Moral Judgment and Religion: A Review of the Literature

Getz, Irene

doi:10.1002/j.2161-007x.1984.tb01153.x

Cited by 29 publications

(14 citation statements)

References 10 publications

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“…Regarding the investigations reviewed for the current study, a considerable proportion reported an inverse relationship between conservative/orthodox religiosity and a measure of moral reasoning (see review by Getz 1984 for a comprehensive review of earlier studies). Among these reports, postconventional moral reasoning was found to be inversely related to scriptural literalism (Brown and Annis 1978; Narvaez et al 1999), religious dogmatism (Wahrman 1981), conservative religious ideology (Clouse 1979, 1985; Glover 1997; Lawrence 1979; Sanderson 1974), and denominational orthodoxy (Cady 1982; Ernsberger 1977; Ernsberger and Manaster 1981).…”

Section: Religiosity and Moral Reasoningmentioning

confidence: 99%

Predictors of Moral Reasoning: Components of Executive Functioning and Aspects of Religiosity

Cottone

Drucker

Javier

2007

Scientific Study of Religion

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The aim of the current study was to determine whether components of executive functioning and two diverging aspects of religiosity (scriptural literalism and quest) are significant predictors of postconventional moral reasoning. An additional goal of the study was to determine whether components of executive functioning moderate the relationship between religiosity and postconventional moral reasoning. Postconventional moral reasoning was assessed using the Defining Issues Test, Version 2 (DIT2), which is primarily based on Lawrence Kohlberg's model. Results indicated that components of executive functioning, along with quest, were significant predictors of postconventional moral reasoning and were significantly correlated with each other. In addition, analyses demonstrated that the relationship between quest and postconventional moral reasoning was moderated by performance on the Comprehension subtest of the Wechsler Adult Intelligence Scale, 3rd ed. (WAIS-III), a measure assessing social awareness and general reasoning.

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Section: Religiosity and Moral Reasoningmentioning

confidence: 99%

Predictors of Moral Reasoning: Components of Executive Functioning and Aspects of Religiosity

Cottone

Drucker

Javier

2007

Scientific Study of Religion

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“…Turiel's findings confirmed both hypotheses. Rest (1994) (Getz, 1984). The DIT is more widely used because it lacks many of the problems of the Moral Judgment Interview with regard to ease of administration particularly with large sample sizes (Emler, 1996).…”

Section: Conceptual Underpinningsmentioning

confidence: 99%

An Examination of the Effectiveness of a Collegiate Character Education Program

Larson

Martin

2005

Journal of College and Character

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In this cross-sectional study of a Character Development program, the Defining Issues Test II was administered to 600 college students to measure moral reasoning, 3% of the seniors were interviewed, along with examining grades and disciplinary referrals. Evidence revealed that a comprehensive character development program has a positive effect on moral reasoning development, academic achievement, and behavior of college students. In this cross-sectional study of a Character Development program, the Defining Issues Test II was administered to 600 college students to measure moral reasoning, 3% of the seniors were interviewed, along with examining grades and disciplinary referrals. Evidence revealed that a comprehensive character development program has a positive effect on moral reasoning development, academic achievement, and behavior of college students.Recently the teaching of moral development in schools has become as important

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“…The relationship between moral development and religion in general has also received some research attention (reviewed by Getz, 1984) including studies of students from Christian colleges (Shaver, 1985(Shaver, ,1987). Yet, little is known regarding the moral development of those preparing for the Protestant ministry as described below.…”

Section: Introductionmentioning

confidence: 98%

Moral Development as a Curriculum Emphasis in American Protestant Theological Education

Issler¹,

Ward²

1989

Journal of Moral Education

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The study was an exploratory investigation of the contribution that graduate seminary curriculum (broadly conceived) makes to the moral development of Protestant ministerial students, as perceived by faculty. Personal interviews were conducted with 24 faculty members from six midwestern Protestant denominational graduate schools of theology. Clusters of faculty responses identified five factors which influence students' moral development: 1. challenging and diverse off-campus field and work experiences; 2. personal example of faculty and close faculty-student relationships; 3. sustaining a growing, devotional relationship with God through chapel attendance, prayer and Bible study; 4. stimulating peer dialogue and structured group experiences; and, 5. exposure to or discussion of moral issues. As identified by the faculty, factors which may hinder students' moral development relate to: (a) trappings of an academic, institutional setting and (b) faculty assumptions about and limited interaction with students. Recommendations are presented for the improvement of theological education.

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Moral Judgment and Religion: A Review of the Literature

Cited by 29 publications

References 10 publications

Predictors of Moral Reasoning: Components of Executive Functioning and Aspects of Religiosity

Predictors of Moral Reasoning: Components of Executive Functioning and Aspects of Religiosity

An Examination of the Effectiveness of a Collegiate Character Education Program

Moral Development as a Curriculum Emphasis in American Protestant Theological Education

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