Download or read book An Exploration of Moral Reasoning Development in College Freshmen and Its Relationship with Epistemological Beliefs and Need for Cognition written by Meghan M. Saculla and published by . This book was released on 2017 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: The moral reasoning development of college freshmen was investigated over the course of a semester. Participants were tested at the beginning of the semester and at the end of the semester and were either in a course that required active engagement in critical thinking (e.g. perspective-taking, reflection) about social and political issues or in a course that did not provide such opportunities. Past literature supports a link between the aforementioned experiences and the promotion of moral judgment development (Rest, 1986; King & Mayhew, 2005; Schlaefli, Rest, & Thoma, 1985). In addition to moral reasoning development, the individual characteristics of epistemological beliefs and need for cognition were measured because an interaction between the environment and the individual may relate to the development of moral judgment (Rest & Narvaez, 1991; Pascarella & Terenzini, 1991). Change in moral reasoning was not observed for either course type; it is possible that changes occurred outside of the confines of the semester, but the study was not designed to account for this possibility. Additionally, results indicated relationships between moral reasoning development and epistemological beliefs, as well as need for cognition. Implications of the present study relate to promoting moral judgment development in educational settings, including consideration of individual characteristics related to thinking dispositions and views about the nature of knowledge.

Download or read book Understanding Chinese Engineering Doctoral Students in U S Institutions written by Jiabin Zhu and published by Springer. This book was released on 2016-08-03 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book uses a mixed-method approach to address the topic of personal epistemology among Chinese engineering doctoral students from U.S. institutions.--It presents a broad view of the epistemological development among Chinese engineering students from five U.S. Midwestern doctoral programs. Meanwhile, it provides practical examples from students’ academic experiences to showcase their thinking development and behavioral patterns. It allows readers to gain an understanding of Chinese engineering students’ academic lives in U.S. institutions through a cognitive theoretical lens. It also highlights a number of factors that can potentially facilitate adult students’ cognitive development, and extends the discussion on the benefits of study-abroad and cross-cultural education to the epistemological domain.

Download or read book The Conscience of the Campus written by Joseph Dillon Davey and published by Bloomsbury Publishing USA. This book was released on 2001-04-30 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: The conscience of today's college students is guided by the personal moral values that underlie its concept of justice. College professors frequently avoid discussions of moral values, fearful of either the deconstructionist's criticism or the alleged wall of separation between church and state. Regardless of their reasons, they tend to argue that today's students have no interest in discussing abstract concepts of morality. The Daveys argue that given the right case studies of moral dilemmas, today's college students will enthusiastically share and discuss their own moral values, learn to critically examine pressing social issues, and grow to new levels of understanding. More than two dozen scenarios involving moral questions concerning race, poverty, crime, drugs, sex, religion, educational funding, and constitutional rights are presented. These issues are faced by a generation raised during the information revolution. College students live in a world of such rapid change that nothing is certain about their future. It may well be that there has never been a time when college students were more eager to discuss fundamental questions about right and wrong, to examine their own moral values. This timely work is of value in any course touching upon moral values, including courses in sociology, education, political science and law, child development, criminal justice, and philosophy.

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1998 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Approaches to the Development of Moral Reasoning written by Peter E. Langford and published by Psychology Press. This book was released on 1995 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text offers a survey of approaches to the development of moral reasoning - those of Freud, ego psychology, Piaget and Kohlberg.

