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Defining Issues Test
The Defining Issues Test is a component model of moral development devised by James Rest in 1974. The University of Minnesota formally established the Center for the Study of Ethical Development as a vehicle for research around this test in 1982. The Center relocated to larger premises within the University of Alabama and is now located in Capital Hall; for more information, visit the center website. Because it is not possible to score DIT-1 and DIT-2 personally, the Center of Ethical Development at the University of Alabama offers scoring to scholars and researchers worldwide (Information about the center is available via the center website: https://ethicaldevelopment.ua.edu/). The Defining Issues Test is a proprietary self-report measure which uses a Likert-type scale to give quantitative ratings and rankings to issues surrounding five different moral dilemmas, or stories. Specifically, respondents rate 12 issues in terms of their importance to the corresponding dilemma and the ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Moral Development
Moral Development focuses on the emergence, change and understanding of morality from infancy through adulthood. Morality develops across a life span in a variety of ways and is influenced by an individual's experiences and behavior when faced with moral issues through different periods of physical and cognitive development. Morality concerns an individual's reforming sense of what is right and wrong; it is for this reason that young children have different moral judgment and character than that of a grown adult. Morality in itself is often a synonym for "rightness" or "goodness." It also refers to a specific code of conduct that is derived from one's culture, religion or personal philosophy that guides one's actions, behaviors and thoughts. Some of the earliest known moral development theories came from philosophers like Confucius, Aristotle and Rousseau, who took a more humanist perspective and Roma Mia gohthe development of a sense of conscience and virtue. In the mode ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
James Rest
James Rest was an American psychologist specializing in moral psychology and development. Together with his Minnesota Group of colleagues, including Darcia Narvaez, Muriel Bebeau, and Stephen Thoma, Rest extended Kohlberg's approach to researching moral reasoning. James Rest was a professor at the University of Minnesota from 1970 until his formal retirement in 1994 and was a 1993 recipient of the Distinguished Teaching Award at the University. Rest continued mentoring, researching, and writing until his death in 1999. Rest's and the Neo-Kohlbergians' work included the Defining Issues Test (DIT), which attempts to provide an objective measure of moral development, and the Four Component Model of moral development, which attempts to provide a theoretical perspective on the subject. Rest and the Minnesota Group were unusually open to other approaches, new research, criticisms, and integrating their Neo-Kohlbergian approach with others. Reception Rest's work in general and the DIT ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Likert Scale
A Likert scale ( , commonly mispronounced as ) is a psychometric scale commonly involved in research that employs questionnaires. It is the most widely used approach to scaling responses in survey research, such that the term (or more fully the Likert-type scale) is often used interchangeably with '' rating scale'', although there are other types of rating scales. The scale is named after its inventor, psychologist Rensis Likert. Likert distinguished between a scale proper, which emerges from collective responses to a set of items (usually eight or more), and the format in which responses are scored along a range. Technically speaking, a Likert scale refers only to the former. The difference between these two concepts has to do with the distinction Likert made between the underlying phenomenon being investigated and the means of capturing variation that points to the underlying phenomenon. When responding to a Likert item, respondents specify their level of agreement or disagr ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Mental Representation
A mental representation (or cognitive representation), in philosophy of mind, cognitive psychology, neuroscience, and cognitive science, is a hypothetical internal cognitive symbol that represents external reality, or else a mental process that makes use of such a symbol: "a formal system for making explicit certain entities or types of information, together with a specification of how the system does this". Mental representation is the mental imagery of things that are not actually present to the senses. In contemporary philosophy, specifically in fields of metaphysics such as philosophy of mind and ontology, a mental representation is one of the prevailing ways of explaining and describing the nature of ideas and concepts. Mental representations (or mental imagery) enable representing things that have never been experienced as well as things that do not exist. Think of yourself traveling to a place you have never visited before, or having a third arm. These things have ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Journal Of Moral Education
