The Claim to Moral Adequacy of a Highest Stage of Moral Judgment

Kohlberg, Lawrence

doi:10.2307/2025030

Cited by 474 publications

(310 citation statements)

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“…We, consequently, propose that the way students respond to ethical reasoning dilemmas would likely be linked to engagement in academic dishonesty. There is considerable information regarding the elicitation of responses from research participants when presented with ethical and moral dilemmas and how ambiguity can influence behavior, such as behaving in a manner contrary to the law (Kohlberg 1973(Kohlberg , 1975Latif 2003). Additionally, Hauser et al (2007) presented a series of ethical and moral dilemmas requiring a choice between action and inaction, either resulting in lives lost or lives saved.…”

Section: Practice Pointsmentioning

confidence: 99%

Academic dishonesty and ethical reasoning: Pharmacy and medical school students in New Zealand

et al. 2012

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Background: There is ample evidence to suggest that academic dishonesty remains an area of concern and interest for academic and professional bodies. There is also burgeoning research in the area of moral reasoning and its relevance to the teaching of pharmacy and medicine. Aims: To explore the associations between self-reported incidence of academic dishonesty and ethical reasoning in a professional student body. Methods: Responses were elicited from 433 pharmacy and medicine students. A questionnaire eliciting responses about academic dishonesty (copying, cheating, and collusion) and their decisions regarding an ethical dilemma was distributed. Multivariate analysis procedures were conducted. Results: The findings suggested that copying and collusion may be linked to the way students make ethical decisions. Students more likely to suggest unlawful solutions to the ethical dilemma were more likely to disclose engagement in copying information and colluding with other students. Conclusions: These findings imply that students engaging in academic dishonesty may be using different ethical frameworks. Therefore, employing ethical dilemmas would likely create a useful learning framework for identifying students employing dishonest strategies when coping with their studies. Increasing understanding through dialog about engagement in academic honesty will likely construct positive learning outcomes in the university with implications for future practice.

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Section: Practice Pointsmentioning

confidence: 99%

Academic dishonesty and ethical reasoning: Pharmacy and medical school students in New Zealand

et al. 2012

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“…These findings can explain by socialization approach. The gender socialization approach argues that males and females have distinctive different values and traits due to gender creating different moral orientations and resulting in different decisions and practices (Kohlberg, 1973;. Male and female to have a different moral orientation with women having a greater sense of commitment to doing things for other and men more pessimistic (Yankelovich, 1974).…”

Section: Resultsmentioning

confidence: 99%

Associations between Justice Scores, Care Scores, General Negative Affect, and General Positive Affect and Gender of Undergraduate Students at Prince of Songkla University

Laeheem¹,

Janyam²

2014

ASS

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This study investigated the association between the justice scores, care scores, general negative affect, and general positive affect among male and female undergraduate students at Prince of Songkla University, Thailand. Data were collected from 2,668 participants who were selected by means of systematic random sampling technique and data analyses by calculating odds ratios and employing chi-square tests using the EcStat program. The results revealed that the justice scores, care scores, general negative affect, and general positive affect were statistically significant associations with gender of students (p = .000). Male students were greater than female students had justice scores and general positive affect at a high level and moderate level. Meanwhile more male students had care scores and general negative affect with a low level than female students.

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“…For the attitude of moral integrity we expect a different pattern. As moral development is sufficiently developed at the age of majority (Kohlberg, 1973), it is less obvious that age will predict increased morality. Thus, as morality should be fully developed at the age of adulthood (all of our participants were older than 18 years) we expect no differences in age regarding support of a moral attitude.…”

Section: The Current Studymentioning

confidence: 99%

Wise Desire-Priorities: Hedonism or Moral Integrity?

Salthe¹,

Gausel²

2014

RES

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Although there are several philosophical theories about what constitutes 'good life', few focuses on which type of desires pay off for those who entertain them. We therefore investigate empirically how people prioritize among desires through a global assessment of what lives they most want to live. In the current study (N = 154), we presented them with 26 questions about the type of life they could find desirable. Structural Equation Modeling revealed systematic differences in how a hedonistic attitude and an attitude of moral integrity differently predicted desires towards life. And as older participants tended to be less supportive of hedonistic attitudes, our results argue against hedonism.

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The Claim to Moral Adequacy of a Highest Stage of Moral Judgment

Cited by 474 publications

References 0 publications

Academic dishonesty and ethical reasoning: Pharmacy and medical school students in New Zealand

Academic dishonesty and ethical reasoning: Pharmacy and medical school students in New Zealand

Associations between Justice Scores, Care Scores, General Negative Affect, and General Positive Affect and Gender of Undergraduate Students at Prince of Songkla University

Wise Desire-Priorities: Hedonism or Moral Integrity?

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