Authentic moral conflicts and students’ moral development

This research deals with the different psychological processes people undergo when they experience firsthand authentic moral conflicts. It also discusses the value of authentic moral conflicts in students’ moral development, and reasons for the ineffectiveness of moral education in China. The main reason for the unsatisfactory effects of moral education in China over a period of time lies in the predominance of virtual moral education. In authentic situations, the proper arrangement of moral conflicts requires careful analysis of values hidden in the prearranged or generated moral conflicts so as to utilize, guide, and control them properly. Such arrangement of moral conflicts should be adapted to students’ life experience for deepening their understanding of the moral aspects of life. Also, special attention should be attached to students’ varied requirements, thus leaving enough options and space for their independent participation in activities of moral education. __________ Translated from Educational Research, 2005(3)     

The development of moral understanding and moral motivation

The purpose of the study was to gain a greater understanding of moral understanding by differentiating moral understanding from moral motivation. Moral understanding was assessed by presenting hypothetical moral conflicts and dilemmas and using a variety of measures to explore children’s understanding of moral principles and moral reasoning. Two measures of strength of moral motivation were used. For younger children (ages 4–9) emotion attributions to hypothetical wrongdoers was the measure. For older children (ages 10–11) a global evaluation was made based on their reactions to hypothetical moral conflicts and dilemmas. The results suggest that children’s moral understanding includes a grasp of abstract principles and is not just rote learning of concrete rules. However, their adequate cognitive moral understanding by no means implies they are competent moral actors. Implications for Kohlberg’s theory of moral development are discussed.     

论道德要求与道德行为的无条件性

任何道德行为都是发生在现实复杂的时空条件之中的,而学校道德教育的要求却是"无奈件"的.无条件的道德要求和行为体现价值选择之特殊性中包含普遍性.这不仅是道德生活的实然,而且具有教育价值的承栽.而康德的无条件道德律让作为道德教育的根本原则真正体现了道德提升人性的本质特征.     

道德发展认知理论对当前学生道德发展中知行矛盾冲突解决策略的启示

面对学生道德发展中知行脱离的问题,道德发展认知理论尤其是柯尔伯格的三水平六阶段以及在此基础提出的道德教育模式为解决此类问题起到了指导作用。柯尔伯格的道德发展三水平六阶段：前习俗水平,包括服从与惩罚道德定向阶段和工具定向阶段;习俗水平,好孩子道德定向阶段和维护权威与秩序的道德定向阶段;后习俗水平,包括社会契约的道德定向阶段和普遍原则道德定向阶段。两种道德教育模式：道德讨论模式和公正团体模式。     

The relations among child negative interactive behavior,child temperament,and maternal behavior

Negative behavior toward the mother during toddlerhood might be a marker of increased risk for maladjustment. The aim of the present study was to examine the possible antecedents of toddler boys’ negative behavior observed in interaction with the mother: child temperament, and maternal behavior toward the child. We studied the moderating and mediating role of two dimensions of maternal behavior, sensitivity and intrusiveness, in the relationship between children's temperamental traits (frustration, soothability and activity level), on the one hand, and child negative behavior, on the other hand. The sample consisted of 112 mother–son dyads observed when the child was 17 months old. A temperament questionnaire was completed by the mothers. Child negative interactive behavior, maternal sensitivity and intrusiveness were observed at home during a 13-min play session. Maternal sensitivity was negatively related to child negative interactive behavior regardless of child temperament. Maternal intrusiveness, however, moderated the relation between activity level and negative behavior, i.e., children with high activity level showed higher levels of negative behavior especially when the mother was highly intrusive. Furthermore, maternal intrusiveness acted as a mediator in the relation between soothability and negative behavior, i.e., low soothability was linked to higher maternal intrusiveness, which in turn was associated with higher negative behavior.     

大学生道德意识行为的反差与高校思想政治教育

分析了大学生在成长过程中道德意识与道德行为之间出现差异的原因,提出了高校加强大学生的思想道德素质教育的对策和建议。     

Academic competence and social adjustment of boys with learning disabilities and boys with behavior disorders

The aim of the present study was to compare academic competence and social adjustment of students with learning disabilities and two groups of students with behavior disorders. The sample consisted of 31 boys with learning disabilities and 52 boys with behavior disorders divided into two subgroups: (a) boys displaying hyperactive behavior (BDH) and (b) boys not demonstrating such behavior (BDNH). Significant differences were found among the three groups using the Classroom Behavior Inventory, and three measures contributed to the significant difference: Hostility versus Consideration, Extroversion versus Introversion, and Independence versus Dependence. The results highlighted teachers' needs for differential approach in their interventional planning.     

Nonadmirable moral exemplars and virtue development

ABSTRACT

Linda Zagzebski’s exemplarist moral theory claims that admiration for a person is a necessary condition for her to be a moral exemplar. I argue that this claim is empirically unsupported. I provide two counterexamples, astronauts and brain data. I demonstrate that they play the role of exemplars well but receive no admiration and, accordingly, are entitled to be called nonadmirable moral exemplars. I conclude that my argument suggests why Aristotle, distinct from Zagzebski, does not emphasise the role of the praiseworthiness of virtue in his theory of virtue development in the Nicomachean Ethics.     

加强行为养成教育 增强德育工作的实效性

中共中央办公厅、国务院办公厅《关于适应新形势 ,加强和改进德育工作若干意见》中指出 :“要增强德育工作的针对性和实效性。”《国务院关于基础教育改革与发展的决定》指出 :“切实增强德育工作的针对性、实效性、实践性。小学从行为习惯入手。”实践证明 ,以加强学生行为养成教育为切入点 ,能极大地增强德育工作的实效性。现将我们的做法与体会介绍如下。一、领导重视 ,明确目标国家的进步与发展需要物质文明和精神文明 ,我国要建设社会主义现代化强国 ,更需要高素质的人才 ,而培养人才的历史重任就落在我们教育工作者身上。我们认为 ,尽…