Moral Stages Research Articles

Evaluating ChatGPT's moral competence in health care-related ethical problems.

Artificial intelligence tools such as Chat Generative Pre-trained Transformer (ChatGPT) have been used for many health care-related applications; however, there is a lack of research on their capabilities for evaluating morally and/or ethically complex medical decisions. The objective of this study was to assess the moral competence of ChatGPT. This cross-sectional study was performed between May 2023 and July 2023 using scenarios from the Moral Competence Test (MCT). Numerical responses were collected from ChatGPT 3.5 and 4.0 to assess individual and overall stage scores, including C-index and overall moral stage preference. Descriptive analysis and 2-sided Student's t-test were used for all continuous data. A total of 100 iterations of the MCT were performed and moral preference was found to be higher in the latter Kohlberg-derived arguments. ChatGPT 4.0 was found to have a higher overall moral stage preference (2.325 versus 1.755) when compared to ChatGPT 3.5. ChatGPT 4.0 was also found to have a statistically higher C-index score in comparison to ChatGPT 3.5 (29.03 ± 11.10 versus 19.32 ± 10.95, P =.0000275). ChatGPT 3.5 and 4.0 trended towards higher moral preference for the latter stages of Kohlberg's theory for both dilemmas with C-indices suggesting medium moral competence. However, both models showed moderate variation in C-index scores indicating inconsistency and further training is recommended. ChatGPT demonstrates medium moral competence and can evaluate arguments based on Kohlberg's theory of moral development. These findings suggest that future revisions of ChatGPT and other large language models could assist physicians in the decision-making process when encountering complex ethical scenarios.

PRACTICE OF QUEUEING AS A CATEGORICAL IMPERATIVE FOR A FAIR SOCIETY

Alisdair MacIntyre argues that there are three stages of moral philosophical perspective for an individual. These are, the individual (1) being on a life-long quest towards a telos between birth and death, (2) who arrives in an inherited historical and social identity that is only partially constituted and (3) needs to exercise relevant virtues in one’s life. Departing from these three moral stages I build on Alasadair MacIntyre’s narrative in After Virtue with the purpose of focusing and highlighting one specific human practice. This practice is the practice of queueing and in this article I argue that it functions as a signpost for whether fear treatment is a shared societal practice that also must hinge on what MacIntyre labels to be an intelligible action. On his turn MacIntyre is known to criticize modernity, individualism as lacking morality making human survival beyond despair. MacIntyre perceives virtues as philosophical values and foresees that the collapse of a virtuous life is an inherent derivative of an unintelligible and unfair society. This article aims to demonstrate that queueing is an intelligible human action that is to be labelled as virtuous social order and a form of distribution of justice.

Out of sight out of mind: Psychological distance and opinion about the age of penal majority.

The growth of urban violence in Brazil, as in other countries, has led citizens to demand more severe and punitive measures to solve the problem of juvenile crime. One motion submitted to the Brazilian parliament, for instance, proposes to reduce the age of penal majority (APM) from 18 to 16 years. Our hypothesis is that popular opinions about this proposal are largely constrained by construal levels and psychological distance. Accordingly, we expect that the knowledge and proximity to the circumstances associated with juvenile transgression will influence opinions about the proposal. To test this hypothesis, we evaluated how opinion against or for the proposal can be explained by psychological distance and moral development theory. We studied two samples, composed of people who do not have a deep experience with the subject (passersby in a public square (N = 77) and workers from a juvenile justice court (N = 157). After collecting socio-demographic information from the subjects and their answer to moral dilemmas, the data was subjected to a multivariate analysis by multimodal logistic regression for socio-demographic characteristics, Kohlberg moral stages, and opinion on the reduction of APM (agree, indifferent, and disagree) as dependent variables. Our findings suggest that 1) opinion about the APM depends on psychological distance and 2) socioeconomic variables may influence the average construal level of adolescent transgressors in the public’s perspective.

