A study of the Greek school teachers' moral judgment structures

The purpose of the present paper is to examine the teachers' cognitive structures through moral judgment schemas, as well as whether the above‐mentioned structures diversify among teachers, depending on education level, specialty, age, teaching experience, and gender. Moreover, another aim is to examine whether these cognitive structures can predict students' behaviors. Two hundred and fifty eight in‐service teachers (men, n = 83; women, n = 175; M _age = 41.24, SD = 8.06; M _experiences = 14.91, SD = 9.46), in elementary (n = 96), and intermediate education level (n = 158), participated in the study. The results revealed that the primary education teachers' moral judgment is based on the moral concepts of the maintaining norms schema, while the one of those of secondary education is rather based on the postconventional schema. Furthermore, the results of the present study revealed that age, experience, and gender do not constitute causes of diversification of moral concepts and that the personal interest schema can forecast any irresponsible behaviors on the part of the students.     

The role of elevation in moral judgment

ABSTRACT

Elevation is the emotion elicited by witnessing acts of moral beauty and may be framed as the opposite of disgust. Two studies investigated the role of elevation in moral judgment and its relation to disgust. In Study 1 it was investigated whether elevation can attenuate the effects of disgust on moral transgression judgments. Participants were either induced to experience disgust (by giving them a bitter beverage), or to experience disgust and elevation simultaneously (by video induction). No effects of either emotion on moral transgression judgments were found. In Study 2 the nature of causal connectedness between elevation and moral virtue judgments was investigated by testing whether elevation amplifies moral virtue judgments. It was found that participants judged morally good acts as being more morally good when being elevated, suggesting that there is a bidirectional causal link between elevation and judgments of moral virtue.     

活动德育在大学新生适应期教育中的应用

从高中到大学,是一次人生的转折,也是一个跨越。面对全新的大学生活,新生们在生活或学习中可能会出现诸多的不适应。高校思想政治教育工作者怎样通过德育工作来有效、快捷地帮助新生度过适应期呢?活动德育是思想政治教育的新理念,它将德育寓于活动之中,具有隐蔽性、生动性和多样性。较之直接的说服教育,更容易被学生接受。通过活动德育来帮助新生尽快适应大学生活,是一种行之有效的德育方式。     

浅析道德判断中的认知与情绪归因

皮亚杰是首位系统研究儿童道德认知的心理学家,科尔伯格在继承皮亚杰研究的基础上,提出了道德判断的相关理论。他们的研究重点都集中在认知这一因素对道德判断的影响。近年来有研究者通过多项实验证明情绪在道德判断中同样发挥着重要的作用。     

道德判断研究的发展历程与理论模型

摘 要:人类社会生活存在着各种各样的道德规范,道德判断在我们的生活中就无处不在。从古至今,许多学者对道德判断的研究着迷,特别是关于道德判断是受情绪控制还是受认知控制这一问题。近年来,关于这一争论的研究成果很丰富,本文梳理了这些有影响的研究成果,阐述各种理论的观点及其研究,分析各理论的局限,以期对深化道德判断的理论与实践研究有所裨益。     

道德判断与道德行为关系研究的进展分析

道德判断与道德行为之间的关系问题经历了哲学假设、经典心理学实验研究和当代心理学的深入研究。道德判断与道德行为关系研究的新进展体现在莱斯特的确定问题测验、林德的道德行为和道德发展的双面理论、布莱希的道德自我认同模式、沃克的道德人格等研究当中,这些研究克服了在道德判断过程中仅仅关注道德推理重要性的缺陷。     

培养学生道德能力是德育的重要任务

把培养学生道德能力作为德育的重要任务符合道德品质生成发展规律,符合学校德育环境的变化,符合时代发展的要求。培养学生的道德能力,首先要从真理性的道德知识入手,同时又要重视道德情感和道德意志的培养。     

英国大学的战略定位及其启示

与英国不同类型大学的战略定位和发展实践相比,我国大学战略定位的问题主要表现为大学类型上的同质性和学科上的同构性,目标选择缺乏理性,发展思路缺乏继承性和连续性;政府对大学战略定位的宏观指导和政策引导有待加强。我国大学在战略定位上要发挥政府的指导作用,改革大学评价标准,将战略定位上升为全体人员的行为模式。     

高等学校学生德育教育探讨

分析了高等学校新生阶段思想的特点，探讨了高等学校新生德育教育的构建模式，阐述了高等学校新生德育教育的意义。     

高等学校学生德育教育探讨

分析了高等学校新生阶段思想的特点,探讨了高等学校新生德育教育的构建模式,阐述了高等学校新生德育教育的意义。     

论道德判断的基础

道德判断的基础是实践理性的基本问题.目的论主要有两派:一派是亚里士多德的幸福主义,另一派是边沁和密尔的功利主义,它们都主张道德判断的基础在于某种功利或幸福;义务论主要指以康德为代表的道德理论,康德认为道德判断的基础不在于功利或幸福,而在于道德规则的普遍形式.罗尔斯与哈贝马斯继承了康德的传统,提出道德规范的正当性在于取得人们的普遍赞同;而麦金太尔继承了亚里士多德的传统,主张正当的问题应当依据共同体的善来确定.在后形而上学的条件下,道德判断的基础在于人的尊严.     

