The Trinity of Corporate Moral Development Mapping and Extending “After Virtue”

Research on moral development existed long before the work of Piaget and Kohlberg. Early psychological opinions, along with empirical testing of moral judgments at the turn of the century, showed themes of the development of moral ideas in children and adults. After the appearance of Binet's intelligence tests, and guided by educational goals, moral testing began to reach its height, only to fail in reaching its objectives. These research endeavors did, however, provide some understanding of the nature of morality, the motives behind moral judgments, and the development of morality by using a scientific method. Nearly all of the research on moral development within psychology during the last 40 years has, in some way, been associated with the theoretical constructions and testing procedures devised by Lawrence Kohlberg (1963a). However, Kohlberg's research, begun while he was still a graduate student, offered a somewhat limited review of the existing literature on the psychology of morality and moral development. Like Piaget (1932/1960) before him, Kohlberg (1963b) was largely critical of, insensitive toward, or perhaps even ignorant of the fair body of American research conducted between 1894 (the date of the earliest published empirical study of morality) and 1932 (the date of publication of Piaget's landmark book). This disregard given by Piaget and Kohlberg—and perhaps many researchers since—is unfortunate. A researcher unfamiliar with the history of morality research might erroneously conclude that Piaget's (1932/1960) and Kohlberg's (1963a) topic of inquiry was truly an original addition to the field of psychology. In fact, the quantitative, empirical study of morality and moral development has a rich and long history within the traditions of American psychology. Perhaps almost from its beginning, the psychology of morality and moral development has been deeply interested in providing and devising tests of an individual's moral values and development. However, these tests have varied in form and content over the years and can be classified into three main periods in which they were popular: (a) the years prior to the publication of Piaget's seminal work (1932/1960); (b) a period including the Piagetian model, the psychodynamic approach, and behavioristic models; and (c) a mid-century period during

The article actualizes the problem of the moral sphere development in preschool childhood. The aim of the article is to reveal the psychological peculiarities and pedagogical conditions of the moral sphere development of preschool children. The analysis of approaches to defining the “moral sphere” concept has been carried out. The views of foreign and domestic scientists on the moral development of the preschooler’s personality have been highlighted. The article reveals the moral sphere structure of preschoolers: information (cognitive) component – the ideas about personal moral qualities; assimilation of moral concepts, standards, norms, and rules; emotional and motivational (affective) component – moral feelings, social and moral emotions, moral motives, moral evaluation and self-evaluation; behavioral (practical) component – moral actions, habits and actions, i.e., the actual implementation of moral norms and requirements. The content of the moral sphere components has been clarified. The author highlights the requirements of the Basic component of preschool education regarding the preschoolers’ personal competence: emotional and value attitude, formation of knowledge and skills within the educational program “Child’s personality”. Psychological peculiarities and signs of the development levels of the preschool children’s moral sphere have been outlined. The criteria (moral consciousness, moral attitudes, moral behavior, and moral experiences) and the indicators of the children’s moral development have been offered. The author determines psychological and pedagogical conditions of the moral sphere formation of preschoolers: raising the culture of teachers and parents within the moral sphere as the surrounding microenvironment of preschoolers in the family and preschool education institution; activation of a child in the moral experience assimilation; providing psychological and pedagogical support for the moral sphere development of the preschooler’s personality. Keywords: moral sphere; moral development; Basic component of preschool education; moral consciousness; moral attitudes; moral behaviour; criteria and indicators of the children’s moral development; psychological and pedagogical conditions of the moral sphere development of preschool children.

More on Altruism, Moral Behavior, and Assent by Children for Research

The secondary agents of social connections are schools. Since schools have access to trained professionals and resources, it is assumed that this is the only place where students’ moral and ethical development can be reinforced and flourish. As a result, the school’s role is to support students in developing their moral judgment. However, present students’ behaviour in the post-free senior high school period is getting out of hand, both on school campuses and in society. This has raised a lot of questions about the effectiveness of the free senior high school policy on students’ moral development. This necessitated research into how the policy has affected students’ conduct and moral development. The researchers employed a descriptive survey design for this study. Interviews and focus group discussions were used to collect data from forty-one (41) participants, consisting of twenty-one (21) students, ten (10) teachers, and ten (10) parents in Sefwi Wiawso Municipality in the Western North Region of Ghana. It was established that the policy has led to mass moral literacy (moral education). On the other hand, other challenges have impaired students’ moral development. The findings call for and necessitate that those with a vested interest in the free senior high school policy do an evaluation and revision of the program. Keywords: Ghana, Free Senior High School Policy, Morality, and Moral Development, Double Track System