KEPATUHAN WAJIB PAJAK UMKM DI KABUPATEN BADUNG BERDASARKAN PERSEPSI KEPERCAYAAN WAJIB PAJAK DAN KEKUASAAN OTORITAS PAJAK

The ratio of submission of Annual Tax Returns at two Tax Service Offices with the working area of Badung Regency is still relatively low when compared to national tax compliance. With more than a quarter of the population owning MSMEs, MSME taxpayer compliance in Badung Regency is an interesting phenomenon to study. This qualitative research aims to determine the compliance of MSME taxpayers seen from the perception of trust in the government and the power of the tax authorities in accordance with the slippery slope framework theory by Kirchler, et al (2008). Collecting data using in-depth interview techniques with 13 informants consisting of 8 MSME taxpayers in Badung Regency, 1 academician, and 4 practitioners as a form of triangulation. This study found that even though trust in the government was not high, MSME taxpayers remained voluntarily compliant as long as they had income and for the convenience of their business. On the other hand, coercive power, especially sanctions and supervision, has more dominant influence than persuasive power. Taxpayers with the post-conventional moral stage are more affected by persuasive power than those in the pre-conventional stage. The results of this study are expected to assist the tax authorities in making policies to improve taxpayer compliance.

Revolutions in Norm-Creating: Law, Morality, Religion

Introduction. The emergence of social norms is usually described as a spontaneous, objectively conditioned process. However, the norm-creating approach to the study of the indicated problem allows obtaining a fundamentally new optics of socio-philosophical studies of normativity. The purpose of this article is to analyze the position of various normative regulators (law, morality, religion) in the value-normative hierarchy, conditioned by the rule-making activity of individual and collective subjects. Materials and Methods. The theoretical and methodological basis of the study is a systematic approach that allows considering law, morality and religion as elements of a single value-normative space. To conceptualize norm-making revolutions, the model of the social imaginary in the interpretation of C. Castoriadis and Ch. Taylor is used. Results. Three norm-creating revolutions are described: moral, religious and legal, each of which is characterized by the priority of the corresponding normative regulator. The moral stage was preceded by the stage of the emergence of social norms and the primary social imaginary, characterized by the priority of the group. The moral revolution was marked by the internalization of external norms into individual consciousness and the isolation of moral norms from other social normative regulators (that had not been differentiated in the syncretic consciousness of an archaic person). A religious revolution is characterized by other subjects of rule-making (God, Councils, bishops, etc.), the switch in the value hierarchy from an individual to a group, the formation of a new type of social imaginary. A legal revolution, which entailed a certain degree of legalization of morality and religion, is associated with the development of the ideas of human rights, justice, equality in the social imaginary. It is characterized by the priority of the individual interests and the expansion of the circle of subjects of norm-creating, although their degree of participation in norm-making activities can be significantly differentiated. Discussion and Conclusion. Probably, the next norm-creating revolution has already begun, but it is not yet possible to fully understand its specifics. Most likely, the group again will occupy the center of the social imaginary, pushing the individual to the periphery of the value-normative space.

도덕극장으로서의 ‘광인의 집’ - 18세기 후반 광인감호소 방문기를 중심으로 -

광인감호소는 18세기 말엽 일종의 ‘문학적 토포스’로 자리 잡았다. 이 시기에 발간된 잡지에 실린 텍스트들에서 확인할 수 있는 흥미로운 사실은, 이성의 낯선 타자인 광기와 다양한 부류의 광인들 및 광인감호시설에 계몽주의자들이 적지 않은 관심을 표명하고 있었다는 점이다. 본 논문은 17세기 중반 소위 ‘대감금의 시대’ 이후 낭만주의적 여명과 함께 광기가 “비이성의 서정성”을 회복하기까지 계몽주의는 광기/광인을 어떻게 이해하고 있었는지를 살펴보고자 한다. 리히텐베르크는 윌리엄 호가스의 연작 시리즈 『탕아의 편력』의 마지막 작품 「광인의 집에서」에 대한 ‘해설’에서 주인공의 광기의 발현을 방탕한 생활에 대한 최종적 결과물로 평가한다. 포켈스는 광인감호소 방문기에서 광인에 동물성의 특징을 부여하면서 과도한 격정을 광기의 원인으로 지목한다. 이렇듯 18세기 말엽의 정신병리학은 도덕체계와의 불가피한 공생관계에 있었다. 그럼에도 이성의 언어를 통해 계몽주의의 좌표체계 내에서 진술되는 광기가 ‘비이성 그 자체’로 명백하게 객관화되거나 일반화되기는 어렵다. 오히려 후기계몽주의 시대에 광기는 온갖 죄악과 악습과 같은 ‘비이성적인 것’의 부도덕성을 드러내기 위한 비이성의 경험형태로서 간주되어야 할 것이다.

