Postformal and Postconventional Reasoning in Educationally Advanced Adults

Markoulis, Diomedes

doi:10.1080/00221325.1989.9914608

Cited by 6 publications

(4 citation statements)

References 18 publications

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“…The reason may be that they were in secondary and pre-university education, which includes the age range 15-18-years-old, and according to Kohlberg's theory, at such ages, they should be in the above-described stages of moral development, which the present research confirmed. This result is consistent with the results of the studies of Kohlberg et al (1975), Feneston (1976, White (1988), Kuhn et al (1977), Smith (1979), Selman (1971), Markoulis (1990), Gfellner (1986), Adler and Foste (1997), Komai (1994), Rezai (1994), Mohammadi Ruzbehani (1999) and Qajari (1998).…”

Section: Discussionsupporting

confidence: 87%

Correlation of Managers’ Value Systems and Students’ Moral Development in High Schools and Pre-university Centers

Alavi

Rahimipoor²

2010

Educational Management Administration & Leadership

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The goal of this research was to understand the managers’ value system, the students’ moral development, and their relationship in the high schools and pre-universities of District One in Kerman City. The research method used was descriptive-correlational. The statistical population was composed of high school and pre-university managers and students, which included 72 managers and 16,643 students. All of the managers and 375 students were selected through cluster and simple random sampling methods. The necessary data were obtained by the study of values (SOV) test for identification of the managers’ value system, and the defining issues test (DIT) to identify students’ moral development. The research results showed that there was a relationship between the managers’ theoretical, social, and religious values with the students’ moral development, but there was no relationship between the managers’ economic, aesthetic, and political values with the students’ moral development.

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Section: Discussionsupporting

confidence: 87%

Correlation of Managers’ Value Systems and Students’ Moral Development in High Schools and Pre-university Centers

Alavi

Rahimipoor²

2010

Educational Management Administration & Leadership

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“…The highest measured stages of moral reasoning, stages 4 (consolidated formal operations) and 5 (post-formal operations), are rarely identi ed in the performances of individuals without some post-secondary education. Walker (1986), Markoulis (1989), and Armon (1984) found stage 4 reasoning only among adults who had obtained some college education, and in Armon's (1984) and Kohlberg and colleague's (Colby & Kohlberg, 1987a;Kohlberg & Higgins, 1984) studies, stage 5 performances were found only in individuals with at least some graduate work. Nucci and Pascarella (1987) report similar ndings in their review of research on the relationship between college and the development of moral reasoning.…”

mentioning

confidence: 98%

“…According to Kohlberg (1969), an important prerequisite of moral development is direct and repeated experience with moral con ict in social contexts. Formal education has been identi ed as a potential source of this kind of sociomoral experience, and several researchers have reported a moderate to strong positive relationship between educational attainment and stage of moral reasoning (e.g., Armon, 1984;Colby & Kohlberg, 1987a;Markoulis, 1989;Walker, 1986). The distribution of educational attainment by moral stage is linear and fan-shaped (Armon & Dawson, 1997), indicating that this relationship, like the relationship between age and stage, becomes less deterministic as the number of years of education increases.…”

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confidence: 99%

New tools, new insights: Kohlberg’s moral judgement stages revisited

Dawson

2002

International Journal of Behavioral Development

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In this paper, four sets of data, collected by four different research teams over a period of 30 years are examined. Common item equating, which yielded correlations from .94 to .97 across datasets, was employed to justify pooling the data for a new analysis. Probabilistic conjoint measurement (Rasch analysis) was used to model the results. The detailed analysis of these pooled data con rms results reported in previous research about the ordered acquisition of moral stages and the relationship between moral stages and age, education, and sex. New ndings include: (1) empirical evidence that transitions between ''childhood'' and ''adult'' stages of development involve similar mechanisms; (2) support for the notion of stages as qualitatively distinct modes of reasoning that display properties consistent with a notion of structure d'ensemble; and (3) evidence of a stage between Kohlberg's stages 3 and 4. Consistent with reports from earlier research, the relationship between age and moral development is curvilinear. The relationship between educational attainment and moral development is linear, suggesting that educational environments have an equivalent impact across the course of development. Older males have slightly higher scores than older females after age and education are taken into account (accounting for 0.3% of the variance in moral ability).

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“…Έχοντας σαφείς οµοιότητες, ακόµα και δοµική αντιστοιχία µε τη µετατυπική και διαλεκτική σκέψη (Gilligan, Murphy, & Tappan, 1990. Markoulis, 1989 αντιληπτές ως αρχές που πηγάζουν από και βρίσκονται σε αρµονία µε τους φυσικούς νόµους, οι οποίοι διέπουν και ρυθµίζουν την εξέλιξη της ανθρώπινης φύσης και τη συµπαντική τάξη (Kohlberg et al, 1983.…”

Section: η σοφία ως αποκορύφωµα της οντολογικής και ηθικής ανάπτυξης µε βάση την ηθική κρίσηunclassified

Η Έρευνα Της Σοφίας Ως Γνωστικού Χαρακτηριστικού Των Ατόμων Και Κυρίως Των Ηλικιωμένων

Μωραϊτου¹

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Ο βασικός σκοπός της παρούσας διατριβής ήταν η διερεύνηση των διαστάσεων της σοφίας ως ψυχολογικής δομής. Κατά δεύτερο λόγο η εργασία αυτή αποσκοπούσε στη διερεύνηση των αναπτυξιακών προτύπων καθώς και των επιδράσεων του φύλου, του μορφωτικού και του κοινωνικομορφωτικού επιπέδου, του είδους του επαγγέλματος και της συζυγικής κατάστασης όσον αφορά στην απόδοση ειδικών ψυχολογικών διαστάσεων στη σοφία. Επιπλέον σε τρίτο επίπεδο, η εν λόγω προσπάθεια στόχευε στην εμπειρική επιβεβαίωση της ύπαρξης ως δομικών συστατικών στη σοφία, τριών ψυχολογικών διαστάσεων οι οποίες βρέθηκε ότι της αποδίδονται μέσα από τις γλωσσικές περιγραφές.

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Postformal and Postconventional Reasoning in Educationally Advanced Adults

Cited by 6 publications

References 18 publications

Correlation of Managers’ Value Systems and Students’ Moral Development in High Schools and Pre-university Centers

Correlation of Managers’ Value Systems and Students’ Moral Development in High Schools and Pre-university Centers

New tools, new insights: Kohlberg’s moral judgement stages revisited

Η Έρευνα Της Σοφίας Ως Γνωστικού Χαρακτηριστικού Των Ατόμων Και Κυρίως Των Ηλικιωμένων

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