Moral identity as a goal of moral action: A Self-Determination Theory perspective

ABSTRACT

This paper aims at connecting Self-Determination Theory (SDT) with research on moral identity. It is argued that SDT provides a unique and integrative framework for addressing important questions that have guided research on moral identity for many years: What is a moral identity? How is it linked to moral action? How do moral identities develop? In the present paper, moral identity is conceptualized as a goal of moral action. Individuals want to maintain their moral identity, which in turn motivates them to act morally. Yet, moral identity motivation is not uniform. In line with SDT, it is possible to differentiate between more or less external and internal forms of moral identity motivation. The exact link between moral identity and moral action depends on the type of moral identity motivation involved. Development of moral identity trends towards more internal forms of moral identity motivation, which renders development an influential factor in shaping individuals’ motivation to act morally.     

Prioritizing morality in the self and consistent moral responses despite encouragement to behave immorally

ABSTRACT

When morality is important and central to individuals’ identities (moral identity), it may heighten their sense of responsibility to behave in moral ways. Although research has linked moral identity to various moral actions, research has yet to demonstrate the association between moral identity and individuals’ consistent moral choices, despite situational sanctions (i.e., peer group approval) to behave immorally. The purpose of this study was to examine if prioritizing morality in the self is associated with individuals’ consistent moral responses in four situations encouraging the expression of immoral behavior. After reading about situations in which peers approved of and encouraged immoral behavior (i.e., stealing a laptop, drunk driving, cheating on an exam, keeping someone else’s money), 185 participants reported the degree to which they disagreed or agreed that: (1) each situation was immoral; (2) they would resist the ‘temptation’ to behave immorally; and (3) they would attempt to convince their peers of the ‘right thing’ to do. Results revealed that, despite being encouraged to behave immorally, heightened moral identity predicted individuals’ moral responses in three (of the four) situations. When morality is important and central to individuals’ identities, moral choices tend to emerge despite opportunities to behave immorally.     

道德认同危机与学校德育管理理念的变革

道德认同作为当今重要的社会心理现象已普遍引起多学科的关注。文章认为当代道德认同存在自我认同与社会认同的危机。自我认同危机主要表现在自我深层的危机,是主我对客我的危机;社会认同危机主要表现为道德失范的危机,是主我对他者的危机。文章对当代青少年道德认同的双重危机扭转作了思考,旨在为当前的思想教育工作提供理论上的指导。     

Ethical professional identity and the development of moral exemplar collegiate coaches

Coaches have the potential to influence athletes’ moral development, especially at the collegiate level—a powerful period of growth in young adults’ lives. As central agents in athlete moral education, coaches’ moral development and understanding of professionalism is currently unknown. The purpose of this study was to increase understanding of the ethical professional identity development of sport coaches. In-depth interviews based on moral exemplar and moral identity development theories were conducted with NCAA Division-I collegiate head coaches (n = 12) in the United States who were peer nominated ‘moral exemplars’. Interviews elicited themes of moral exemplarity, professionalism, and above average ethical identity development. Results can inform and improve coach education for current and future members of the profession.     

National identity in moral education textbooks for high school students in the Philippines: A content analysis

The past two consecutive administrations in the Philippines saw the need for developing a greater sense of national identity among Filipinos. In response, the Education Sector strengthened the teaching of values on national ideals and Filipino heritage. One reform was the offering of Moral Education as an independent subject in the secondary education curriculum. In support of this, publishing companies developed textbooks on Moral Education, which teachers used, aside from the prescribed textbooks. To determine the extent and nature of the inclusion of national identity in these textbooks, this study analyzed the content of 12 sample textbooks. Findings suggest the need to improve the content of textbooks in terms of the values relevant in developing citizens with a strong sense of national identity needed for national development.     

Relationships among moral and contesting variables and prosocial and antisocial behavior in sport

The current study of US intercollegiate athletes (n = 1066) involved in multiple sports investigated relationships among moral (moral reasoning maturity, moral value evaluation [MVE], and moral identity), contesting (partnership and war orientations) and behavioral (prosocial and antisocial) variables in sport. Among other relationships, results demonstrated that prosocial behavior was positively correlated with moral reasoning maturity, higher appreciation of moral values, moral identity and a partnership contesting orientation. In contrast, antisocial behavior was negative correlated with moral reasoning maturity, MVE, moral identity and a partnership orientation. In addition, antisocial behavior was positively correlated with a war contesting orientation. Regression analyses demonstrated that prosocial behavior was best predicted by the partnership contesting orientation and moral identity; antisocial behavior was best predicted by the war orientation followed closely by moral identity. Results are discussed in relation to Kohlbergian moral theory and contesting theory.     