THE CRITICAL ANALYSIS OF MORAL EDUCATION IN THE PERSPECTIVE OF AL-GHAZALI, KOHLBERG AND THOMAS LICHONA

This study aims to describe Moral Education in the Perspective of Al-Ghazali, Kohlberg and Thomas Lichona. The thoughts of these figures have different perspectives on concepts, theories, methodologies and applications that are relevant to character development and character education in accordance with the context of Indonesian education. This type of research is library research. Data collection techniques using the method of analysis along with data analysis of content. Moral Education In the Perspective of Al-Ghazali, Kohlberg and Thomas Lichona have a different approach. Moral education built by al-Ghazali is through the approach of the story method (saga), and exemplary (uswah al hasanah). Kholberg further described the moral stages of children in accordance with the level of cognitive development. Thomas Lickona analyzed three important components in building character education, namely moral knowing, moral feeling and moral action.

Effortful Control and Community Violence Exposure as Predictors of Developmental Trajectories of Self-serving Cognitive Distortions in Adolescence: A Growth Mixture Modeling Approach

Self-serving cognitive distortions are biased or rationalizing beliefs and thoughts that originate from the individual persistence into immature moral judgment stages during adolescence and adulthood, increasing the individual’s engagement in antisocial or immoral conducts. To date, the literature examining trajectories of cognitive distortions over time and their precursors is limited. This study sought to fill this gap, by examining effortful control and community violence exposure as individual and environmental precursors to developmental trajectories of cognitive distortions in adolescence. The sample consisted of 803 Italian high school students (349 males; Mage = 14.19, SD = 0.57). Three trajectories of cognitive distortions were identified: (1) moderately high and stable cognitive distortions (N = 311), (2) moderate and decreasing cognitive distortions (N = 363), and (3) low and decreasing cognitive distortions (N = 129). Both low effortful control and high exposure to community violence were significant predictors for moderately high and stable trajectory of cognitive distortions. These results point to the importance of considering moral development as a process involving multiple levels of individual ecology, highlighting the need to further explore how dispositional and environmental factors might undermine developmental processes of morality.

Mutual recognition: A dialogue between Italian and Russian perspectives

The knowledge and understanding of kaleidoscopic and hypermodern societies rely heavily on the term “recognition.” This term carried a great deal of significance in the Russian philosophical tradition, but attracts less attention now. The main purpose of this paper is to offer a contribution to the discussion on this topic, by considering both the Russian and the European philosophical traditions, with specific reference to the Italian perspective. The methodological focus is concerned with the two essential aspects of recognition: that of the interpersonal and that of the group. Our philosophical analysis of recognition endeavors to take into account first and foremost the problematic field of Otherness. The process of recognition of the Other is thus considered according to three stages of approval: cognitive, moral and social. Cognitive approval includes the identification of the Other as opposite to the group as well as to each individual. The moral stage contemplates concretization of social objectives and accepting the Other as a whole that should above all be respected and accepted. At the stage of social approval, the individual is being recognized within the social context of a group (closed social group) as recognition or rejection. Specifying the recognition leads to a reduction in the number of conflicts, the clarification of borders, and the acceptance of Otherness as an element of individuality. The contribution to the theory of recognition here outlined is new to the Russian scientific context, and may prove challenging in the context of Russian-Italian dialogue. It also constitutes an attempt to compare the common representations of Otherness with current theoretical developments. The theory is illustrated by analysis of closed social groups functioning as a promising series of case studies, in order to open up a renewed interest in research into social reality theories in both Russian and Italian contexts.

Moral Education Through the Development of the Moral Atmosphere of the School

There are at the present time two major approaches to moral education which have arisen out of the theory and research of KohIberg and his colleagues. The firs t to appear, the moral discuss ion approach , began as a result of the efforts of Moshe Blatt , a doctoral student of Kohlberg's who attempted to stimulate development through the discuss ion of hypothetical dilemmas in his Sunday School class . The second , the just community approach, originated in a women's correctional institution and was later applied to high school settings. The moral discussion approach clearly grew out of Kohlberg 's psychological investigations into moral development. The very dilemmas which Kohlberg used to assess an individual's moral stage were appropriated for classroom use in order lo stimulate stage development. The just community approach while drawing in part from Kohlberg's psychological research represents other important theoretical considerations , considerations which have important implications for future research in moral development and education.

