L'educació moral dels estudiants de secundària

No hi ha abstract disponible

The Content of Several Measures of Social Desirability

The question of whether to remove socially desirable responding (SDR) variance from self-report personality inventories, or to treat it as a facet of personality, has been the center of a debate spanning the last 25 years (Furnham, 1986). Recently, this controversy again came to the forefront of the literature via an exchange between a group of researchers (Block, 1990; Edwards, 1990; Nicholson & Hogan, 1990; Walsh, 1990). The essence of this debate is whether the correlation between a SDR scale and a personality scale indicated that the personality scale is contaminated by SDR bias, or if it merely indicates that there is content overlap between the two types of scales

Taking Development Seriously: Critique of the 2008 \u3ci\u3eJME\u3c/i\u3e Special Issue on Moral Functioning

This essay comments on articles that composed a Journal of Moral Education Special Issue (September, 2008, 37[3]). The issue was intended to honor the 50th anniversary of Lawrence Kohlberg’s doctoral dissertation and his subsequent impact on the field of moral development and education. The articles were characterized by the issue editor (Don Collins Reed) as providing a “look forward” from Kohlberg’s work toward a more comprehensive or integrated model of moral functioning. Prominent were culturally pluralist and biologically based themes, such as cultural learning; expert skill; culturally shaped and neurobiologically based predispositions or intuitions; and moral self-relevance or centrality. Inadequately represented, however, was Kohlberg’s (and Piaget’s) key concept of development as the construction of a deeper or more adequate understanding not reducible to particular socialization practices or cultural contexts. Also neglected were related cognitive-developmental themes, along with supportive evidence. Robert Coles’s account of a sudden rescue is used as a heuristic to depict Piaget’s/Kohlberg’s approach to the development of moral functioning. We conclude that, insofar as the Special Issue does not take development seriously, it moves us not forward but, instead, back to the problems of moral relativism and moral paralysis that Kohlberg sought to redress from the start of his work more than 50 years ago

Educar la persona moral en su totalidad

La cuestión de la formación moral de nuestros jóvenes, no es ciertamente un asunto nuevo. Se ha debatido, intentado, defendido y criticado durante milenios. A medida que nos acercamos a un nuevo milenio de desacuerdo sobre la posibilidad y el modo de influir sobre la moralidad de nuestros jóvenes, quizá merezca la pena examinar algunos de los problemas a los que nos hemos enfrentado en el pasado y sugerir una perspectiva que ofrezca el potencial para superar tales problemas1. Esta comunicación supone justamente un intento en tal sentido

Educar la persona moral en su totalidad

La cuestión de la formación moral de nuestros jóvenes, no es ciertamente un asunto nuevo. Se ha debatido, intentado, defendido y criticado durante milenios. A medida que nos acercamos a un nuevo milenio de desacuerdo sobre la posibilidad y el modo de influir sobre la moralidad de nuestros jóvenes, quizá merezca la pena examinar algunos de los problemas a los que nos hemos enfrentado en el pasado y sugerir una perspectiva que ofrezca el potencial para superar tales problemas1. Esta comunicación supone justamente un intento en tal sentido

La interacción familiar como educación moral

Sin lugar a dudas, el estilo de comunicación de los padres influye en el desarrollo del razonamiento moral de sus hijos. En este artículo se presentan las conclusiones de diversas investigaciones realizadas al respecto, mostrando como las pautas de comunicación familiar reflejan el "estadio" familiar de razonamiento moral y desarrollando, además, un modelo de tratamiento de temas morales entre compañeros de clase denominado discusión transactiva

A Critical Appraisal of the Educational and Psychological Perspectives on Moral Discussion

Moral discussion is at the heart of moral education, much of which is derived from the cognitive-developmental school of psychology. Much of the literature on moral education is based on the psychological research emanating from that theoretical model. In this paper, the relationship of that research to moral discussion will be examined. A critical review of the research as well as the educational prescriptions derived from it will highlight one particularly controversial aspect of moral discussion, i.e. , “the I" convention . Conclusions and revisions will be presented based on the foregoing analysis