Moral identity in cultural context: Differences between Canadian and Chinese university students

ABSTRACT

Albeit the moral identity construct has gained a pivotal status in moral psychology, previous research largely neglected cultural differences. The present study investigated moral identity from a cross-cultural perspective by comparing Western (Canadian) and Eastern (Chinese) cultures in three different contexts: family, school and community/society. The sample included 185 young adults from Canada and 148 from China. A modified version of the moral identity interview was administrated in each culture. All participants were asked to select 12–15 attributes describing a high moral person from a culturally inclusive list. They were then asked to rate the self-importance of the chosen attributes in the contexts of family, school and community/society. Overall, participants from both cultures viewed attributes reflecting benevolence and universality central to their moral identity. However, Chinese participants included a broader range of value domains in the definition of their moral identity. Moreover, Chinese participants scored higher on moral identity in the context of community/society than Canadians. The results indicate cultural similarity of moral identity with regard to some attributes. At the same time, there is meaningful cultural variability in individuals’ moral identities across contexts.     

Vygotsky and moral education: A response to and expansion of Tappan

Despite increasing studies and applications of Vygotsky’s theory of learning and development, little has been written connecting Vygotsky specifically to moral education. The most comprehensive attempt at formulating such an account is given by Mark Tappan. I critically evaluate Tappan’s account before raising several problems for his approach. I then offer suggestions for resolving these issues by turning to research in socialization theory and recommending additional sociocultural artifacts that can supplement moral education.     

Teachers’ and children’s personal epistemologies for moral education: Case studies in early years elementary education

While there is strong interest in teaching values in Australia and internationally there is little focus on young children’s moral values learning in the classroom. Research shows that personal epistemology influences teaching and learning in a range of education contexts, including moral education. This study examines relationships between personal epistemologies (children’s and teachers’), pedagogies, and school contexts for moral learning in two early years classrooms. Interviews with teachers and children and analysis of school policy revealed patterns of relationships between personal epistemologies and pedagogies within each school. A whole-school approach to understanding personal epistemologies and practice for moral values learning is suggested.     

The excluded citizenship identity: Palestinian/Arab Israeli young people negotiating their political identities

This paper explores the ways in which Arab/Palestinian high school students in Israel negotiate their civic and national identities. The paper draws upon qualitative data that included semi‐structured interviews and focus groups with 20 students in an Arab Muslim high school. It focuses on the ways in which they make sense of the notion of citizenship and negotiate their position as Arab/Palestinian Muslim citizens in a Jewish state. The paper attempts to go beyond common conceptualisations of political identities of the Arab/Palestinian minority in Israel. It suggests that Arab/Palestinian students are aware of the politics of citizenship in Israel and draw upon different discourses of citizenship and meanings of inclusion in defining their belongings.     

道德生活体验:青年道德学习的实践基础

道德学习应该是一种贴近生活的实践活动。联系青年的生活实际,通过创设一个个具有真实性的道德体验情境,引发青年自主探究,在实践中激发情感体验,是青年道德学习的一种有效途径。     

Teachers performing gender and belonging: a case study of how SENCOs narrate inclusion identities

This paper investigates how the narratives Special Educational Needs Co-ordinators (SENCOs) tell can be framed as social, discursive practices and performances of identity by analysing accounts offered in focus groups and life history interviews. I explore how the narratives deployed demonstrate an engagement with a rhetoric about who works in inclusive education. I argue that this rhetoric informs the materialisation of what Butler terms an ‘intelligible identity’ (1993, 2004), one which might be identified as a SENCO identity because it is gendered as feminine and caring. However, I explore how some of these narratives simultaneously negotiate and refigure rhetorical constructions of intelligible identities by invoking a child-centred warrior persona to alternatively iterate belonging to the special educational needs community. Thus my analysis considers the potential for personal narratives to decouple gender from a rhetoric of caring and identifies potential alternatives for claiming a SENCO identity.     

Complicating moral messages through multimodal composition: wrestling with revenge and racism

This study is an exploratory analysis of the multimodal composition practices of adolescents and young adults in a free after-school drop-in programme called the Workshop, and the moral development opportunities afforded by these practices. Pasupathi and Wainryb’s [(2010). “Developing Moral Agency Through Narrative.” Human Development 53: 55–80. doi:10.1159/000288208] theory of narrative moral agency is invoked to interpret participants’ compositions. Through a process of multimodal design, participants illustrated the cognitive process of reconciling one’s moral beliefs with actions in the real world. Switching between modes of expression allowed the focal participants to showcase their nuanced moral positions on justice-related issues, such as complicating a desire for revenge with advocating for peace. The literary, technological, and performance opportunities of the Workshop serve as an example for how social, aesthetic, and moral goals can be achieved in classrooms and contribute to students’ moral agency.     