The correlation between concept mastery and stage of moral reasoning student using socio-scientific issues on reproductive system material

This research aims to analyze the correlation between concept mastery and moral stages of students. The research method using a correlational study with stratified random sampling technique. The population in this research is all of eleventh grade students in Senior High School Bandung. Data were collected from 297 eleventh grade students of three Senior High School in Bandung with use the instrument in the form of examination and stage of moral reasoning questionnaire. The stage of moral reasoning in this research consists of two student’s moral reasoning categories based on 16 questionnaire as the indicators from Jones et al. (2007). The results of this research shows that the average of eleventh grade student’s moral reasoning stage is the advanced stage. The results of this research shows that the concept mastery and the stage of moral reasoning indicates that there are 0.370 0f a positive correlation. This research provides an overview of eleventh grade student about concept mastery and stage of moral reasoning using socio-scientific issues.

Moral Stages and Moralization in Economically-Deprived Children: Examining the Contextual Correlates

The present study was aimed at exploring moral development in children from low socioeconomic status by identifying them at the different levels of moral development given by Kohlberg. It also strived to understand factors that are associated with moral development in children belonging to that strata. The sample selected was thirty­ eight students from eighth grade enrolled under Teach for India classroom, an organisation catering to children from economically deprived families. Out of the thirty­ eight students, seven were selected through their responses to a personal questionnaire, for a case study to probe the contextual factors contributing to their moral development. The measures used in the study were Heinz dilemma as developed by Kohlberg (1971), analysis of pictorial depiction of familial environment by children, personalised questions to complete statements such as “I am__, I can__, I have__”, and unstructured interview. The results demonstrated that children from low socioeconomic strata were at a higher stage of moral development than expected from Kohlberg’s model. This shows that the children are capable of reaching the highest stage of moral development, which Kohlberg asserted was rare even for adults to reach. The contextual factors found associated with this expedited development were emotions of gratitude and empathy, strong peer and parental support systems, education and moral discussions in the class under the Teach for India format, and presence of role models. The study has implications for moral integration in classrooms and controlling crime rates that happen as a result of moral deprivation.

Medya eğitiminde ahlakın yapılandırma süreci: Ahlaki gelişim kuramı perspektifinde “Survivor 2017” üzerine niteliksel bir inceleme

In the general frame of this work it is determined that the television show "Survivor 2017" discusses the social values of respect, appreciation, morals, justice, honesty, friendship, brotherhood, sacrifice, and trustworthiness; and individual values of success, loyalty, responsibility, altruism, cooperation, individuality, discipline, self realization, sense of mission, and courage. According to the moral stage scale specified in the theory of moral development created by Kohlberg, "Survivor 2017" provides the audience with an orientation for value transfer in media education. In summary, this work provides an example for the argument on how media devices can be productively used as a consequence of the synthesis of the value research and the media pedagogy areas.

Consistency between preconventional and conventional moral judgments and behaviour among 15–17-year-old adolescents living in foster care: Four case studies

The present research was aimed at assessing consistency between moral judgments and real behaviour of adolescents living in foster care institutions. Instrumental case study research was chosen for its potential to reveal the role of the context and to detect individual peculiarities. Kohlberg’s theory of moral development was chosen as a theoretical basis for its strength to detaile adolescents’ moral judgment. Problematic aspects of under-representation of gender issues and sensitivity to the context were also addressed. Moral Judgment Interview (Colby & Kohlberg, 1987b) was carried out to assess the issues, norms, and elements of moral judgment, while a semi-projective Rotter Incomplete Sentence Blank (Jaworowska & Matczak, 2008) was applied to evaluate the subjects’ attitudes toward rules and emotionally significant concerns. There were 4 participants of the research (2 females: one characterized by rule-obedient behaviour, the other – by rule-violent behaviour; the same criteria were applied for 2 males). Their biographic data sequences were set up (Wengraf, 2008). The research findings revealed that the conventional level of moral judgments is consistent with both rule-obedient behaviour and rule-violating behaviour, and preconventional reasoning is characteristic of the rule-violating girl. The structure of moral judgment is similar both to the boys and the girls, while their subjective concerns differ: the girls are preoccupied with family issues, whereas the boys’ preoccupation deals with wider interpersonal relationships, hobbies, and personal boundaries. Keywords: Kohlberg, Moral judgment interview, preconventional and conventional moral stages, instrumental case study. How to cite: Juskėnienė, G., & Nasvytienė, D. (2016). Globos namuose gyvenancių paauglių moralinių sprendimų lygmens ir pagarbos taisyklėms dermė: keturių atvejų analizė [Consistency between preconventional and conventional moral judgments and behaviour among 15–17-year-old adolescents living in foster care: Four case studies]. Ugdymo psichologija, 27 , 5–34. http://dx.doi.org/10.15823/up.2016.06

