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    Wyświetlanie 1-4 z 4
    Tytuł:
    The Impact of the Moral Foundations Arguments on Early Adolescents
    Autorzy:
    Stastna, Kamila
    Powiązania:
    https://bibliotekanauki.pl/articles/1373820.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Moral Foundations Theory
    moral judgment
    moral competence
    moral foundations argument
    gender
    moral development
    Opis:
    The empirical research reported in this article is based on the Moral Foundations Theory proposed by J. Haidt. Objectives. The author examines the impact of moral foundations arguments on early adolescents’ moral judgments regarding violating moral rules and explores gender-related differences between moral foundations preferences. Method. The effect of moral foundations arguments was measured by a newly developed meta-ethical position test (MEPT). The MEPT consists of a pretest questionnaire, treatment by moral foundations arguments, and a posttest questionnaire. The sample contained 178 early adolescents from the Czech Republic (84 females and 94 males). The influence of the moral foundations arguments was analyzed by comparing the pretest with the posttest. Results. 91% of teenagers changed their moral judgment due to confrontations with the moral foundations arguments. A Wilcoxon signed-rank test found that the moral foundations arguments were significantly relevant, since the P-value was lower than 0.001. The Mann-Whitney U test revealed the importance of the gender aspect: P-value care equals 0.01 and liberty 0.01. Girls have a preference for care foundation (21% more than boys), while boys tended to liberty (27 % more than girls). It seems that moral foundations arguments strongly change early adolescents’ moral judgments and can be practically applied as a valuable platform for early adolescents’ moral development.
    Źródło:
    Ethics in Progress; 2021, 12, 1; 95-103
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    What, If Anything, Most Memorable Personal Moral Dilemmas Can Tell Us About Women’s and Men’s Moral Competence?
    Autorzy:
    Klimenko, Marina A.
    Powiązania:
    https://bibliotekanauki.pl/articles/1373883.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    moral competence
    moral development
    moral dilemmas of college students
    sex-differences in moral judgement
    MCT
    Opis:
    Most all popular moral reasoning or moral judgment tests are based on presenting subjects with two or more hypothetical moral dilemmas and asking them to make judgments on the moral quality of arguments supporting and questioning a protagonist’s decision (e.g., the Moral Competence Test by G. Lind). Although these tests have been insightful by tapping some aspect of individuals’ moral-cognitive schemas, moral maturity, or moral development, they also have limitations. Hypothetical moral dilemmas may be too abstract and impersonal, thus failing to create enough emotional salience. Learning more about real-life personally recalled moral dilemmas may reveal more about the individual’s moral mind and experiences. Objective. The current study was conducted to learn more about the personally experienced moral dilemmas, and how they relate to subjects’ level of moral competence and gender. Method. Subjects were asked to recall the most challenging personal moral dilemma; subjects completed the MCT test to measure moral competence. Results. Among some of the findings was that for both, men and women, higher moral competence scores were positively correlated with recalling personal moral dilemmas where the choice had to be made between some altruistic (care for others) and selfish actions. For men, it was the risk of compromising one’s status, whereas for women it was the risk of personal safety.
    Źródło:
    Ethics in Progress; 2021, 12, 1; 59-72
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Religious Education and Moral Development: The influence of a religious childhood on moral orientation and competence
    Autorzy:
    Akin, Asli
    Powiązania:
    https://bibliotekanauki.pl/articles/781376.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    religious education
    moral development
    moral competence
    moral orientation
    university students
    religiöse Erziehung
    Moralentwicklung
    moralische Kompetenz
    moralische Orientierung
    Studierende
    Opis:
    The previous moral psychological research on educational institutions highlighted the influence on the development of moral orientation and competence. With the help of the present quantitative study, the influence of early childhood education on moral abilities has been explored. Since the moral education of children is often associated with religious norms and values, and religions are debated in relation to their general meaning and functionality, the religious moral education has been investigated. Therefore, students of various disciplines from Berlin were asked about their religious education in their early childhood and were examined on their current moral orientation and competence. The Moral-Competence-Test by Lind and a self-constructed and piloted questionnaire for the examination of religious education and religiosity have been used for the measurement. The results of the online study have shown that the moral skills of dogmatically educated students are significantly reduced, but not related to the differences in educational experience or the current preservation of religiousness.
    Źródło:
    Ethics in Progress; 2018, 9, 2; 27-43
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    What Is Moral Competence and Why Promote It?
    Autorzy:
    Nowak, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/781163.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    moral competence
    moral cognition
    moral development
    embodied cognition
    intuitionist approach
    affection
    emotion
    Georg Lind
    Joshua Greene
    Frans de Waal
    Jonathan Haidt
    Opis:
    This short review paper focuses on Georg Lind's approach to the moral competence as described in his recent book (2016) How To Teach Morality? Promoting Deliberation and Discussion, Reducing Violence and Deceit. Berlin: Logos Verlag. Lind's dual-aspect approach is discussed as one of the leading conceptions of personal moral competence and moral cognition today. Intuitionist approach and "embodied cognition" are not enough, the author (E. Nowak) claims. As participants of social contexts and institutions, we need manifest, discoursively articulated reflection, self-reflection, and conversation. However, Lind's hypothesis of two leyers of morality, i.e., a conscious and unconscious finds evidence in cognitive sciences too. Lind's approach is not as reductionist as that of radical cognitivists. On the contrary, it combines all relevant aspects of moral cognition discussed right now, worldwide – when cognitive sciences flourish and the challenges for moral mind grow up dramatically.    
    Źródło:
    Ethics in Progress; 2016, 7, 1; 322-333
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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