Moral Internalization Research Articles

Pendidikan Moral melalui Pembelajaran Kitab Alfiyah ibn Malik di Pondok Pesantren Langitan Tuban

Kitab Alfiyah of Muhammad bin Abdillah bin Malik al-Andalusi or known as Ibnu Malik is famous for resource of Arabic grammar. It is uncommon to find discourse of the kitab apart from the Arabic grammar. It is the fact that moral values are the other side of its contents, implicitly live in the stanzas. Philosophical worldview makes possible to uncover the moral values, then to interpret it, and to internalize it throung learning activities. This article describes the moral contents, internalization methods, and reflection of the internalization towards santri in Pondok Pesantren Langitan Tuban. With naturalistic paradigm, data were collected through interview, observation, and documentation. Findings shows that moral internalization in the kitab Alfiyah Ibn Malik learning activities was going through modelling, rewards, punishment, building habits, and indoctrination. In addition, author finds 31 moral values within stanzas in the kitab and 12 reflective behaviors by santri.

An Evolutionary Route for the Moral Development of Nursing Students: A Constructivist Grounded Theory.

Developing moral competency is a main aim of educational systems, especially in healthcare-related disciplines. The aim of this study was to explore the moral development process in nursing students. This study used a constructivist grounded theory. Twenty-five semistructured, face-to-face interview with 22 participants were conducted to gather the data. The participants were nursing students and educators attending three nursing schools in Tehran. Moral development evolves within nursing students following a stepwise progression. Within each step or phase, students experience specific changes with regard to both their practical skills and their moral capabilities and competencies. Three main steps were identified: moral transition, moral reconstruction, and moral internalization. Techno-scientific competence, biomedical competence, and nursing competence are developed in each step, respectively. Moral competency in nursing students develops along with their competency as nursing practitioners. To facilitate progress through each phase, it needs to be ensured that the learning experiences that students are exposed to during each consecutive year of study facilitate as much as possible the development of moral competence.

The Interpretation of Mencius’ Moral Internalism from the Viewpoint of Zhu Xi

The Interpretation of Mencius’ Moral Internalism from the Viewpoint of Zhu Xi

The Amoralist and the Anaesthetic

AbstractThis article puts pressure on moral motivational internalism and rejects normative motivational internalism by arguing that we should be aesthetic motivational externalists. Parallels between aesthetic and moral normativity give us new reason to doubt moral internalism. I address possible disanalogies, arguing that either they fail, or they succeed, but aren't strong enough to underwrite a motivational difference between the domains. Furthermore, aesthetic externalism entails normative externalism, providing further presumptive evidence against moral internalism. I also make the case that, regardless of these particular conclusions, examining different normative domains alongside each other is a fruitful way to move debates forward.

The Interpretation of Mencius’ Moral Internalism from the Viewpoint of Zhu Xi

The Interpretation of Mencius’ Moral Internalism from the Viewpoint of Zhu Xi

Moral internalism, amoralist skepticism and the factivity effect

Philosophers are divided over moral internalism, the claim that moral judgement entails some motivation to comply with that judgement. Against moral internalism, externalists defend the conceptual coherence of scenarios in which an individual makes genuine moral judgements but is entirely unmoved by them. This is amoralist skepticism and these scenarios can be called amoralist scenarios. While the coherence of amoralist scenarios is disputed, philosophers seem to agree that the coherence of amoralist scenarios is not affected by whether the amoralist is described as having moral knowledge or mere belief. But recent experimental research challenges this assumption. When evaluating amoralist scenarios, people’s intuitions lean towards externalism when the amoralist is described as knowing that X is morally wrong, whereas people’s intuitions lean towards internalism when the amoralist is described as believing that X is morally wrong. Call this the factivity effect. In this paper, I argue that the factivity effect is unlikely to be explained as an experimental artifact and that as a consequence, the traditional dispute over moral internalism and amoralist skepticism may need a major overhaul. The results of three studies testing the factivity effect provide support for this thesis. Implications of these results for the traditional debate over moral internalism are discussed.

