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For access of papers with restricted access please contact me: As an effort to follow Ockham's advice, and reduce the number of concepts involved in my Dual-Aspect Theory of moral behavior, and to make my theory, as Popper reminds us, more informative and better testable, I have made a few terminological changes over the past four decades of research: The main object of my research has always been, and still is, moral competence.
Already in the past I have frequently used this term, I have also used other terms for it like 'moral judgment' and 'moral reasoning.
Complexity characterises the behaviour of a system or model whose components interact in multiple ways and follow local rules, meaning there is no reasonable higher instruction to define the various possible interactions.. The term is generally used to characterize something with many parts where those parts interact with each other in multiple ways, culminating in a higher order of emergence. JSTOR is a digital library of academic journals, books, and primary sources. ABSTRACT. The intention of this paper is to provide an overview of the psychological theories of Jean Piaget and Lawrence Kohlberg. While Piaget’s perspective was psychological, Kholberg’s viewpoint was psychological with emphasis placed on moral development and both theories will be compared and contrasted in this paper.
But these latter terms are often used for designating the conscious process of ethical judgment and ethical reasoning rather than for the largely unconscious process of moral competence.
In my older publication and in publications by other authors the old terms are still found.
In order to avoid confusion I avoid these terms now -- with one exception. Sometimes, I also use the term moral-democratic competence to indicate that moral competence applies to both, the 'individual' ability as well as to the 'social' ability to solve problems and conflicts on the basis of universal moral principles through thinking individual and discussion socialinstead of through violence, deceit, or bowing down to internal or external powers.
Georg Lind, January How to teach morality. Peer influence in bullying: The autonomy-enhancing effect of moral competence. Aggressive Behavior, 44, In this paper, we report on two studies which suggest that moral competence acts as a moderator of peer influence in the context of school bullying.
Data were collected at two time points in three German higher secondary schools grades 7—10, average age at measurement: Neither study found corresponding effects for pro-social, defending behavior.
Our findings further illuminate the associations between moral competence, peer influence, and school bullying. Some implications for bullying prevention are discussed. For a future free of violence: Moral competencies As a means of emancipation and self-empowerment. I will specifically explain how the self-empowerment of people subjected to violence or endangered by the potential use of violence, can make a positive contribution to violence prevention.
This selfempowerment goes hand in hand with the growth of competencies. I view this matter as complementary to the issue of preventing potential perpetrators from acting violently, by providing them with the opportunity to foster their own competencies.
I will also discuss gender-based violence and the situation of women affected by abuse, in order to support my claims with some empirical evidence. In this context, the type of violence I refer to is physical violence - acts of violence targeting the body of a person.
Therefore, I will also explore the problem of violence prevention in the context of the struggle for women's emancipation and gender equality. This paper will also refer to the idea of moraldemocratic competencies, following Georg Lind, who bases many of his ideas on the earlier works of his teacher, Lawrence Kohlberg.
The view of democracy as way of life, which Lind supports in his work, corresponds to the vision of democratic relations in society which can be found in the writings of feminist political thinkers such as Iris Marion Young, Nancy Fraser and Ann Phillips.
Revista medica de Chile, Moral competence MC in physicians is fundamental, given the increasing complexity of medicine. To explore moral competence and its associated factors among physicians working in Chile.
The MCT was answered by physicians from two medical centers who voluntarily participated in the study.Moral development: Moral development during the adolescent years can be defined as the way young people learn to decide what is right and wrong, which in turn forms the basis of their principles of justice.
The Five-Stage Model of Group Development - Analysis In this reflection report, I will explain our group’s situations by adopting the five-stage model of group development, then using other theories or researches to analyze the situations.
I think it’s the same phenomenon wherein people become outraged at the prospect of trading-off sacred values for mundane ones.
I think the perceived immorality of this comes because it breaks the moral principle of not taking advantage of people’s misery. Published: Mon, 5 Dec According to Ewles and Simnett and Edelman Mandle, values and principles mean powerful drivers of how we think and behave.
These are often a significant element of culture, where they form a part of the shared rule set of a group. Kohlberg believed that moral development, like cognitive development, follows a series of stages.
He used the idea of moral dilemmas—stories that present conflicting ideas about two moral values—to teach 10 to 16 year-old boys about morality and values. Kohlberg believed that moral development, like cognitive development, follows a series of stages. To develop this theory, Kohlberg posed moral dilemmas to people of all ages, and then he analyzed their answers to find evidence of their particular stage of moral development.