1. Stages of moral development as a basis for moral education

Kohlberg, Lawrence

doi:10.3138/9781442656758-004

Cited by 667 publications

(657 citation statements)

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“…Despite critiques from some researchers, there is no doubt that Kohlberg's Kohlberg (1971) pointed out that moral education is everything but reciting precepts or forcing students to follow moral rules [6]. Moral education focuses on facilitating the students to develop their moral-cognitive ability, with moral judgment competence as its core.…”

Section: Enlightenment Of Kohlberg's Theory To Moral Education In Chimentioning

confidence: 99%

An Analytical Overview of Kohlberg’s Theory of Moral Development in College Moral Education in Mainland China

Zhang¹,

Hu²

2017

JSS

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Kohlberg's theory of moral cognitive development is temporarily the most influential theory in moral development psychology in the west and is still applied into practice and proved effective by moral theorists and educators all over the world. This paper takes this theory as the basis to analyze some problems existing in college moral education in China. It also suggests effective strategies to improve college moral education in China, i.e. Chinese colleges should reform the mode of moral education to increase students' moral judgment competence, respect the developmental rules of moral cognition, make full use of the "Zone of proximal development" theory for moral education to develop students' moral autonomy, attach great importance to "moral regression" period, and guide the Chinese moral education to transit from "teach how to obey" to "teach how to choose."

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Section: Enlightenment Of Kohlberg's Theory To Moral Education In Chimentioning

confidence: 99%

An Analytical Overview of Kohlberg’s Theory of Moral Development in College Moral Education in Mainland China

Zhang¹,

Hu²

2017

JSS

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“…While these theories attempt to explain a range of developmental constructs such as psychosocial development (Chickering, 1969;Erikson, 1950), cognitive development (Belenky, Clinchy, Goldberger, & Tarule, 1986;King & Kitchener, 1994;Perry, 1970), moral development (Kohlberg, 1971;Gilligan, 1982), identity development (Cass, 1979;D'Augelli, 1994;Helms, 1990;Josselson, 1987;Phinney, 1990), or more holistic conceptions of development (Baxter Magolda, 2001;Kegan, 1982), they emanate from the pioneering developmental psychology work of Erikson's theory of psychosocial development (1950,1959,1968) and Piaget's theory of cognitive development in children (1952,1964) and share several commonalities. They often describe a series of stages through which an individual moves over time.…”

Section: Theoretical Background Of College Impact Researchmentioning

confidence: 99%

The Effect of Study Abroad on Intercultural Competence Among Undergraduate College Students

Salisbury

Pascarella

2013

Journal of Student Affairs Research and Practice

146

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During the last decade higher education organizations and educational policy makers have substantially increased efforts to incentivize study abroad participation.These efforts are grounded in the longstanding belief that study abroad participation improves intercultural competence -an educational outcome critical in a globalized 21 st century economy. Yet decades of evidence that appear to support this claim are repeatedly limited by a series of methodological weaknesses including small homogenous samples, an absence of longitudinal study design, no accounting for potential selection bias, and the lack of controls for potentially confounding demographic and college experience variables. Thus, a major competing explanation for differences found between students who do and do not study abroad continues to be the possibility that these differences existed prior to participation.The current study sought to determine the effect of study abroad on intercultural competence among 1,593 participants of the 2006 cohort of the Wabash National Study on Liberal Arts Education. The Wabash National Study is a longitudinal study of undergraduates that gathered pre-and post-test measures on numerous educational outcomes, an array of institutional and self-reported pre-college characteristics, and a host of college experiences. The current study employed both propensity score matching and covariate adjustment methods to account for pre-college characteristics, college experiences, the selection effect, and the clustered nature of the data to both crossvalidate findings and provide guidance for future research.Under such rigorous analytic conditions, this study found that study abroad generated a statistically significant positive effect on intercultural competence; an effect 2 that appears to be general rather than conditional. Moreover, both covariate adjustment and propensity score matching methods generated similar results. In examining the effect of study abroad across the three constituent subscales of the overall measure of intercultural competence, this study found that study abroad influences students' diversity of contact but has no statistically significant effect on relativistic appreciation of cultural differences or comfort with diversity. Finally, the results of this study suggest that the relationship between study abroad and intercultural competence is one of selection and accentuation, holding important implications for postsecondary policy makers, higher education institutions, and college impact scholars. iii What we obtain too cheap, we esteem too lightly; it is dearness only that gives everything its value. These efforts are grounded in the longstanding belief that study abroad participation improves intercultural competence -an educational outcome critical in a globalized 21 st century economy. Yet decades of evidence that appear to support this claim are repeatedly limited by a series of methodological weaknesses including small homogenous samples, an absence of longitudinal study design, no accoun...

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“…Various formal theories and techniques of literary criticism and scholarship explicitly identify a particular "canon" or lens which is used to "deconstruct", analyze, evaluate and compare individual works, collections of works, genres and views or messages. Consequently, the theoretical lenses used to carry out the current critical analyses were the theories of Piaget, Kohlberg, Erikson, Carifio and Dagostino and Carifio [12,15,[18][19][20] . These researchers and each of these five major lens are aligned with each other by age and are summarized in detail in Lisa Erikson's [21] dissertation, along with a fuller explication of Critical Analysis theory and methodology.…”

Section: Scientific Literacymentioning

confidence: 99%

“…This sphere requires all of the literacies needed to solve the big issues, promote new visions and to be flexible, adaptable and inventive in every way in this everchanging world. Composite World Literacy is a bit like Kohlberg's [15] Stage 6 (Universal Ethical Principles) in which an individual acts out of broad and general principles based upon the equality and worth of all human beings. Having rights means that every individual is due consideration of his interests in every situation, those interests being of equal importance with one's own [16] .…”

Section: Introductionmentioning

confidence: 99%

Implementing the Current Science and Citizenship Mandates: A Learning Theory Analysis and Set of Recommendations

Erikson¹,

Carifio²

2009

J. of Social Sciences

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Problem statement:The purpose of this research was to use learning theory to analyze the relationships between current views of citizenship, citizenship education, science and science education to develop a reasonably coherent and integrated view and approach to science and citizenship mandates that can be successfully implemented in our schools. Approach: The three models of citizenship education currently competing for dominance in our schools were: The national forging approach, the global education approach and the deliberative democratic approach. Results: Our conclusion was that it was only the use of the nation forging approach (teaching a common core of foundational knowledge and skills in both citizenship and science education) at the elementary school level that was going to foster and help students develop the cognitive schemas and reasoning skills that are the necessary prerequisites for the Deliberative democracy approach. Conclusion: If and when students do develop the high level of knowledge and reasoning ability required to engage in deliberative democracy approach, possibly at the secondary level of schooling, then the DDA approach will, most definitely, foster and help students develop the common core cultural and deliberative skills and values that will, in turn, then allow the global education approach, with its multicultural (or rather more differentiated, nuanced and subtle if fuzzy) views, to be pursued at the post-secondary level, producing informed and deliberative citizens for this country and the world. The implications of these analyses, findings and conclusions were discussed.

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1. Stages of moral development as a basis for moral education

Cited by 667 publications

References 0 publications

An Analytical Overview of Kohlberg’s Theory of Moral Development in College Moral Education in Mainland China

An Analytical Overview of Kohlberg’s Theory of Moral Development in College Moral Education in Mainland China

The Effect of Study Abroad on Intercultural Competence Among Undergraduate College Students

Implementing the Current Science and Citizenship Mandates: A Learning Theory Analysis and Set of Recommendations

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