论心理辅导与德育的关系

学样心理辅导与德育有着共同的目的,即培养全面发展的人,但两在理论依据、内容、方法等方面又有所不同,所以,心理辅导应作为“心育”,与德、智、体诸育并立。     

21世纪高校德育基本走势与特征探析

知识经济的到来,为传统教育体制和人才的培养模式带来巨大的冲击,高校德育应以更新德育观念,完善德育内容、机制和方法来适应挑战.     

The role of the school climate in high school students’ mental health and identity formation: A South Australian study

The well‐documented increase in student mental health issues in Australia and growing recognition of the need for education to play a part in students’ identity formation prompted this study. The research reported in this article sought to identify specific elements of the school climate that were likely to influence the interplay of adolescent health and development and students’ identity formation. The aim was two‐fold. First, the study examined the relationships between students’ perceptions of the school climate and self‐reports of wellbeing, resilience and moral identity; and, second, the interrelationships between the three outcome variables were explored. Two surveys, one to assess students’ perceptions of features of the school climate, and another to assess students’ wellbeing, resilience and moral identity, were administered to 618 Year 11 students from 15 independent schools in South Australia. Structural equation modelling was used to investigate hypothesised relationships between students’ perceptions of their school climate and self‐reports of wellbeing, resilience and moral identity. Our results indicated statistically significant and positive relationships between school‐climate factors and each of the three outcome variables. Further, indirect relationships (mediated largely by resilience) were found between school‐climate factors and students’ wellbeing. Our findings could be used to guide schools in building tangible, purposeful environments that engender well‐balanced, positive, resilient citizens with strong moral identities.     

The identity of educated women in India: confluence or divergence?

Under the combined effects of commercialisation, urbanisation, migration and employment, significant changes are taking place in India’s process of modernisation. One change is the emergence of a population of women with degrees in higher education. These degrees, and the individuals’ desire to pursue professional positions that relate to their education, may influence the ways in which women perceive their identity. This study explores the situations and circumstances of college‐educated Indian females’ identity and illuminates the complexities and consequences of the university‐educated Indian woman’s life. Twenty‐five women from different parts of India were interviewed. The findings, which emerged by marital status, showed identities of single women appeared to be influenced by their interest to maintain a positive attitude about life, develop cognitive intelligence that relates to an interest, and explore the meanings of and learn independence. The identity of married, divorced and widowed women appeared to be affected by their goal to pursue an interest; need to balance personal interests and family responsibilities; and obligation to live in an extended family. The results are discussed in the context of shifting roles of women and the adoption of multifaceted identities.     

在比较完善的社会主义市场经济条件下的利己与利他关系--从亚当·斯密经济人和道德人的关系谈起

如何理解“经济人”和“道德人”的关系 ,对正确理解利己与利他的关系和对我国当前建立比较完善的社会主义市场经济体制无疑具有重要的意义。笔者认为 ,亚当·斯密的学术思想体系是一致的 ,并不存在“经济人”与“道德人”的矛盾。错误地理解、歪曲他的思想不仅会带来理论上的混乱 ,而且会给实践带来危害。利己与利他的关系应当具体地、辨证地把握。在此基础上 ,提出加强法律和道德建设来协调利己与利他的关系     

Living in the presence of others: towards a reconfiguration of space,asylum and inclusion

One of the core characteristics of inclusionary discourses and practices is their emphasis on living in the presence of others. Despite this self-evident character, the question of what is understood by living in the presence of others only sporadically has been the object of critical inquiry. By turning ourselves towards Stengers’ conceptual figure of the idiot and the work of a rather unknown French educator Fernand Deligny, we – opposed to what contemporary scholars and professionals tend to think – will argue that space still occupies an important role in inclusive discourses and practices. Deligny’s remarkable reappraisal of the word ‘asylum’ in particular seems fruitful in order to think the relations between space, inclusion and living in the presence of others anew. In line with Stengers’ idiot, Deligny’s polishing of the word ‘asylum’ leads to an alternative presentation of inclusion as something which has to do with creating (1) spatial interstices in one’s own thinking while living in the presence of others, and (2) places where the other can find refuge against the dominant languages of divergent contemporary professionals and disciplines.