Effect of Corporal Punishment on Sudanese Pupils from Parent’s Perspectives - Part 2

Despite the fact that corporal punishment (cp) in schools and homes proved to be of serious consequences and of no benefit, it is still an acceptable tool of disciplining children over the world notably Sudan against national acts and international convention. The importance of this research is to serve the field of child protection with background information needed for strategic planning for the prevention and promotion of positive discipline. The aim was to Study the impact of corporal punishment on pupil’s academic performance and behaviors form parent’s perspective. Through comparative analytical study included 200 parents from two schools. Where School (A) using corporal punishment and school (B) declaring not using corporal punishment. The study was conducted in the period from first of June to 30th of July 2013 using structured questionnaires that assessing socio demographic data, use of corporal punishment, believes behavior and academic consequences. Variables were completed and analyzed using parametric and non-parametric test within SPSS 16. The majority of parents were using cp to discipline their children at homes (83.4%). Parental believes about cp as right and effective tool of child discipline; increase home/school CP and decrease child number of friends. Mother Low education was significantly associated with the use of CP (p value 0.02). Most of the parents found CP of no benefits in the long run. The use of CP at home acts as moderator with school CP that made the child dislike school and significantly increases children absence from school. Low parent’s education, low income, parent’s beliefs about CP and the presence of domestic violence were proved as predictors of use of CP at homes. Negative child characteristics and recurrent school requisition for Parents were significantly related to school (A), both p values (0.01). Positive child characteristics significantly related to school (B). Although parents claimed that they rarely used CP in disciplining their children this rare use proved of negative consequences and of no benefits in long term and moral internalization. Reducing use of corporal punishment is found to be significantly associated to good behaviors and academic success. The research was replicating other international studies except increase rates of CP in children from 6-14 years, the use of CP by the parent regardless of their age group. Using cp in School or at home decrease sense of safety and put the child at risk of bullying or violence.

Effect of Corporal Punishment on Sudanese Pupils from Parent’s Perspectives: Part 1

Despite the fact that corporal punishment (cp) in schools and homes proved to be of serious consequences and of no benefit, it is still an acceptable tool of disciplining children over the world notably Sudan against national acts and international convention. The importance of this research is to serve the field of child protection with background information needed for strategic planning for the prevention and promotion of positive discipline. The aim was to Study the impact of corporal punishment on pupil’s academic performance and behaviors form parent’s perspective. Through comparative analytical study included 200 parents from two schools. Where School (A) using corporal punishment and school (B) declaring not using corporal punishment. The study was conducted in the period from first of June to 30th of July 2013 using structured questionnaires that assessing socio demographic data, use of corporal punishment, believes behavior and academic consequences. Variables were completed and analyzed using parametric and non-parametric test within SPSS 16. The majority of parents were using cp to discipline their children at homes (83.4%). Parental believes about cp as right and effective tool of child discipline; increase home/school CP and decrease child number of friends. Mother Low education was significantly associated with the use of CP (p value 0.02). Most of the parents found CP of no benefits in the long run. The use of CP at home acts as moderator with school CP that made the child dislike school and significantly increases children absence from school. Low parent’s education, low income, parent’s beliefs about CP and the presence of domestic violence were proved as predictors of use of CP at homes. Negative child characteristics and recurrent school requisition for Parents were significantly related to school (A), both p values (0.01). Positive child characteristics significantly related to school (B). Although parents claimed that they rarely used CP in disciplining their children this rare use proved of negative consequences and of no benefits in long term and moral internalization. Reducing use of corporal punishment is found to be significantly associated to good behaviors and academic success. The research was replicating other international studies except increase rates of CP in children from 6-14 years, the use of CP by the parent regardless of their age group. Using cp in School or at home decrease sense of safety and put the child at risk of bullying or violence.

Meat, beyond the plate. Data-driven hypotheses for understanding consumer willingness to adopt a more plant-based diet

A shift towards reduced meat consumption and a more plant-based diet is endorsed to promote sustainability, improve public health, and minimize animal suffering. However, large segments of consumers do not seem willing to make such transition. While it may take a profound societal change to achieve significant progresses on this regard, there have been limited attempts to understand the psychosocial processes that may hinder or facilitate this shift. This study provides an in-depth exploration of how consumer representations of meat, the impact of meat, and rationales for changing or not habits relate with willingness to adopt a more plant-based diet. Multiple Correspondence Analysis was employed to examine participant responses (N = 410) to a set of open-ended questions, free word association tasks and closed questions. Three clusters with two hallmarks each were identified: (1) a pattern of disgust towards meat coupled with moral internalization; (2) a pattern of low affective connection towards meat and willingness to change habits; and (3) a pattern of attachment to meat and unwillingness to change habits. The findings raise two main propositions. The first is that an affective connection towards meat relates to the perception of the impacts of meat and to willingness to change consumption habits. The second proposition is that a set of rationales resembling moral disengagement mechanisms (e.g., pro-meat justifications; self-exonerations) arise when some consumers contemplate the consequences of meat production and consumption, and the possibility of changing habits.

