Moral development: A review of the theory

Ethical and moral development: aspects relating to professional training in Dentistry

“…Although the reduction in P score was not statistically significant, its constancy can be seen and thus it is possible to suggest that the university, contrary to what has been proposed, has contributed very little to moral Stage 4 of the study predominantly indicates a public driven by adherence to fixed rules and respect for authority, with little inclination towards critical reflection and changing reality 7 . These results clearly show a traditional training method rooted in deontological bases and partially explain the profile of an uncritical, unreflective undergraduate who is, to a certain extent, oblivious to reality, so common in Brazilian universities.…”

“…However, it should be noted that, according to cognitive-evolutionary theory, age is considered an important element of reference, but is not a decisive factor in assessing individuals' quality of judgment or moral competence 5,[7][8] .…”

“…It is essential to promote self-reflection, assess the challenges involved and propose adjustments where needed 4,7 .…”

“…On the conventional level (stages 3 and 4), the individual shows an attitude of acceptance of and loyalty to the proposed order, in order to identify with the group and the people involved. On the post-conventional level (stages 5 and 6) it is mainly the subject that delineates moral values and the principles that have legitimacy and purpose, taking precedence, if necessary, over the sovereignty of the groups or people that maintain these principles [7][8] .…”

“…This method of understanding moral development comprises a series of cognitive reorganizations that progress from one to another, going through six stages grouped into three levels 7 .…”