Download or read book The Relationship Between Social Cognition and Moral Reasoning written by Kevin Thomas Uttich and published by . This book was released on 2012 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is the best way to think about the relationship between Social Cognition and Moral Reasoning? Past psychological research has treated the relationship between the two as one-way with descriptive information from social-cognitive capacities impacting normative moral judgments. However, some resent findings have challenged this account. Across three sets of studies this dissertation examines these challenges, and asks whether the relationship between Social Cognition and Moral Reasoning is best understood as bi-directional. Further, two sub questions are investigated; would a bi- directional relationship require a drastic revision of our understanding of social cognition and does the influence of norm information depend on the type of norm involved? The first set of studies examines the influence of norms on Theory of Mind judgments. Theory of Mind, the capacity to understand and ascribe mental states, has traditionally been conceptualized as analogous to a scientific theory. However, recent work in philosophy and psychology has documented a "side-effect effect" suggesting that moral evaluations influence mental state ascriptions, and in particular whether a behavior is described as having been performed 'intentionally.' This evidence challenges the idea that theory of mind is analogous to scientific psychology in serving the function of predicting and explaining, rather than evaluating, behavior. In three experiments, we demonstrate that moral evaluations do inform ascriptions of intentional action, but that this relationship arises because behavior that conforms to norms (moral or otherwise) is less informative about underlying mental states than is behavior that violates norms. This analysis preserves the traditional understanding of theory of mind as a tool for predicting and explaining behavior, but also suggests the importance of normative considerations in social cognition. The second set of studies looks at the use of norms in explanation. In explaining behavior, people often refer to mental states such as beliefs or desires. But in some cases, behavior can also be explained by direct appeal to norms, moral or otherwise (e.g., "she returned the wallet because it was the right thing to do"). We investigate whether and when norm explanations are accepted (Experiment 1) and produced (Experiment 2) to better understand the relationship between norms and mental states in explaining behavior. In particular, do norm explanations assume particular mediating mental states, like the agent's knowledge of the norm? We find that participants frequently accept and produce norm explanations for behavior when the behavior matches the norm, even when the agent's belief about the norm is incorrect. The findings contribute to a growing body of work suggesting that mental state inferences and reasoning are not detailed and automatic, but instead remain relatively underspecified for the purposes of many everyday judgments. Finally, the third set of studies investigates whether people accept "ethical explanations," explanations that cite moral norms (and not merely people's beliefs about moral norms) to account for social-historical changes, such as the abolition of slavery or the extension of voting rights to women. An ethical explanation for women's suffrage, for example, might cite the injustice of withholding the right to vote on the basis of sex. Such explanations pose a challenge to dominant accounts of explanation, which propose that explanations cite causes or descriptive generalizations. In two experiments, we find evidence that people do accept and provide ethical explanations, and that variation in ratings and production of these explanations is correlated with two separate types of meta-ethical commitments: belief in moral objectivism and in moral progress. These results suggest that some people accept ethical explanations because their particular meta-ethical commitments lead them to conceptualize moral norms in a way that allows them to serve as legitimate explanations. The findings also shed light on variation in moral beliefs across individuals despite reasonable consistency in moral beliefs within individuals. Taken together the results of these studies argue that the relationship between social cognition and moral understanding is indeed bi-directional. In addition to the influence the information from social cognitive judgments can have on our moral reasoning, our normative understanding can provide a source of information useful in making social-cognitive judgments. The results also indicate that a drastic revision of our understanding of social cognition is not necessary and while all norm types seem to have an influence, different norm types have unique relationships.

Download or read book Moral Action in Young Adulthood written by Ralph L. Mosher and published by First-Year Experience and Students in Transition University of South Carolina. This book was released on 1999 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: The connection between knowing the right or good thing to do, and then actually doing it has long been a puzzle. "Watch what we do, not what we say" goes beyond the revealing admission of a former Attorney General of the United States to the broader reality of human behavior. Parents, teachers, employers, religious educators, and society at large have a deep vested interest in understanding the relationship between, and in knowing how better to educate for, consistency in moral knowledge and behavior. The past twenty-five years have seen much productive research on the development of moral reasoning. Doing the right or good act now needs comparable study. The unique contribution of this book is its exploratory study of the connection between moral thinking and action. Research on this linkage is in its relative infancy. A key aim is to begin to throw light on what factors intervene between a person's moral judgment and subsequent action. Valuable--although untested--theoretical models have been put forward concerning this interaction; they are used to guide the initial development of questions, but not to the exclusion of focusing on the unique insights provided by the young adults as to the "process" and "problems" of living one's "life-morality." This book begins with statements from the executive director (John N. Gardner) and the President of the University of South Carolina (John M. Palms), as well as a foreword by Ralph L. Mosher. Following the foreword, this book contains four sections comprised of fourteen chapters. Section 1: Origins and Results of the Original Sierra Project--(1) Nevitt Sanford on Community and Concern with Moral Values in Higher Education (Nevitt Sanford); (2) The Aims of the Sierra Curriculum: "On Leaping Tall Buildings In A Single Bound" (Ralph L. Mosher); and (3) Character Development Over Four Years of Undergraduate Study (John M. Whiteley and Norma Yokota). Section 2: Theoretical Underpinnings of the Sierrans Revisited Research--(4) Young Adulthood in the Life Cycle; (5) Doing the Right or Good Act: Theories of Moral Action; and (6) Further Theoretical Perspectives on Making Moral Choices. Section 3: Narrative Insights into Moral Action in Young Adulthood--(7) Moral Dilemmas from Young Adulthood; (8) Moral Dilemmas in Interpersonal Relationships; (9) Moral Dilemmas in the Workplace; and (10) Exemplary Sierrans: Moral Influences. Section 4: Research Conclusions and Future Directions for Promoting Moral Action--(11) Moral Dilemmas of Everyday Life: Voices of the Sierrans; (12) Exceptional Moral Behavior; (13) Strength of Character and Moral Agency; and (14) Toward Promoting Moral Action in Young Adulthood. The following are appended: (1) Moral Action Interview; (2) Moral Behavior Interview; and (3) The Moral Influence Interview. Content and author indexes are included. (Individual chapters contain references.).

