scholarly journals مراحل الأخلاقية والأخلقة: المقاربة المعرفية - التطورية للورانس كولبرغ

2021 ◽  
pp. 191-222
Author(s):  
عبد العزيز ركح
Keyword(s):  
Moral Development ◽  
Lawrence Kohlberg ◽  
Jean Piaget

هذا نص مترجم من كتاب لورانس كولبرغ Lawrence Kohlberg (1927-1987) سيكولوجية التطور الأخلاقي: طبيعة المراحل الأخلاقية ومشروعيتها The Psychology of Moral Development: The Nature and Validity of Moral Stages (1984)، يتناول فيه بالشرح والتفصيل النظرية المعرفية - التطورية في فعل "الأخلقة" لدى الفرد، حيث يدافع فيه عن الفرضية التي كان عالم النفس السويسري جان بياجيه Jean Piaget (1896-1980) قد أبرز خطوطها العريضة من قبل، والتي مفادها أن الطفل يمر في تطوره الأخلاقي عبر سلسلة من المراحل الأساسية. وبناء على زُمرة من الأبحاث والتجارب، توصل كولبرغ إلى أن مراحل التطور هذه هي مراحل فعلية يمكن ملاحظتها والبرهنة عليها، وقد وصفها وصنّفها إلى ست مراحل أساسية – وليس إلى مرحلتين كما هي عند بياجيه - موزعة على ثلاثة مستويات، يضم كل مستوى مرحلتين، وفي كل مرة تعتبر المرحلة الثانية من كل مستوى الصورة الأكثر تطورًا والأفضل تنظيمًا للفكرة الأساسية المحايثة للمستوى. ويؤكد كولبرغ أن تطور هذه المراحل الأخلاقية يسير بموازاة التطور المنطقي للفرد، فهذا الأخير شرط ضروري للتطور الأخلاقي إلا أنه ليس كافيًا.

Moral development

2018 ◽  
Author(s):  
Owen Flanagan
Keyword(s):  
Moral Development ◽  
Empirical Work ◽  
Lawrence Kohlberg ◽  
Stage Theory ◽  
Jean Piaget ◽  
Developmental Theories ◽  
Moral Problems ◽  
Moral Stage ◽  
Two Stages

The concept of moral development has its roots in Plato’s metaphor of ascent from the dark recesses of the cave to the initially blinding sight of the form of the good. Influenced by the developmental theories of Jean Piaget, Lawrence Kohlberg proposed a sequence of stages beginning with two stages of egoism, followed by stages of conventionalism, contractarianism, consequentialism, and finally a Kantianism emphasizing the role of universalizable laws. Recent empirical work has not, however, corroborated moral stage theory. There seems not to be a unified mode of thought that applies to all and only moral problems.

scholarly journals O friso da vida: uma biografia de Edvard Munch sob a percepção de alunos (The frieze of life: a biography of Edvard Munch under the perception of students)

2019 ◽  
Vol 12 (3) ◽  
Author(s):  
Eliasaf Rodrigues de Assis ◽  
Kleber Tüxen Carneiro ◽  
José Carlos Marion ◽  
Fernanda Tüxen Azevedo
Keyword(s):  
Higher Education ◽  
Moral Development ◽  
San Francisco ◽  
Sao Paulo ◽  
Lawrence Kohlberg ◽  
São Paulo ◽  
Porto Alegre ◽  
Teaching Unit ◽  
Present Text ◽  
Edvard Munch

The present text presents a pedagogical account about an exhibition of the works of the Norwegian painter: Edvard Munch, in a class of higher education. The exhibition closes a teaching unit on morals and ethics, where Lawrence Kolhberg's theory of moral development was approached. The experiences demonstrated how the students' interaction was largely satisfactory and how the use of art in the classroom can be an auspicious formation experience, provided that the objective conditions, that is, the proper preparation and organization of didactic aspects, as well as mediation pedagogic it enables a kind of "awareness of the student to contemplation".ResumoO presente texto apresenta um relato pedagógico sobre uma exposição das obras do pintor norueguês: Edvard Munch, em uma turma de ensino superior. A exposição encerrou uma unidade didática sobre moral e ética, na qual a teoria do desenvolvimento moral de Lawrence Kolhberg foi abordada. A experiência evidenciou como a interação dos alunos foi amplamente satisfatória e como o uso da arte em sala de aula pode ser uma experiência formativa auspiciosa, contanto que as condições objetivas, isto é, a devida preparação e organização dos aspectos didáticos, tanto quanto a mediação pedagógica possibilitem uma espécie de "sensibilização do olhar" discente.Palavras-chave: Arte, Edvard Munch, Educação, Moral e Ética.Keywords: Art, Edvard Munch, Education, Moral, Ethic.ReferencesASSIS, Eliasaf Rodrigues de et al. Lawrence Kohlberg e os anos de chumbo: demandas por justiça e a procura pela moralidade pós-convencional. ETD - Educação Temática Digital Campinas, SP v.20 n.1 p. 276-297 jan./mar.2018.BISCHOFF, Ulrich. Edvard Munch: Imagens de vida e de morte. São Paulo: Paisagem, 2006.BOFF, Leonardo. Saber Cuidar: ética do humano - compaixão pela Terra. Petrópolis: Editora Vozes, 1999.CLARKE, Jay A. Becoming Edvard Munch - Influence, anxiety, and myth. Chicago: The art institute of Chicago, 2009.KOHLBERG, Lawrence. The philosophy of moral development. San Francisco: Harper & How Publishers, 1981.LA TAILLE, Yve de. Moral e ética: Dimensões intelectuais e afetivas. Porto Alegre: Artmed, 2006.YOSHIKAI, Livia Midori Okino. A estratégia de discussão de dilemas morais e o desenvolvimento moral de adolescentes. Monografia apresentada ao Departamento de Psicologia como requisito para obtenção do título de Bacharel em Psicologia. São Carlos: UFSCar, 2004.

