A Study on the Moral Judgment of the Newly Licensed Appraisers Using Lind’s Moral Competence Test

2017 ◽  
Vol 9 (2) ◽  
pp. 25-45
Author(s):  
Eun-Jung Shin ◽  
Seon-Jong Yoo ◽  
Keyword(s):  
Moral Judgment ◽  
Moral Competence ◽  
Competence Test

scholarly journals Relation between Social Conservatism, Moral Competence, Moral Orientations, and the Importance of Moral Foundations

2017 ◽  
Vol 8 (6) ◽  
pp. 81-90
Author(s):  
Ingrida Trups-Kalne ◽  
Girts Dimdins
Keyword(s):  
Moral Judgment ◽  
Political Orientation ◽  
Moral Foundations ◽  
Moral Competence ◽  
Correlation Pattern ◽  
Self Evaluation ◽  
Theoretical Approaches ◽  
Moral Orientations ◽  
Competence Test ◽  
Social Conservatism

AbstractThis paper examines the relation between moral competence, moral orientations, importance of moral foundations, and political orientation, by combining two theoretical approaches in moral psychology--the cognitive perspective and social-intuitionist perspective. The participants (Study 1 N=348, aged 18 to 67, and Study 2 N = 361, aged 16 to 74) completed the Moral Competence Test (formerly Moral Judgment Test, Lind, 1978, 2008), the 30-Item Full Version of the Moral Foundations Questionnaire (Graham, Haidt & Nosek, 2008), and measurements of political orientation (a seven-point self-evaluation scale in study 1 and an 8-item social conservatism scale in Study 2). There was a negative correlation between moral competence on the one hand and conservative political orientation and binding moral foundations on the other hand. The overall correlation pattern between the scores of moral orientation and moral competence, and importance of moral foundations and political orientation was relatively weak and only partially consistent with the theoretical predictions. The results suggest that constructs used in the cognitive and social-intuitionist perspectives on moral judgment are conceptually different, and integrating the two approaches may be a challenging task.

scholarly journals Mis-Educative Martial Law – The Fate of Free Discourse and the Moral Judgment Competence of Polish University Students from 1977 to 1983

2019 ◽  
Vol 9 (2) ◽  
pp. 56-74
Author(s):  
Ewa Nowak ◽  
Georg Lind
Keyword(s):  
Free Speech ◽  
The European Union ◽  
Moral Competence ◽  
Martial Law ◽  
Main Hypothesis ◽  
East European ◽  
European Universities ◽  
Research Findings ◽  
Competence Test ◽  
The Impact

The reprinted paper refers to Georg Lind and his colleagues’ MCT-based FORM study conducted at several European universities in 1977-1983, including Polish ones. After a short phase of democratization, in 1981 Polish society suddenly faced martial law. That experience had an impact on Polish students moral-, discursiveand democratic competences, as measured by MCT. When Ewa Nowak started her Alexander von Humboldt Foundation supported research stay under the supervision of Professor Georg Lind (University of Konstanz, 2008-2010), they were inspired to revisit and discuss the puzzling Polish research findings of 1981/3. According to their main hypothesis, martial law restricted free speech at universities, and free speech is a key facilitator of the development of moral and democratic competence. In 2018, after a decade of collaborative research on moral and democratic competence, Lind, Nowak and colleagues started a new international MCT study in several Central- and East European countries to examine the impact of the contemporary constitutional crisis in Poland (and the institutional crisis within the European Union) on students’ moral and democratic competencies. In 2018/9 the 40th anniversary of the Moral Competence Test (MCT) and Konstanz Method of Dilemma Discussion (KMDD) will be celebrated. We would like to provide you with the most recent research findings soon.

scholarly journals A contribuição do ensino de ética no desenvolvimento da competência moral de discentes em administração pública

2019 ◽  
Vol 27 ◽  
pp. 104
Author(s):  
Everton Silveira De Souza ◽  
Maurício C. Serafim ◽  
Lais Silveira Santos
Keyword(s):  
Ethics Education ◽  
Positive Impact ◽  
Codes Of Ethics ◽  
Moral Dilemmas ◽  
Teaching Methodology ◽  
Moral Competence ◽  
Public Managers ◽  
Educational Processes ◽  
The Public Sphere ◽  
Competence Test