A mechanism for gratitude development in a child

Most scholars consider gratitude as a moral emotion, with only few seeing it as a character trait. As a result, no systematic mechanism has ever been attempted to develop gratitude in children. Given the social issue of widespread lack of gratitude in the one-child generations of China, this article attempts to outline a mechanism of parental moral education for gratitude development. The mechanism is underpinned by love, induction and discipline; and theoretically justified in accordance with key psychological and sociological theories, such as Piaget's theory of moral development, Kohlberg's moral stages theory, attachment theory, Hoffman's internalisation theory, Rest's social justice theory and Baumrind's parenting styles theory. The benefits and potential risks of each strategy of the mechanism are addressed.

Различия между группами студентов разного возраста при оценке собственных стадий морального развития и морали других людей

Различия между группами студентов разного возраста при оценке собственных стадий морального развития и морали других людей

Activity Systems and Moral Reasoning: An Intervention Study

Seventeen social educator students were taught to analyze their work activity by means of a Vygotsky-inspired method, drawing on Engeström's notion of an activity system. The method aimed at increasing the consciousness of the students of the structure of work activity system. The participants wrote two accounts of their field-work practice experiences in child welfare institutions, six months apart. The accounts were blind scored for Kohlberg moral judgment stage and for the ethic of care level. While few instances of care reasoning were identified, most of the accounts could be coded for moral judgment stage. Stage 4 (or higher) reasoning increased from 22% at Time 1 to 59% at Time 2. It was interpreted as due to increasing reflection of one's activity, induced by use of the tools provided by the teaching. We also present evidence of socio-cognitive conflicts that involved a normative orientation attributed to the permanent staff of the institutions and a more flexible orientation of the students.

Human Resource Management and Kohlberg’s Scale of Moral Development

Human Resource Management is in a contentious relationship with moral philosophy. To understand this relationship, one can approach it from the standpoint of Human Resource Management (HRM) or philosophy. This article presents the latter. One of the most important 20th century discussions on the development of moral behaviour came from Laurence Kohlberg. His model of universal moral stages provides a framework inside which virtually all forms of morality take place. These stages are used to characterise the morality of HRM. In order to avoid portraying them as moral philosophy the paper assesses HRM’s morality by using these seven stages as an ordering framework. To achieve this, a normative and a supportive empirical study have been conducted: the normative study found that HRM appears to be located at stages two and four; this is supported by empirical data because most respondents (76%, n=204) saw HRM’s morality as a reflection of these three stages. These stages represent: seeking personal benefits, corporate conformity, and supporting corporate policies.

Moral development at the crossroads: New trends and possible futures.

This article introduces a special section on moral development. We claim that the field is now undergoing a resurgence of theoretical and methodological innovation after the eclipse of paradigmatic moral stage theory. Although research on prosocial development, moral emotions, and social domain theory has sustained interest in moral development, recent additional trends have contributed to its resurgence. This includes research in neuroscience, sociobiology, and social psychology; broad interest in moral-character education and virtues; and the appearance of recent handbooks and special journal issues. We review 3 broad possible future themes (early development, self and personality, and culture) of moral development research and introduce a set of new contributions in this special section as examples.

Pemetaan Perkembangan Moral Mahasiswa Binus ditinjau dari Perspektif Kohlberg (Studi Kasus Terhadap 10 Mahasiswa di Kelas 04 Paf)

Learning means changing. Conditions of learning rely on a person's organizational thought against the learning process. One’s organizational thought is categorized into three major categories, each of which is divided into two phases: pre-conventional, conventional, and post-conventional. The teaching world, not least Bina Nusantara university, should play a role in developing the organizational thought /moral development of every person whom becomes the believer. This moral mapping may be information underlying the learning model. This mapping is generated through qualitative research of 10 Bina Nusantara university students, grade 04, PAF. Data collection technique used observational-partisipative method with the instrument of three moral dilemmas and Kohlberg’s moral stage development indicators. The results in the form of mapping of moral development is reported in the form of pie charts moral The study also resulted in the proposal of moral learning model that can be tested in subsequent research.