scholarly journals De Piaget a Gilligan: retrospectiva do desenvolvimento moral em psicologia um caminho para o estudo das virtudes

2004 ◽  
Vol 24 (3) ◽  
pp. 12-23 ◽  
Author(s):  
Vanessa Aparecida Alves de Lima
Keyword(s):  
Lawrence Kohlberg ◽  
Jean Piaget ◽  
Carol Gilligan

Este artigo é a adaptação de um capítulo da dissertação desenvolvida no Mestrado em Psicologia Escolar e do Desenvolvimento Humano do Instituto de Psicologia da USP. Implica a visitação teórica das obras de Jean Piaget, Lawrence Kohlberg e Carol Gilligan sobre o desenvolvimento moral na perspectiva da Psicologia. As teorias são construídas a partir de uma concepção da moralidade por meio de fatores cognitivos e baseados na justiça, na opinião dos dois primeiros autores, até o desenvolvimento da ética do cuidado, na teoria da terceira autora. Tal caminho nos leva inevitavelmente a considerar que diversos elementos, não só a justiça, participam do juízo e da ação moral, entre eles, virtudes como a generosidade.

TAHAPAN PENGEMBANGAN MORAL: PERSPEKTIF BARAT DAN ISLAM (Telaah Terhadap Gagasan Thomas Lickona, Lawrence Kohlberg dan Al-Qur’an)

2020 ◽  
Vol 18 (1) ◽  
pp. 158
Author(s):  
Iwan Kuswandi
Keyword(s):  
Moral Development ◽  
Technological Development ◽  
Lawrence Kohlberg ◽  
Final Phase ◽  
Development Stages ◽  
Stage 4 ◽  
The Holy Quran ◽  
Universal Values ◽  
Moral Feeling ◽  
Stage 1

A decline in moral is among the impacts of technological development. For this reason, Thomas Lickona and Lawrence Kohlberg developed a concept of moral development, a concept which has also been discussed in the Holy Quran. Lickona stated that moral development stages are started with the ownership of moral knowledge (moral knowing) and move to moral feeling and moral action. Kohlberg stated that there are six stages in moral development. The stages are in three phases. First phase is called pre-conventional, which consists of stage 1 and stage 2. In this phase, people are more concerned about being right and wrong and getting reward or punishment. The next phase is called conventional phase, which consists of stage 3 and stage 4. In this level, people are more driven by internal motivation and how they are perceived by society. The final phase is post conventional phase, consisting of stage 5 and stage 6. In this level, people are able to independently interpret moral values and are driven by more universal values. The Quran divided the stages into some classes which are mentioned as ulul ilm (those of knowledge), ulin nuha (those of intelligence), ulil abshar (those of vision), ulil albab (those of understanding), ulil amri (those in authority), ulil aidi (those of strength) dan ulil azmi (those of determination).

Values Differentiation as Stage Transition: An Expansion of Kohlbergian Moral Stages

1981 ◽  
Vol 9 (2) ◽  
pp. 164-174 ◽  
Author(s):  
Richard G. Young
Keyword(s):  
Moral Development ◽  
Lawrence Kohlberg ◽  
Developmental Approach ◽  
The Past ◽  
Stage Transition ◽  
Christian Educators

Within the past few years psychology has become concerned with the issue of moral development. One theory that has received considerable attention is the cognitive-developmental approach of Lawrence Kohlberg. Unfortunately, Kohlberg does not deal convincingly with the mechanism of stage transition. A paradigm is suggested that explains the particularly crucial transition between conventional and post-conventional morality. Specific suggestions are generated from this values differentiation paradigm for Christian educators who are interested in facilitating moral development in their students.

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