MORAL VALUES INTERNALIZATION THROUGH PROBLEM-BASED LEARNING

This study investigates and analyzes learning phenomena related to moral values in the context of problem-based learning activities, the process of moral values internalization in relation to problem-based learning situations, conditions that relate to the enhancement of comprehension as well as internalization of the values, and their impact to the tendency of actualizing the values into better student behaviour. This research was conducted with participation of the students of the Arabic Department, Faculty of Language and Arts Education, Indonesia University of Education in the academic years 2009, 2010, and 2011. The data to be analysed in this research comprises of the students’ written responses (initial responses, group work responses, and written reflection), classroom observation, and in-depth interviews. The data used was analyzed by considering the principles of credibility, dependability, transferability, and confirmability. Data analysis, using principles of qualitative approach, reveals phenomena relating to the students’ comprehension, feelings, and behavior regarding the moral values, as a result of learning stages designed based on the theoretical framework. In addition to this result, an instructional theory and a learning theory can be formulated. Key words: internalization, akhlak (moral) values, problem-based learning

Corporal Punishment in Schools: Issues and Challenges

In this paper the researchers sought to examine the issues and challenges surrounding the notion of corporal punishment in schools. The study was based on secondary data collected through review of studies, reports and policy documents. A thorough analysis of concepts related to corporal punishment such as context of CP, relationship between CP and physical abuse, whether CP promotes or controls deviant behaviour, the relationship between CP and moral internalisation, does CP enable behaviour reform, CP and school pupils retention, CP and cognitive development was done in an endeavour to establish the relationship between CP and behaviour change. The study found that teachers and school heads only match rules to be observed with commensurate punishments, threats and warnings but spend no quality time on explaining why this is acceptable while that is unacceptable thereby not equipping pupils with morals that can substitute deviance. As a result CP did not serve its purpose in schools. DOI: 10.5901/mjss.2014.v5n9p493

Pushing the Intuitions behind Moral Internalism

Moral Internalism proposes a necessary link between judging that an action is right/wrong and being motivated to perform/avoid that action. Internalism is central to many arguments within ethics, including the claim that moral judgments are not beliefs, and the claim that certain types of moral skepticism are incoherent. However, most of the basis for accepting Internalism rests on intuitions that have recently been called into question by empirical work. This paper further investigates the intuitions behind Internalism. Three experiments show not only that these intuitions are not widespread, but that they are significantly influenced by normative evaluations of the situation in question. These results are taken to undermine Internalist intuitions, and contribute to the growing body of evidence showing that normative evaluations influence supposedly non-normative judgments.

Parental disciplining and children behaviours: A review

Disciplining is an aspect of parenting and has different ways of administration. They are a reflection of the parenting dimensions or the parenting typologies evolved from the combination of the dimensions. The paper reviews the available research and literature on parenting dimensions and parenting typologies and their impacts on children’s behavioural outcomes. The paper also discusses the disciplinary practices adopted by the parents with special emphasis on corporal punishment vis-a-vis with children’s moral internalisation and behavioural outcomes. Authoritative style of parenting is considered the most advantageous form of parenting. Psychological control and corporal punishment are associated with undesirable behavioural outcomes.

Phronesis and Psychopathy: The Moral Frame Problem

ne important aspect of moral internal-ism, as Lei Zhong (2013) makes clear, turns on the issue of the role of affect in motivating moral judgment. This is a complicated issue, not only because there are important differ -ences among types of psychopathy with regard to affect, but also because there are important distinc-tions and connections to be made between affect, cognition, moral judgment, and moral action.

Paradoxical consequences of prohibitions.

Explanations based in attribution theory claim that strong external controls such as parental restrictiveness and punishment undermine moral internalization. In contrast, 3 studies provide evidence that parental punishment does socialize morality, but of a particular sort: a morality focused on prohibitions (i.e., proscriptive orientation) rather than positive obligations (i.e., prescriptive orientation). Study 1 found young adults' accounts of parental restrictiveness and punishment activated their sensitivity to prohibitions and predicted a proscriptive orientation. Consistent with the greater potency of temptations for proscriptively oriented children, as well as past research linking shame to proscriptive morality, Study 2 found that restrictive parenting was also associated with greater suppression of temptations. Finally, Studies 3A and 3B found that suppressing these immoral thoughts is paradoxically harder for those with strong proscriptive orientations; more specifically, priming a proscriptive (versus prescriptive) orientation and inducing mental suppression of "immoral" thoughts led to the most ego depletion for those with restrictive parents. Overall, individuals who had restrictive parents had the lowest self-regulatory ability to resist their "immoral" temptations after prohibitions were activated. In contrast to common attributional explanations, these studies suggest that harsh external control by parents does not undercut moral socialization but rather undermines individuals' ability to resist temptation.