Moral judgment development of college students

In recent years, psychologists and educators have shown increased interest in the moral development of college students. Kohlberg and Rest discuss a six-stage model of moral judgment development that has generated considerable research. The findings have raised several issues regarding the relevance of attitudes, traits, and experiences in understanding the moral judgment development of students. This study examines the differential impact of (1) college experiences, (2) attribution beliefs and attitudes about punitiveness, (3) educational and academic characteristics, and (4) freshmen level of moral judgment development on the level of moral development of upper-division students, who as freshmen were classified as having either low or high levels of moral reasoning. For freshmen with low moral reasoning scores, their upper-division level of moral judgment development was significantly related to their causal attribution beliefs regarding personal responsibility. For those freshmen with high moral reasoning scores, their initial level of moral reasoning was the most significant factor related to their upper-division level of moral judgment development. For these students, participation in extracurricular activities was negatively related to upper-division moral reasoning scores. The more they had participated in extracurricular activities, the lower their upper-division moral reasoning scores.     

德育课应引导新生尽快适应高校生活

德育课要针对大学新生在入学后存在的问题发挥作用，引导大学新生尽快适应新的环境，为其在大学期间心身健康的发展打下良好的基础。     

Developmental Level of Moral Judgment Influences Behavioral Patterns During Moral Decision-Making

Abstract

We developed and tested a behavioral version of the Defining Issues Test-1 revised (DIT-1r), which is a measure of the development of moral judgment. We conducted a behavioral experiment using the behavioral Defining Issues Test (bDIT) to examine the relationship between participants’ moral developmental status, moral competence, and reaction time when making moral judgments. We found that when the judgments were made based on the preferred moral schema, the reaction time for moral judgments was significantly moderated by the moral developmental status. In addition, as a participant becomes more confident with moral judgment, the participant differentiates the preferred versus other schemas better particularly when the participant’s abilities for moral judgment are more developed.     

道德选择的价值判断与逻辑判断

价值判断在于区分和把握善与恶、美与丑，逻辑判断在于辩明真与假、是与非。道德选择中的价值判断与逻辑判断时常会发生矛盾，没有逻辑判断为前提和基础的道德选择会导致道德价值本身的否定，正确 的道德选择，应是价值判断与逻辑判断的一致，而要如此，就须是德性和智慧统一起来。     

大一新生听力学习策略调查

学习策略的研究已成为二语习得研究的一个新领域。作为四项基本技能之一的听力也引起了研究者的关注。国内外已有很多研究者对听力学习策略进行过调查和研究。但研究对象多以英语专业学生为主,针对大一入学新生听力学习策略状况的研究并不多。通过问卷调查后发现:1)学生已部分地掌握了一些认知和元认知策略,如预览、推测和自我调整等,但尚未形成系统。2)目前学生社交/情感策略严重缺乏。因此,今后的大学英语听力教学需有针对性地进行。     

高校新生适应性教育工作探析

新生适应期是大学生顺利适应大学生活的必经阶段。针对新生在诸多方面存在的问题与迷茫,辅导员实施及时有效的引导策略尤为必要,这对于指导大学生渡过充实而美好的大学四年生活有着极为重要的意义。本文根据已有的工作经验,针对新生适应期存在的几类主要问题,有针对性地摸索出相应的引导策略。     

Stages of moral judgment development: Applying item response theory to Defining Issues Test data

ABSTRACT

The Defining Issues Test (DIT) has been the dominant measure of moral development. The DIT has its roots in Kohlberg’s original stage theory of moral judgment development and asks respondents to rank a set of stage typed statements in order of importance on six stories. However, the question to what extent the DIT-data match the underlying stage model was never addressed with a statistical model. Therefore, we applied item response theory (IRT) to a large data set (55,319 cases). We found that the ordering of the stages as extracted from the raw data fitted the ordering in the underlying stage model good. Furthermore, difficulty differences of stages across the stories were found and their magnitude and location were visualized. These findings are compatible with the notion of one latent moral developmental dimension and lend support to the hundreds of studies that have used the DIT-1 and by implication support the renewed DIT-2.     

培养道德选择能力:当代道德教育的选择

由于对道德教育本体认识的偏差,道德教育简约为道德行为规范的植入与接受及行为训练,遮蔽了道德规范所依赖的价值取向及其合理性论证,当前的道德教育没有实现其工具功能和本体功能,陷入无效的困境。其根源是本质主义思维方式。道德教育走出困境需改变思维方式,以实践思维方式思考道德教育。实践思维方式以人为中心,关心人的生存,因而要求道德教育以道德判断、道德选择能力的培养取代"德目"的灌输。培养道德选择、判断能力的策略是:教学生以公正作为道德判断的原则、用" 1示范法"引起学生的道德冲突、奉行促进个体道德判断发展的原则、培养学生的道德观念、"公正团体"策略。     

高校新生心理不适应问题及应对策略

高校新生心理不适应现象普遍存在,这对学生的专业能力和综合能力的发展带来不利影响．如何帮助新生尽快适应新的环境成为高校学生工作者的一项重要任务．从学习、人际交往、生活三个维度分析新生适应困难的原因,并提出了应对策略,旨在帮助新生尽快适应大学生活提供科学的指导．