Early adolescence represents a critical period for moral development, in the investigation of which adolescents’ perspectives are underrepresented. This study addresses the question “What are the differences by sex and age groups regarding young adolescents’ perceptions of their moral character development in Latvia?” In 2022, 1462 10–15-year-old pupils from 56 schools completed a questionnaire with 35 rating statements capturing four components of moral development. Age- and sex-based differences were found regarding the role of friendships, family support, moral reasoning, and moral emotions. This study can be useful for providing personalised support to early adolescents’ moral development.

Moral decision-making and moral development: Toward an integrative framework

This qualitative study investigated perceptions of 14 contemporary moral leaders regarding primary influences on their moral development. Findings indicated a number of important factors influenced the participants’ moral development, including parents, spirituality, education/mentors/friends, and peak experiences. This study has implications for those in the caring professions for their own moral leadership development and their support of others. Awareness of the factors that influenced the 14 participants, recognized for their moral leadership, can promote a keen awareness of moral formation factors. Transformational therapeutic approaches may be used to support positive moral leadership development during stressful life shifts and experiences.

In modern society, priority is given to the cognitive development of children and, as a rule, there is no practical implementation of purposeful work in the field of emotional and moral development of preschoolers. Consequently, the integral, harmonious development of the personality is disturbed. Obviously, in the modern social and cultural environment, a purposeful approach to the emotional and moral development of the younger generation is required. The emergence in science of relatively new concepts of "emotional and moral education (ENV)" and the associated "emotional and moral development (ENR)" (OV Girfanova, VV Zaboltina, NA Kornienko, etc.) is able to find ways to optimize traditional moral education and development. These categories are associated with the actualization of the child's need for empathy and are based on a closer connection between the emotional and cognitive components. In the period of preschool childhood (sensitive 5-6 years), the foundation of emotional and moral development is laid: moral consciousness (knowledge of norms and values); emotional assessment (moral emotions and feelings); internal position of the child (moral self-regulation and behavior). This work concretizes the concept of "emotional and moral development" (EMD). Emotional and moral development is a pedagogically controlled process that is inextricably linked with the personal development of children in general, their socialization, the introduction into the world of culture - the culture of world perception, self-expression. The article actualizes the problem of professional competence of future teachers of preschool educational organizations in the field of development of emotional and moral culture in older preschool children. The adult's role as an escort is very important and responsible. The future of the child as an empathic personality or non-empathic personality depends on the educational influence of adults, on what qualities will be formed. The conducted research is aimed at an attempt to solve important problems of vocational education.

MELANIE KILLEN and JUDITH G. SMETANA (Eds.) Handbook of Moral Development Mahwah, NJ: Lawrence Erlbaum, 2006, 808 pages (ISBN 0-8058-4751-0, US$195.00 Hardcover) Reviewed by MICHAELW. PRATT This is a big book on a big topic. Editors Melanie Killen and Judith Smetana have solicited 26 chapters on the topic of moral development, including many of the key authors and researchers currently working in the field. While the editors themselves share the perspective of theory, the breadth of the current volume is much wider. Indeed it provides a representative overview of work ranging across the entire landscape of moral development research today. The 26 chapters are organized into six sections: structuralism and moral stages, social domain theory, conscience development and internalization, social interactional and comparative approaches, emotions and empathy, and moral education. In general, each chapter reviews recent work on a particular topic within these six areas, provides a theoretical context and overview of the research and typically discusses the author(s)' own research program in detail. Many of the chapters also consider, if only briefly, ideas and prospects for future research as well. The chapters are thus up-to-date, generally well-written, and approachable for advanced students and scholars within the field. This volume is timely in many ways. The field of moral development was dominated for many years by the seminal work of Lawrence Kohlberg, who followed on the early research of Jean Piaget on children's moral thinking, and elaborated a sequence of six stages of moral reasoning development. Over the past 15 years, however, the dominance of this cognitive developmental model has been challenged in a variety of ways, and the field has been moving toward a greater diversity of perspectives on how people understand, feel, and behave regarding matters of right and wrong. In general, moral development over the past two decades since Kohlberg has come to be seen as more complex in nature and as involving many more strands that connect it as a domain to other research in developmental psychology. Much of this vigorous new work and diversity is captured in the contributions to this volume. Researchers have been probing ways in which moral development is connected to the wider field of developmental psychology, and trends in the broader field of development are clearly recognizable here. There are chapters on early moral development in very young children, on the development of emotion and emotion regulation in the moral domain, on the biological bases of morality, and on education and character development, much of which would have been outside the scope of traditional moral reasoning research. As an example, a theme that is particularly strongly represented in this volume (albeit one which was also of great interest to Kohlberg), focuses on the relations of culture and moral development. Here, however, this topic is treated from several different viewpoints: from the social domain perspective (Helwig, Wainryb), the sociocultural perspective (Tappan), the perspective of cultural psychology (Miller), and that of anthropology (Fry). It is simply not possible for me to review the many fine chapters in this volume in any detail here, so I must mention only a few representative chapters that I found especially interesting, and encourage readers to sample the wider volume as a whole themselves. The introductory chapter (Chapter 1) by Elliot Turiel provides an overview of issues within the field from the perspective of social domain theory (which holds that children and adults distinguish the type of reasoning they apply depending on the interactional domain involved - moral, conventional, or personal matters). Turiel ties this model to its Piagetian roots, and discusses important current controversies regarding the role of culture, of emotion, and of intuition versus reflection in moral development. …

