind that would be able to fully reflect the semantic variation of the term.


1991 ◽  
Vol 68 (3_suppl) ◽  
pp. 1368-1370 ◽  
Author(s):  
Tuntufye S. Mwamwenda

Kohlberg's theory of moral development states that there are six stages of moral development acquired during childhood and adulthood. To estimate the level of 10 graduate students' development a moral judgement interview, Form A, was administered. Most of this small sample (7 women and 3 men) reasoned at Stage 4, although there were some responses at Stage 6, which, however, were not sufficient for most of these students to sustain the level.


2015 ◽  
Vol 7 (3(J)) ◽  
pp. 110-118
Author(s):  
Chikelu Okey Felix ◽  
Rosita Bint Arshad .

The relationship between moral reasoning and leadership style has received considerable attention for decades, however this has been not fully explicated as different leadership styles elist different ethical values. What constitutes moral behaviour is conflicting and subjective. This study examines public leaders’ degree of moral judgment associated with leadership styles in a public sector organization. To test the hypothesized relationship, data were collected using questionnaire survey distributed to 550 workers out which 300 were found worthy to be used. The Defining Issues Test (DIT2) and the Multifactor leadership questionnaire (MLQ X5) were completed by leaders and subordinates respectively. The PLS path analysis of the structural model indicates significant statistical relationship between cognitive moral development (CMD) and transactional leadership style (TSL) ( β= -0.214, P< 0.012). However, we argue that cognitive moral development is amiable to the individual qualities of the leader that might necessitate the application of particular leadership style and behaviour. We also found collaboration evidence that leaders high in cognitive moral development are perceived more as transformational leaders by their subordinates. Finally, we suggest that the dichotomies between moral reasoning and leadership style are hinged more on individual leadership values and motivational beliefs.


2020 ◽  
pp. 198-206
Author(s):  
Svetlana Yu. Divnogortseva

Throughout the millennium, the phenomenon of Orthodox pedagogical culture has been developing in Russia. Its theory was formed on the basis of the generalization of the experience of religious and moral development and upbringing of personality, presented, among other things, in hagiographic literature. The purpose of the article is to characterize the dominant ideas of Orthodox pedagogical culture, based on examples from the practice of the lives of saints. The methodological basis of the research was philosophical and anthropological ideas - characteristics of a person as an individual personality; ideas about deterministic influence of axiology on spiritual culture, a variety of which is Orthodox pedagogical culture. As a result of analysis, the author concludes that hagiographic literature has a significant pedagogical potential, as it illustrates, from the point of view of the Orthodox faith, the built up activity of the individual; it illustrates the theoretical provisions and spiritual dominants of the Orthodox pedagogical culture, which reflect its value orientation, standards that serve as a basis for building and verification of the behavior of an Orthodox Christian. From this point of view, hagiographic literature can be called practical pedagogy in Orthodox culture and can be studied in order to fix and reproduce the standard height of the image of a spiritually and morally developed person.