Moral dilemmas permeate the public sphere, inasmuch as a solution rarely is explicit in books or in codes of ethics. Therefore, it is fundamental that public managers embrace yourselves with the capacity to deal with these complex situations. Moral competence is an ability that can support the administrator in dealing with moral dilemmas, given that such capacity is susceptible of being influenced by educational processes. The primary goal of this research is to analyze how the ethics education can nurture the development of moral competence. To that intent, this paper analyses the influence of the discipline of ethics in public administration on moral competence (score C) of students, measured by the Moral Competence Test (MCT). From the quantitative perspective of this research, the mentioned discipline did not influence the development of the moral competence of the students. Notwithstanding, qualitative data indicates that students had a positive impact over their theoretical repertoire, as a result of the teaching of moral theories, used as a basis for formulating arguments. In order to effectively raise students' moral competence, it’s highly recommended to conduct the discipline of ethics from an active teaching methodology, suggesting the inclusion of debates about moral dilemmas in the classroom.

Teaching Cyberethics

2013 ◽  
pp. 56-69
Author(s):  
Peter Holtz
Keyword(s):  
Information Technology ◽  
Moral Judgment ◽  
Moral Dilemmas ◽  
Social Consequences ◽  
Value Orientations ◽  
Moral Competence ◽  
Final Exam ◽  
The Social ◽  
Materialistic Values ◽  
High Degree

The discussion of moral dilemmas is often proposed as one way to teach ethics. But can ethics be taught to everyone? Do participants’ value orientations predict the acquisition of moral competence in an educational context? This study presents data from an evaluation of a course on the social consequences of information technology (IT). IT-related dilemma discussions were used extensively in the course. The participants answered questionnaires at the beginning of the course and before their final exam at the end of term. Moral competence was measured with the Moral Judgment Test (MJT). A questionnaire on individual reflexive values was used for the assessment of value orientations. Although the participants’ average level of moral competence did not change significantly, there was evidence that participants with a high degree of materialistic values were less likely to acquire moral competence during the course.

Relation between Moral Competence and Religiosity: Cognitive and Intuitive Aspects

2015 ◽  
Vol 2 ◽  
pp. 476
Author(s):  
Ingrīda Trups-Kalne ◽  
Ģirts Dimdiņš
Keyword(s):  
Social Cognition ◽  
Theoretical Prediction ◽  
Moral Judgment ◽  
Mediation Analysis ◽  
Harm Avoidance ◽  
Moral Foundations ◽  
Moral Competence ◽  
Negative Relation ◽  
Group Loyalty ◽  
The Individual

The aim of the study was to examine whether moral foundations mediate the negative relation between moral competence and orthodox/conservative religiosity. The participants (N = 361, aged 16 to 74) completed the Moral Judgment Test (Lind, 1978, 2008), the 30-Item Full Version of the Moral Foundations Questionnaire (Graham, Haidt & Nosek, 2008), and Huber's (Huber, 2004) Religion’s Centrality Scale. Mediation analysis revealed that the ‘binding’ moral foundations of in-group loyalty, respect for authority, and purity mediate the negative relation between moral competence and orthodox religiosity. These results are in line with Lind’s theoretical prediction that if individuals have more criteria to consider when making moral judgment, it may hamper their performance on moral competence measures, which are typically based on the individual foundations of harm avoidance and justice. The study contributes to understanding differences in social cognition between liberal and conservative religiosity.

