Moral Development and the Social Environment: Studies in the Philosophy and Psychology of Moral Judgement and EducationGeorg Lind, Hans Albert Hartmann, Roland Wakenhut Transaction Publishers, 1 Á.¤. 1985 - 327 ˹éÒ |
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| xv | |
| 15 | |
Moral Competence and Democratic Personality | 49 |
Testing for Moral Judgment Competence | 73 |
Social Inequality and Moral Development | 103 |
Value Change and Morality | 119 |
Helping Bank Trainees Form a Social and Moral Identity in Their Work Place | 149 |
Attitude Change or CognitiveMoral Development? How to Conceive of Socialization at the University | 167 |
Segmentation of Soldiers Moral Judgment | 215 |
SingleIssue Movements Political Commitment and Moral Judgment | 237 |
Moral Judgment Competence and Political Learning | 253 |
Morals Morality and Ethics in Social Science Perspectives | 269 |
Contributors | 290 |
References | 293 |
Index of Names | 313 |
Index of Subjects | 319 |
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abortion action affective analysis arguments armed forces aspects of moral assessment assumption attitude basic cognitive aspect cognitive-developmental theory cognitive-moral concept concerning concrete conflict conscientious objection consistency correlation decision Defining Issues Test democratic developmental differentiation discourse ethics discussion Döbert empirical ethics evaluation factor Georg Lind Habermas Hauptschule hypothesis individual individual's integration interaction interview judgment behavior Jürgen Habermas Kohlberg Lawrence Kohlberg Lind & Wakenhut Max Weber measurement ment methods military life-world moral behavior moral development moral dilemmas moral judgment competence moral psychology moral reasoning moral stages moral-cognitive development motivational norms Nunner-Winkler orientation personality Piaget political postconventional preference principles problems psychology question questionnaire regard Reproduction Model response rules scores single-issue movements situations social social environment society socio-cognitive socio-structural specific stages of moral studies superego theoretical tion TMJs trainees University of Augsburg University of Konstanz validity values variables
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˹éÒ 259 - In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug.
˹éÒ 35 - Behavior is frequently judged by intention - "he means well" becomes important for the first time. One earns approval by being "nice." Stage 4: The "law and order" orientation. There is orientation toward authority, fixed rules, and the maintenance of the social order. Right behavior consists of doing one's duty, showing respect for authority, and maintaining the given social order for its own sake.
˹éÒ 34 - The punishment and obedience orientation. The physical consequences of action determine its goodness or badness, regardless of the human meaning or value of these consequences. Avoidance of punishment and unquestioning deference to power are valued in their own right...
˹éÒ 35 - Right action tends to be defined in terms of general individual rights and in terms of standards which have been critically examined and agreed upon by the whole society. There is a clear awareness of the relativism of personal values and opinions and a corresponding emphasis upon procedural rules for reaching consensus. Aside from what is constitutionally and democratically agreed upon, the fight is a matter of personal "values" and "opinion." The result is an emphasis upon the "legal point of view...
˹éÒ 34 - Elements of fairness, of reciprocity, and equal sharing are present, but they are always interpreted in a physical pragmatic way. Reciprocity is a matter of "you scratch my back and I'll scratch yours," not of loyalty, gratitude, or justice.
˹éÒ 35 - Right is defined by the decision of conscience in accord with self-chosen ethical principles appealing to logical comprehensiveness, universality, and consistency. These principles are abstract and ethical, (the Golden Rule, the categorical imperative) they are not concrete moral rules like the Ten Commandments.
˹éÒ 35 - The interpersonal concordance or "good boy — nice girl" orientation. Good behavior Is that which pleases or helps others and is approved by them. There is much conformity to stereotypical images of what is majority or "natural" behavior. Behavior is frequently judged by intention — "he means well" becomes important for the first time.
˹éÒ 34 - I. Preconventional Level At this level the child is responsive to cultural rules and labels of good and bad, right or wrong, but interprets these labels in terms of either the physical or the hedonistic consequences of action (punishment, reward, exchange of favors) or in terms of the physical power of those who enunciate the rules and labels.
˹éÒ 34 - The physical consequences of action determine its goodness or badness regardless of the human meaning or value of these consequences. Avoidance of punishment and unquestioning deference to power are valued in their own right, not in terms of respect for an underlying moral order supported by punishment and authority (the latter being Stage 4). Stage 2: The instrumental relativist orientation.