Is moral internalism supported by folk intuitions?

In the metaethical debate on moral internalism and externalism, appeal is constantly made to people's intuitions about the connection between moral judgments and motivation. However, internalists and externalists disagree considerably about their content. In this paper, we present an empirical study of laymen's intuitions about this connection. We found that they lend surprisingly little support to the most celebrated versions of internalism, which provides reason to be skeptical of the evidential basis for these views.

Preschoolers’ social dominance, moral cognition, and moral behavior: An evolutionary perspective

Various aspects of moral functioning, aggression, and positive peer regard were assessed in 153 preschool children. Our hypotheses were inspired by an evolutionary approach to morality that construes moral norms as tools of the social elite. Accordingly, children were also rated for social dominance and strategies for its attainment. We predicted that aspects of moral functioning would be only loosely related to each other and that moral cognitions about rules (unlike emotion attributions and moral internalization) would demonstrate patterns suggestive of instrumentality. Results showed that cognitions about moral rules and internalized conscience were unrelated and that sociomoral behavior was more strongly related to the latter than to the former. In addition, promoting group norms (Selective Moral Engagement) positively predicted social dominance, whereas internalized conscience negatively predicted social dominance. Children who controlled resources via both prosocial and coercive means (i.e., bistrategic) showed enhanced moral cognitions about rules (despite high levels of aggression) but had deficits in emotional aspects of moral functioning in the eyes of teachers. Patterns of Selective Moral Engagement invite comparisons to tattling and impression management. The findings are contrasted with alternative hypotheses that are advanced from traditional yet prevailing approaches.

Children's genotypes interact with maternal responsive care in predicting children's competence: Diathesis–stress or differential susceptibility?

We examined Genotype × Environment (G × E) interactions between children's genotypes (the serotonin transporter linked promoter region [5-HTTLPR] gene) and maternal responsive care observed at 15, 25, 38, and 52 months on three aspects of children's competence at 67 months: academic skills and school engagement, social functioning with peers, and moral internalization that encompassed prosocial moral cognition and the moral self. Academic and social competence outcomes were reported by both parents, and moral internalization was observed in children's narratives elicited by hypothetical stories and in a puppet interview. Analyses revealed robust G × E interactions, such that children's genotype moderated the effects of maternal responsive care on all aspects of children's competence. Among children with a short 5-HTTLPR allele (ss/sl), those whose mothers were more responsive were significantly more competent than those whose mothers were less responsive. Responsiveness had no effect for children with two long alleles (ll). For academic and social competence, the G × E interactions resembled the diathesis-stress model: ss/sl children of unresponsive mothers had particularly unfavorable outcomes, but ss/sl children of responsive mothers had no worse outcomes than ll children. For moral internalization, the G × E interaction reflected the differential susceptibility model: whereas ss/sl children of unresponsive mothers again had particularly unfavorable outcomes, ss/sl children of responsive mothers had significantly better outcomes than ll children.

Five Year Olds with Good Conscience Development

Results from a longitudinal study on factors influencing conscience development contributed to our appreciation of the importance of moral internalization for a child's well-being. In this article we first present a summary of the research on moral development in children, including findings from infant research, with emphasis on the work of Robert N. Emde. Characteristics of classical psychoanalytic theory about superego development are compared with more recent insights. This is followed by a short description of two cheating games--as a measure of conscience development--played with 101 preschoolers. Some contrasts in our empirical data between the fair-play group and the children that cheated are presented and discussed in the light of the theoretical points of view. Finally some reflections on future research and the implications for parenting, prevention and clinical work are followed by suggestions for psychoanalytic theory.

The longitudinal relations among dimensions of parenting styles, sympathy, prosocial moral reasoning, and prosocial behaviors

Developmental scholars assert that parents are important in fostering prosocial behaviors in adolescents, but longitudinal investigations on this topic are limited. Participants consisted of 372 boys and 358 girls with a mean age of 10.84 years (SD = 1.57) at Wave 1 from a mostly middle class community in Spain. Across three successive years, participants completed measures of fathers’ and mothers’ warmth and strict control, sympathy, prosocial moral reasoning, and self- and peer-reported prosocial behaviors. Results showed that parental warmth, sympathy, and prosocial moral reasoning were predictive of prosocial behaviors. Further analyses showed bidirectional effects such that early prosocial behaviors predicted later parenting and adolescents’ prosociality. Findings lend support to cognitive-developmental and moral internalization models of prosocial development.