Author(s):  
Люция Ахметовна Шибанкова

Автор статьи обращается к когнитивному капиталу образовательной организации как новому формату «актива» высшего образования, способного повлиять на качество образовательной деятельности и ее результативность в эпоху цифровизации, определяя доверие одним из условий развития когнитивного капитала. Цель работы - исследование понятия доверия, механизмов создания атмосферы доверия в университете как необходимого условия для оптимального использования потенциала педагогических работников, развития когнитивного капитала университета. Исследование осуществляется в фокусе когнитивной парадигмы, базирующейся на обращении к тем способам, видам и технологиям мышления, восприятия и переработки информации, где центральное ядро - человек. Автор опирается на социо-когнитивный подход, трактуемый с точки зрения трансформации процессов профессиональной социализации и межличностного взаимодействия в контексте развития ценностно-смысловых образований личности, принципы итерационности и человекосообразности. В статье дается определение понятия «доверие» в образовательной организации, определены его характеристики, функции, роль доверия в формировании педагогического коллектива вуза. Автором выявлены факторы формирования доверия в университете: наследие образовательной организации; успешность, результативность и стабильность образовательной организации; обмен информацией и знаниями, информационная прозрачность; нормы и ценности образовательной организации; гармонизация отношений руководителя и педагогического работника; действия руководителя образовательной организации. Статья предназначена для научных работников, педагогов, психологов, аспирантов и студентов. The author of the article refers to the cognitive capital of an educational organization as a new form of an “asset” of higher education that can affect the quality of educational activities and their effectiveness in the age of digitalization, defining “trust” as one of the conditions for the development of cognitive capital. The aim is to study “trust”, to create an atmosphere of trust in the university as a necessary condition for the optimal use of the potential of teaching staff, and to develop the cognitive capital of the university. The study is carried out in the focus of the cognitive paradigm, which is based on the appeal to the ways, types and technologies of thinking, perception and processing of information, where the central core is a Human. The author relies on the socio-cognitive approach which is interpreted from the point of view of the transformation of the processes of professional socialization and interpersonal interaction in the context of the development of value-notional formations of the individual, the principles of iteration and human conformity. The article defines the concept of trust in an educational organization, determines its characteristics, functions, and the role of trust in the formation of the teaching staff of the university. The author reveals the factors of trust at the university: the legacy of an educational organization; the success, effectiveness and stability of the educational organization; exchange of information and knowledge, information transparency; the norms and values of the educational organization; the harmonization of relations of the head and teaching staff; the actions of the head of the educational organization. The article is intended for researchers, teachers, psychologists, postgraduates and students.


2021 ◽  
Vol 14 (2) ◽  
pp. 17-37
Author(s):  
Denis Kušter

The importance of forensic accounting has been growing in recent years, especially when it comes to small and medium enterprises (SMEs). These entities do not have sufficiently developed accounting functions, they do not invest enough in staff who are not consequently motivated to present certain items of financial statements in a precise manner and in accordance with accounting standards. This results in reporting errors. The other side of the coin are the manipulations that happen with the intention and goal of presenting better business than the real situation to banks and other stakeholders. In this research paper, Beneish's M-Score model with five variables (M5) was applied as a method of forensic accounting, in order to detect manipulations in SMEs from sector C-Manufacturing in Serbia. The sample includes 73 companies, and only for 3 of them the M (5) Score exceeded the reference value and indicated a high risk of manipulation. The situation is different when looking at model variables individually; however, the results of the Mann-Whitney test indicate that there is no statistically significant difference in the level of liquidity and profitability of a firm depending on whether an entity manipulated from the individual model variables point of view or not.


Author(s):  
Mohammed Falah Mohammed Shukirat - Raeda Abdul Karim Da'san

This study aimed to investigate the degree of practice transformational leadership of public school principals in Ma'an and its relation to the level of teachers' organizational trust from the teachers from their point of view. The study population consisted of all teachers in public schools in Ma'an directorate first, was selected a stratified random sample of it, consisted of (415) teachers, were used questionnaire, The degree of practice of transformational leadership of public school principals was high, and the order of dimensions ordered by means is as follows: ideal influence, the individual consideration, inspiration, and the stimulation intellectual. There are no statistically significant differences in the degree of practice transformational leadership of public school principals in Ma'an from the point of view of teachers attributed to gender. There is a strong relationship statistically significant difference between the degree of practice of transformational leadership of public school principals and the level of teachers' organizational trust.


2018 ◽  
pp. 29-36
Author(s):  
Bartosz HORDECKI

The paper discusses the ethical views of Carol Gilligan that emerged to dispute the theory of six stages of moral development developed by Lawrence Kohlberg. In his opinion, women tend to reach the higher stages of his scale less frequently than men do. According to C. Gilligan this does not evidence the moral supremacy of men over women, but the faulty de- sign of the research tool. In her opinion, the Kohlbergian conception was based on an ethics of justice that took into account an exclusively male point of view. Women, whose voice is not heard in the public sphere, adopt a different type of ethics, namely the ethics of caring. C. Gilligan believes that it is necessary to promote this specific type of female ethics in order to overcome male dominance which is harmful both for women and men. Introducing a fe- male ethics will make it possible to refute the ‘double lie’ underlying patriarchal civilization. The lie involves (1) the assumption that male ethics are universal; and (2) female concealment of their own models of moral reasoning.