Background and Aim: In the field of education, one of the most important, influential and at the same time, most difficult topics is the moral and ethical development of children. Therefore, dealing with issues related to ethics and, as a result, moral development has a high status. The present study was conducted with the aim of investigating the relationship between parents' Islamic lifestyle and moral development and psychological well-being of male students in the east of Tehran. Methods: The present research method was descriptive-correlation. The statistical population included all male students in the eastern region of Tehran and their parents in 2022. The statistical sample included 250 people and was done by multi-stage cluster random sampling method. The research tools included the Islamic lifestyle test (short form) by Kaviani (2013), the scale of moral development of children, adolescents and young people by Lotfabadi (2010) and the psychological well-being of Ryff (1989). Data were analysed by SPSS and with regression analysis and Pearson correlation methods. Results: The results of Pearson's correlation test and multivariate regression showed that there is a positive and significant correlation between the two variables of parents' Islamic lifestyle with the moral development and psychological well-being of their sons. between the Islamic lifestyle of parents and the components of their child's moral development; Environmental ethics, personal ethics, ethics in family relationships, social ethics and human ethics have not been observed significant correlation. However, there is a positive and meaningful connection and correlation between the Islamic lifestyle of parents and the superior morals of male children; This means that with the increase in the level and level of the Islamic lifestyle of the parents, the level and level of moral excellence in their sons increases and improves. Also, between the parents' Islamic lifestyle and their child's psychological well-being; Positive relationships with others, autonomy or independence, purposeful life and personal growth, no significant correlation was observed. However, there is a positive and significant correlation between the Islamic lifestyle of parents with self-acceptance and mastering the environment of male children. Conclusion: This means that with the increase in the level and level of Islamic lifestyle of parents, the level and level of two components of psychological well-being; Self-acceptance and mastery of the environment increases and improves in their male children.

Good moral development is desirable to parents, teachers, the church and the society at large for social, economic, political and technological development in Nigeria. Improper moral development leads to behavioural problems which may be worrisome to the society. This paper therefore examined the basic issues of moral development in children in the context of Nigerian society. First it delved into the meanings of morality and moral development extending it to the roles parents, teachers and the church play for moral development. Consequences of improper moral development as applicable to Nigerian society were highlighted. Conclusions were made on what should be done to inculcate morality in children and adolescents in order to transform Nigerian society for better.

Gender dominance in the work setting: Implications for dietitians

Kohlberg and others have proposed that cognitive development is a necessary but not a sufficient condition for social-moral development and, in turn, that social-moral development is a necessary but not a sufficient condition for ego development. This study examined these propositions within the cross-cultural context of an Israeli kibbutz. Cognitive and moral development were assessed among adolescent and young adult kibbutzniks; ego and moral development were assessed among senior kibbutz founders. In brief, 93 percent of the subjects scored at the same level or at a higher level in cognitive development than they did in moral development, and 86 percent of the subjects scored at the same level or at a higher level in moral development than they did in ego development. The results are consistent with the hypothesis of a decalage relationship between cognitive, moral, and ego development.