Download or read book Adapting Human Thinking and Moral Reasoning in Contemporary Society written by Yama, Hiroshi and published by IGI Global. This book was released on 2019-11-22 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies on human thinking have focused on how humans solve a problem and have discussed how human thinking can be rational. A juxtaposition between psychology and sociology allows for a unique perspective of the influence on human thought and morality on society. Adapting Human Thinking and Moral Reasoning in Contemporary Society is an in-depth critical resource that provides comprehensive research on thinking and morality and its influence on societal norms as well as how people adapt themselves to the novel circumstances and phenomena that characterize the contemporary world, including low birthrate, the reduction of violence, and globalization. Furthermore, cultural differences are considered with research targeted towards problems specific to a culture. Featuring a wide range of topics such as logic education, cognition, and knowledge management systems, this book is ideal for academicians, sociologists, researchers, social scientists, psychologists, and students.

Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Cognitive Development written by Kathleen M. Galotti and published by SAGE Publications. This book was released on 2015-12-22 with total page 527 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written in Kathleen M. Galotti′s signature engaging style, this text is a dynamic examination of cognitive development from infancy through adolescence. Updated and reorganized throughout, the Second Edition weaves together a variety of theoretical perspectives while considering issues of research methodology. Introductory chapters cover theoretical and developmental frameworks and are followed by chronologically arranged chapters, giving undergraduate and graduate students an understanding of the "whole" child in an accessible, intuitive framework.

Download or read book Exploring the Relationship Between Moral Reasoning and Students Understanding of the Honor Code at the University of Maryland written by Andrea J. Corradini Goodwin and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Development of Moral Judgement Religiousness and General Knowledge written by Daniel Ray Nelson and published by . This book was released on 1998 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mapping Moral Exemplarity written by Ashley Leighanne Floyd and published by . This book was released on 2015 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The relationship between higher education and moral development has been of interest to researchers for more than six decades, with the majority of research focusing on normative patterns of moral reasoning development in college students. Yet, moral reasoning is only one aspect of moral functioning. Other moral capacities such as moral sensitivity, moral motivation, and moral character contribute to moral action. Indeed, exemplary moral functioning is characterized by a synergy and integrity in how the individual responds to the environment. This study examined the relationship between exemplary moral functioning and cognitive perceptions of the collegiate environment. Using the moral exemplar research design, the study explored between-group differences in cognitive perceptions of collegiate life, paying particular attention to how these perceptions shaped engagement and development. The results of this study demonstrate clear differences in the ways college student moral exemplars and their comparison peers perceive and prioritize collegiate experiences. These differences cannot be explained by differences in basic personality or moral reasoning ability. Unlike other college students, moral exemplars differentiate collegiate activities into clusters (i.e., academic life, social negatives, campus involvement, and personal growth) and prioritize personal growth experiences (e.g., learning about different worldviews or perspectives, advocating for an important cause). Future research is needed to better understand what personal or environmental factors contribute to these differences in perception and engagement.

Download or read book The Relationship of Cognitive Moral Development Moral Reasoning and Moral Conduct of Business Students in a Competitive Environment written by Michael J. Reall and published by . This book was released on 1993 with total page 466 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring and Comparing Cognitive Moral Reasoning of Millennials and Across Multiple Generations written by James F. Weber and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research builds on previous investigations seeking to understand how individuals reason about moral problems. Our research includes a preliminary investigation about Millennials and a cross-generational analysis using secondary research data to understand this emerging generation's moral reasoning and assess trends in moral reasoning over time. This study addresses content-bias in moral reasoning by using a new instrument with business-based dilemmas, the Moral Recognition Interview, based on the well-established moral reasoning framework of Lawrence Kohlberg. Results show that the Millennials in this study exhibit differences in moral reasoning based on gender, intelligence, work experience, and academic major, however not necessarily in an expected manner. Differences in moral reasoning were found when the context or "story pull" of the ethical dilemmas presented is considered. In addition, a comparison to other studies shows that business student Millennials tend to reason at lower levels of cognitive moral reasoning than non-business college students, as well as college students in the 1960s-1970s (Baby Boomers) and in the 1980s-1990s (Generation Xers).

Download or read book Variables Influencing Contextualized Moral Reasoning written by Elizabeth Josephine O'Shaughnessy and published by . This book was released on 1985 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: