A framework for developing vocational morals

James, Ian

doi:10.1080/13636820.2010.534812

Cited by 4 publications

(1 citation statement)

References 2 publications

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“…This may lead to the question if moral development is following some universal structure (like Kohlberg has assumed [Colby and Kohlberg 1987a, 7-8]) or whether there are some kinds of 'moral domains' (like 'vocational morals' in general [James 2010] or like economic business morals in particular [Beck 2007]. Though this question is of great importance for moral education, it shall not be discussed in this paper.…”

Section: T Bienengräbermentioning

confidence: 95%

Moral development in business education – social conditions influencing moral judgement competence

Bienengräber

2014

Journal of Vocational Education & Training

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Workplace relations like any social relation first and foremost have a moral dimension. Thus, if vocational education sees one of its major goals in helping apprentices to deal with moral issues, one of the core objectives in vocational education is the support of the apprentice's development of moral judgement competence. Since Lawrence Kohlberg has provided his cognitive-developmental approach we know a lot about moral development. But we know little about the influence of social environment on moral cognitive structures. With this paper the author intends to explore questions concerned with the developmental conditions of moral judgement within apprenticeship. To do so, the paper firstly provides a theoretical approach on certain social conditions for moral development; secondly gives some empirical evidence for this approach concerning data raised in context of a longitudinal study in Germany; and thirdly suggests some ideas for using this approach within the vocational education system.

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Section: T Bienengräbermentioning

confidence: 95%

Moral development in business education – social conditions influencing moral judgement competence

Bienengräber

2014

Journal of Vocational Education & Training

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Vocational Education and Training

Hager

Hyland

2011

Mindfulness and Learning

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Against the background of demographic change and skill shortages continuing vocational training is of great significance in Germany. However, the training effectiveness is mostly assessed only at the end of a training program or several months after the training. Since in continuing vocational training the two contexts learning field (training) and performance field (work context) act simultaneously, the presented study investigated whether there are already situations in the work context which allow the application of newly acquired knowledge in parallel with the training. The main focus lies in the identification of predictors of learning transfer that takes place alongside the training participation and in the investigation of their causal relationships. Using structural equation modelling five latent variables were identified which have a significant effect on learning transfer parallel to the training-the so called collateral learning transfer. These five predictors explain together 62% of the variance of collateral learning transfer (gathered as performance improvement at work).

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McMindfulness in the workplace: vocational learning and the commodification of the present moment

Hyland

2015

Journal of Vocational Education & Training

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A framework for developing vocational morals

Cited by 4 publications

References 2 publications

Moral development in business education – social conditions influencing moral judgement competence

Moral development in business education – social conditions influencing moral judgement competence

Vocational Education and Training

McMindfulness in the workplace: vocational learning and the commodification of the present moment

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