Moral Development over the Life Cycle: Another View of Stage Theory

2017 ◽  
pp. 137-144
Author(s):  
Allen Rader ◽  
Ruth Rader
Keyword(s):  
Life Cycle ◽  
Moral Development ◽  
Stage Theory

Age, Education, and Sex Effects on Adult Moral Reasoning

1988 ◽  
Vol 27 (4) ◽  
pp. 271-281 ◽  
Author(s):  
Charles B. White
Keyword(s):  
Moral Development ◽  
Moral Reasoning ◽  
Scoring System ◽  
Moral Dilemmas ◽  
Moral Judgments ◽  
Stage Theory ◽  
Sex Effects ◽  
Individual Interviews ◽  
Effect Of Age

The role of age and education in adult moral reasoning was examined utilizing Kohlberg's cognitive-developmental stage theory of moral development and the most recent Standard Scoring System for assessing moral judgments. Individual interviews utilizing standard Kohlberg moral dilemmas were conducted with 195 adults ranging in age from nineteen to eighty-two years and in years of education from three to twenty-five years. Results indicated no overall significant effect for age of reasoner, no significant effect for sex, and a significant effect for education ( p < .01). However, the effect of age was significant in the group with eighteen or more years of education, but not in the group with less than eighteen years of education.

scholarly journals Moral Competence as a Positive Youth Development Construct: A Conceptual Review

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Hing Keung Ma
Keyword(s):  
Moral Development ◽  
Youth Development ◽  
Positive Youth Development ◽  
Developmental Outcomes ◽  
Stage Theory ◽  
Moral Competence ◽  
Moral Issues ◽  
School Based ◽  
Whole Person ◽  
The Relationship

Moral competence refers to the affective orientation to perform altruistic behaviors and the ability to judge moral issues logically. A five-stage theory of moral development is proposed. Both western and Chinese perspectives are incorporated in the elaboration of the characteristics of each stage. A brief review of the antecedents of moral competence is presented. The relationship between moral competence and adolescent developmental outcomes is also discussed. Some practical ways to promote moral competence are suggested. School-based programs may be effective in the promotion of moral competence provided it is based on all-round or whole-person development and the length of the program should be sufficiently long.

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.

Moral Development in Christian Higher Education

1988 ◽  
Vol 16 (4) ◽  
pp. 324-331 ◽  
Author(s):  
Dennis H. Dirks
Keyword(s):  
Higher Education ◽  
Moral Development ◽  
Educational Process ◽  
Christian Higher Education ◽  
Development Theory ◽  
Stage Theory ◽  
Seminary Students ◽  
Standards Of Conduct ◽  
Biblical Principles ◽  
Cognitive Disequilibrium

Recent research concerning the mural development of evangelical college and seminary students utilizing Kohlberg's stage theory was examined. Biblical parallels to moral development theory were noted and briefly explored. Various explanations for evangelical students' lower than expected scores on moral development tests were considered including such factors as lack of reflection regarding the content of the faith as well as application of biblical principles, weaknesses in the evangelical educational process including the absence of cognitive disequilibrium, evangelical orientation toward biblical care and concern as well as toward justice, and the manner in which an institution's standards of conduct are communicated to students.

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