What Happens When We Use Kohlberg? His Troubling Functionalism and the Potential of Pragmatism in Moral Education

Henry, Sue

doi:10.1111/j.1741-5446.2001.00259.x

Cited by 13 publications

(4 citation statements)

References 7 publications

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“…Notwithstanding the wide appreciation of CMD, and Kohlberg's own contention that it is applicable universally (Kohlberg, 1971), it has also been the target of considerable criticism. The criticisms are varied in nature, but include: its exclusively Western philosophical roots; its origins in interviews solely with young males; its dogmatic and deterministic assumption that there is a single, correct form of terminal ethical maturity -stage 6 reasoning; and its "overarching use of justice as a 'first principle' of moral development" (Henry, 2001), without accepting the legitimacy of alternative ethical perspectives such as utilitarianism, care, or altruism. Please see Fraedrich et al (1994) for a review of these criticisms.…”

Section: Introductionmentioning

confidence: 99%

“…Despite criticisms, CMD theory remains widely used as a basis for research of ethical values, both within and beyond the North American context that informed its development (cf. Henry, 2001). It has also been used -inappropriately -as a basis for modelling behavioural intentions (Robin et al, 1996): Kohlberg never intended such a linkage (from reasoning to behavioural intention), believing that many other factors (e.g., knowledge, values, attitudes, important others, opportunities) would be involved.…”

Section: Introductionmentioning

confidence: 99%

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The Ethics of IT Professionals in Japan and China

Davison

Martinsons

et al. 2009

JAIS

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Ethics of IT Professionals in Japan and China

Davison

Martinsons

et al. 2009

JAIS

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“…Kohlberg's CMD model has been widely used in research examining the reasons individuals make moral judgments, but it has also been the subject of criticisms. Critics have argued that Kohlberg's stages of moral reasoning reflect fundamental western, male, and social-class biases (Dien, 1982;Gilligan, 1982;Henry, 2001). For example, Dien (1982) had serious concerns about using the model in China.…”

Section: Accuracymentioning

confidence: 99%

The information ethics perception gaps between Chinese and American students

Chang

Chen

2017

ITP

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Purpose The purpose of this paper is to understand the impact of Chinese culture on the information ethics perception gaps between Chinese and American students. Design/methodology/approach Using a qualitative approach, this study utilizes Kohlberg’s Cognitive Moral Development model and an open-ended questionnaire to measure and analyze the gaps among information ethics perceptions of students from Taiwan, Mainland China, Hong Kong, and the USA, and to assess the extent to which the gaps are influenced by Chinese culture. Findings Students’ perceptions of intellectual property, information accuracy, privacy, and accessibility (PAPA) are deeply influenced by national culture. Sub-cultures have significant impact on the perceptions. Political systems, history, and legal environment may also play a role in the differences of PAPA perceptions among the three Chinese societies. The study also revealed that accuracy and intellectual property are the most deficient areas of moral developments in both Chinese and American samples. Research limitations/implications The sample sizes from Hong Kong and the USA were relatively small due to resource and time constraints. In addition, the subjects from Hong Kong and the USA were a little bit older than the subjects from Taiwan and Mainland China due to the fact that universities in HK and USA tend to have more non-traditional students than in universities in Mainland China and Taiwan. Second, the questionnaire is a limited means of studying moral reasoning because the results are likely to reflect espoused theory rather than theory-in-use. Practical implications The educational implication of this study calls for a renewed approach to educate students on the importance of information ethics for the sake of sustained economic development. Originality/value The novelty of this research lies in its interpretation of students’ PAPA perceptions and fresh insights from a Chinese guanxi perspective.

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“…Via Lakatosean methodology, not only is it possible to evaluate the development of theory on the basis of the accretion of empirical results, but also on the basis of comparing its coherence with that of other theories pretending to the same practical agenda. Henry (2001) has analysed the applicability of Kohlberg's theory to the social level. Henry argues that while seeing his developmental theory successfully applied to individual moral development, Kohlberg in the late 1960s turned his attention to the use of his theory in educational practice -to providing the best social arrangement for promoting the free exercise of participants' moral reasoning (Henry 2001:261).…”

Section: Critical Rationalism Appliedmentioning

confidence: 99%

Developing New Teacher Education Curricula: Why Should Critical Rationalist Epistemology Talk Louder?

Mikser¹

2005

TRAMES

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This paper concentrates on the legitimisation of two basic traditions of teacher education: educational psychology in Anglo-American countries and Didaktik in continental European countries. Having been developed and reinforced largely by empirical research carried out in accordance with their own conceptual premises, these two traditions, when used together in teacher education, cause terminological vagueness and casual overlap of the curriculum. This paper argues for stronger epistemological considertion in legitimising the usage of these concepts in teacher education. It will be argued that a critical evaluation of the scientific content of these concepts -via the critical rationalist tradition initiated by Popper and Lakatos -is logically possible and a practically inevitable task for the improvement of teacher education curricula.

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What Happens When We Use Kohlberg? His Troubling Functionalism and the Potential of Pragmatism in Moral Education

Cited by 13 publications

References 7 publications

The Ethics of IT Professionals in Japan and China

The Ethics of IT Professionals in Japan and China

The information ethics perception gaps between Chinese and American students

Developing New Teacher Education Curricula: Why Should Critical Rationalist Epistemology Talk Louder?

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