Some Problems in Use of the Moral Judgment Test

2005 ◽  
Vol 96 (3) ◽  
pp. 698-700 ◽  
Author(s):  
Cristina Villegas de Posada
Keyword(s):  
Moral Development ◽  
Moral Judgment ◽  
Reliability And Validity ◽  
Summary Score ◽  
Moral Competence ◽  
Moral Consistency

The Moral Judgment Test has been widely used in evaluation of moral development; however, it presents some problems related to the trait measured, reliability, and validity of its summary score (C-index). This index reflects consistency in moral judgment, but this construct is different from moral development as stated by Kohlberg. Therefore, users interested in the latter evaluation should refer to other indexes derived from the test. Some of the analyzed problems could be partially corrected with more theory and research on moral consistency as a component of moral competence.

scholarly journals Desarrollo moral a través de un programa predeportivo y de valores en estudiantes adultos con discapacidad intelectual

2021 ◽  
Vol 37 (1) ◽  
pp. 61-68
Author(s):  
Elisa Isabel Sánchez-Romero ◽  
María Pilar Vilchez ◽  
Marina Iniesta-Sepúlveda ◽  
Cristina De Francisco
Keyword(s):  
Intellectual Disability ◽  
Moral Development ◽  
Moral Competence ◽  
Ex Post ◽  
Stage 4 ◽  
Ex Post Facto ◽  
Quasi Experimental ◽  
Moral Orientations ◽  
Competence Test ◽  
Discapacidad Intelectual

El objetivo del presente trabajo fue incrementar el desarrollo moral en alumnos adultos con discapacidad intelectual, a través de un programa predeportivo y de valores. El programa se llevó a cabo a lo largo de un cuatrimestre de un título dirigido a la inserción sociolaboral de personas con discapacidad intelectual. Participaron 37 alumnos de ambos sexos, de tres promociones consecutivas (n1 = 11; n2 = 12; n3 = 14), entre los 19 y los 37 años (M = 24.49 ± 4.22). Se utilizó la versión española del Moral Competence Test (MCT), que mide los dos componentes del desarrollo moral: la competencia moral y las orientaciones o preferencias morales. Se planificó un diseño cuasiexperimental de cohorte de ciclo institucional recurrente, implicando a tres cohortes evaluadas en tres años consecutivos. Además, para asegurar la equivalencia de los grupos se realizó un estudio acerca de la influencia de variables sociodemográficas y clínicas en el cambio de la competencia moral del alumnado, a través de un  diseño ex post facto prospectivo de grupo único. Los resultados mostraron un aumento del desarrollo moral, en sus dos componentes, con significación estadística en el estadio 4 de las orientaciones o preferencias morales. The aim of this study was to increase moral development of the students with intellectual disabilities, through an intervention with values learning and adapted sports. The program was developed in a training course for Social and Labor insertion of People with Intellectual Disability. The sample consisted of 37 students of three consecutive promotions (n1 = 11; n2 = 12; n3 = 14), aged from 19 to 37 years (M = 24.49 ± 4.22). Instrument used was the Spanish version of the Moral Competence Test adapted to intellectual disability (MCT) which measures the two components of moral development through two scores: moral competence and moral orientations/preferences. A quasi-experimental recurrent institutional cycle cohort design was planned. This design involved three cohorts, evaluated in three consecutive years. In addition, to ensure the equivalence of the groups, a study was carried out on the influence of sociodemographic and clinical variables in the change of students' moral competence, through a prospective ex post facto single group design. The results showed an improvement in two components of moral development, with statistically significant differences in stage 4 of moral orientations/preferences.

Videogames and Moral Pedagogy

2010 ◽  
pp. 35-51 ◽  
Author(s):  
Dan Staines
Keyword(s):  
Moral Judgment ◽  
Moral Motivation ◽  
Mass Effect ◽  
Component Model ◽  
Moral Action ◽  
Moral Competence ◽  
Moral Functioning ◽  
Moral Content ◽  
Four Component Model ◽  
Commercial Off The Shelf

The Four Component Model of Moral Functioning is a framework for understanding moral competence originally developed by James Rest and subsequently revised with Darcia Narvaez. It posits that moral competence can be broken up into four distinct components: moral sensitivity, moral judgment, moral motivation, and moral action. The purpose of the present chapter is to demonstrate, via an examination of three commercial off-the-shelf (COTS) videogames (Ultima IV, Fallout 3, and Mass Effect), how this model can function as a blueprint for the design of moral content in games intended for pedagogy and entertainment.

Sign in / Sign up

Export Citation Format

Share Document