1976 ◽  
Vol 41 (4) ◽  
pp. 523-529 ◽  
Author(s):  
Daniel R. Boone ◽  
Harold M. Friedman

Reading and writing performance was observed in 30 adult aphasic patients to determine whether there was a significant difference when stimuli and manual responses were varied in the written form: cursive versus manuscript. Patients were asked to read aloud 10 words written cursively and 10 words written in manuscript form. They were then asked to write on dictation 10 word responses using cursive writing and 10 words using manuscript writing. Number of words correctly read, number of words correctly written, and number of letters correctly written in the proper sequence were tallied for both cursive and manuscript writing tasks for each patient. Results indicated no significant difference in correct response between cursive and manuscript writing style for these aphasic patients as a group; however, it was noted that individual patients varied widely in their success using one writing form over the other. It appeared that since neither writing form showed better facilitation of performance, the writing style used should be determined according to the individual patient’s own preference and best performance.


2019 ◽  
pp. 22-29
Author(s):  
Н. В. Фрадкіна

The purpose and tasks of the work are to analyze the contemporary Ukrainian mass culture in terms of its value and humanistic components, as well as the importance of cultural studies and Ukrainian studies in educational disciplines for the formation of a holistic worldview of modern youth.Analysis of research and publications. Scientists repeatedly turned to the problems of the role of spirituality in the formation of society and its culture. This problem is highlighted in the publications by O. Losev, V. Lytvyn, D. Likhachev, S. Avierintsev, M. Zakovych, I. Stepanenko and E. Kostyshyn.Experts see the main negative impact of mass culture on the quality approach, which determines mass culture through the market, because mass culture, from our point of view, is everything that is sold and used in mass demand.One of the most interesting studies on this issue was the work by the representatives of Frankfurt School M. Horkheimer and T. Adorno «Dialectics of Enlightenment» (1947), devoted to a detailed analysis of mass culture. Propaganda at all socio-cultural levels in the form is similar in both totalitarian and democratic countries. It is connected, according to the authors, with the direction of European enlightenment. The tendency to unify people is a manifestation of the influence of mass culture, from cinema to pop. Mass culture is a phenomenon whose existence is associated with commerce (accumulation in any form – this is the main feature of education), in general, the fact that it exists in this form is related to the direction of the history of civilization.Modern mass culture, with its externally attractive and easily assimilated ideas and symbols, appealing to the trends of modern fashion, becomes a standard of prestigious consumption, does not require intense reflection, allows you to relax, distract, not teach, but entertains, preaches hedonism as the main spiritual value. And as a consequence, there are socio-cultural risks: an active rejection of other people, which leads to the formation of indifference; cruelty as a character trait; increase of violent and mercenary crime; increase in the number of alcohol and drug addicts; anti-patriotism; indifference to the values of the family and as a result of social orphanhood and prostitution.Conclusions, perspectives of research. Thus, we can conclude that modern Ukrainian education is predominantly formed by the values of mass culture. Namely, according to the «Dialectic» by Horkheimer and Adorno, «semi-enlightenment becomes an objective spirit» of our modern society.It is concluded that only high-quality education can create the opposite of the onset of mass culture and the destruction of spirituality in our society. It is proved that only by realizing the importance of cultivating disciplines in the educational process and the spiritual upbringing of the nation, through educational reforms, humanitarian knowledge will gradually return to student audiences.Formation of youth occurs under the influence of social environment, culture, education and self-education. The optimal combination of these factors determines both the process of socialization itself and how successful it will be. In this context, one can see the leading role of education and upbringing. It turns out that the main task of modern education is to spread its influence on the development of spiritual culture of the individual, which eventually becomes a solid foundation for the formation of the individual. Such a subject requires both philosophical and humanitarian approaches in further integrated interdisciplinary research, since the availability of such research will provide the theoretical foundation for truly modern educational and personal development.


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