Developmental Complexity in Student Conduct:An Extended Case Analysis of Student Board Members Joshua D. Bittinger (bio), Gabriel Reif (bio), and Ezekiel W. Kimball (bio) College students frequently serve on boards that hear cases of alleged student misconduct. These students contribute to decisions that can affect their peers' lives and make their colleges vulnerable to litigation and negative media coverage. It is critical that student board members carefully interpret all information presented in disciplinary proceedings and consistently apply institutional procedures and relevant laws in order to both protect their institutions and ensure fair outcomes for students involved in the conduct process. Existing literature provides an inadequate evidentiary base from which to conclude that student board members can maintain these crucial standards of care and consistency. Most empirical literature examining the developmental outcomes of the conduct process has focused on the responding student (e.g., Dannells, 1997; Stimpson & Stimpson, 2008). The limited empirical literature on conduct boards has focused almost exclusively on administrators, but even this literature calls into question how consistently decisions can be made (Stimpson & Janosik, 2015; Waller, 2013). For student board members, varied levels of cognitive and moral reasoning and development may further shape students' decision-making and challenge them as they organize, interpret, and evaluate voluminous, often contradictory information before rendering a judgment. For this qualitative study of the cognitive and moral development of students who adjudicate disciplinary cases, we aimed to determine these students' ability to perform their duties adequately. We utilized the extended case method to explore how well theories of cognitive development (Baxter Magolda, 1992) and moral development (Rest, Narvaez, Thoma, & Bebeau, 2000) reflected the experiences of student hearing board members. The participants in this study were drawn from an academic course intended to help train student hearing board members at a large public university (LPU). Our data analysis included observation of class activities and review of student assignments. Our findings indicated that using undergraduate students to determine the responsibility of their peers who have been accused of violating student conduct codes may be problematic. BAXTER MAGOLDA'S WAYS OF KNOWING We selected Baxter Magolda's (1992) ways of knowing as the theoretical lens by which to understand cognitive development because of its focus on context in the reasoning process. [End Page 243] Baxter Magolda suggested that there are four ways of knowing: absolute, transitional, independent, and contextual. Absolute knowers view knowledge as certain and held by authorities, such as course instructors or text-books. Transitional knowers often still rely on authorities for information, but they also seek to actively engage information and recognize the possibility of differing interpretations of what is true. In contrast, independent knowers do not believe in the certainty of knowledge and find value in many different sources of information. Finally, contextual knowers view knowledge as individually constructed in a setting established by authorities, peers, and significant others of influence. NEO-KOHLBERGIAN MORAL DEVELOPMENT We utilized the neo-Kohlbergian model of Rest et al. (2000) as the theoretical lens through which to understand moral development. These moral development theorists suggested that there are three moral reasoning schemas: personal interest, maintaining norms, and postconventional. Under the personal interest schema, individuals make decisions based on the outcomes that directly relate to themselves or their loved ones. As individuals move into the maintaining norms schema, they recognize the importance of making decisions that create and ensure social order. For those reaching the postconventional schema, decisions are viewed based on their contribution to social values and ideals. THE ROLE OF HEARING BOARDS Relevant case law has established requirements for how disciplinary panels operate. Conduct boards cannot sanction a student for violating a policy unless the student has been notified of charges concerning that policy (Fellheimer v. Middlebury College, 1994). Additionally, conduct boards are obligated to follow institutional disciplinary procedures, including providing students with safeguards listed in institutional codes of conduct (Holert v. U. of Chicago, 1990; Schaer v. Brandeis U., 2000). Legal precedent shows that courts may intervene when conduct boards act in ways that are arbitrary and capricious (Anderson v. Mass. Inst. of Tech., 1995). The case law clearly establishes that board members must operate consistently within the established parameters to protect the...

Coaches have the potential to influence athletes’ moral development, especially at the collegiate level—a powerful period of growth in young adults’ lives. As central agents in athlete moral education, coaches’ moral development and understanding of professionalism is currently unknown. The purpose of this study was to increase understanding of the ethical professional identity development of sport coaches. In-depth interviews based on moral exemplar and moral identity development theories were conducted with NCAA Division-I collegiate head coaches (n = 12) in the United States who were peer nominated ‘moral exemplars’. Interviews elicited themes of moral exemplarity, professionalism, and above average ethical identity development. Results can inform and improve coach education for current and future members of the profession.