The ''Journal of Moral Education'' is a quarterly peer-reviewed academic journal covering the study of moral education and development. It was established in 1971 and is published by Taylor & Francis. The editor-in-chief is Kristján Kristjánsson (University of Birmingham). According to the ''Journal Citation Reports'', the journal has a 2017 impact factor The impact factor (IF) or journal impact factor (JIF) of an academic journal is a scientometric index calculated by Clarivate that reflects the yearly mean number of citations of articles published in the last two years in a given journal, as ... of 0.825, ranking it 183rd out of 238 journals in the category "Education & Educational Research". References External links * Education journals Taylor & Francis academic journals Quarterly journals Publications established in 1971 English-language journals Moral psychology {{Education-journal-stub ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Adolescence
Adolescence () is a transitional stage of physical and psychological development that generally occurs during the period from puberty to adulthood (typically corresponding to the age of majority). Adolescence is usually associated with the teenage years, but its physical, psychological or cultural expressions may begin earlier and end later. Puberty now typically begins during preadolescence, particularly in females. Physical growth (particularly in males) and cognitive development can extend past the teens. Age provides only a rough marker of adolescence, and scholars have not agreed upon a precise definition. Some definitions start as early as 10 and end as late as 25 or 26. The World Health Organization definition officially designates an adolescent as someone between the ages of 10 and 19. Biological development Puberty in general Puberty is a period of several years in which rapid physical growth and psychological changes occur, culminating in sexual maturity. The a ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Adulthood
An adult is a human or other animal that has reached full growth. In human context, the term ''adult'' has meanings associated with social and legal concepts. In contrast to a " minor", a legal adult is a person who has attained the age of majority and is therefore regarded as independent, self-sufficient, and responsible. They may also be regarded as a "major". The typical age of attaining legal adulthood is 18, although definition may vary by legal rights, country, and psychological development. Human adulthood encompasses psychological adult development. Definitions of adulthood are often inconsistent and contradictory; a person may be biologically an adult, and have adult behavior, but still be treated as a child if they are under the legal age of majority. Conversely, one may legally be an adult but possess none of the maturity and responsibility that may define an adult character. In different cultures there are events that relate passing from being a child to becomin ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Validity (logic)
In logic, specifically in deductive reasoning, an argument is valid if and only if it takes a form that makes it impossible for the premises to be true and the conclusion nevertheless to be false. It is not required for a valid argument to have premises that are actually true, but to have premises that, if they were true, would guarantee the truth of the argument's conclusion. Valid arguments must be clearly expressed by means of sentences called well-formed formulas (also called ''wffs'' or simply ''formulas''). The validity of an argument can be tested, proved or disproved, and depends on its logical form. Arguments In logic, an argument is a set of statements expressing the ''premises'' (whatever consists of empirical evidences and axiomatic truths) and an ''evidence-based conclusion.'' An argument is ''valid'' if and only if it would be contradictory for the conclusion to be false if all of the premises are true. Validity doesn't require the truth of the premises, ins ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Cognition
Cognition refers to "the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses". It encompasses all aspects of intellectual functions and processes such as: perception, attention, thought, intelligence, the formation of knowledge, memory and working memory, judgment and evaluation, reasoning and computation, problem solving and decision making, comprehension and production of language. Imagination is also a cognitive process, it is considered as such because it involves thinking about possibilities. Cognitive processes use existing knowledge and discover new knowledge. Cognitive processes are analyzed from different perspectives within different contexts, notably in the fields of linguistics, musicology, anesthesia, neuroscience, psychiatry, psychology, education, philosophy, anthropology, biology, systemics, logic, and computer science. These and other approaches to the analysis of cognition (such as embodied ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Kohlberg's Stages Of Moral Development
Lawrence Kohlberg's stages of moral development constitute an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget. Kohlberg began work on this topic as a psychology graduate student at the University of Chicago in 1958 and expanded upon the theory throughout his life. The theory holds that moral reasoning, a necessary (but not sufficient) condition for ethical behavior, has six developmental stages, each more adequate at responding to moral dilemmas than its predecessor. Kohlberg followed the development of moral judgment far beyond the ages studied earlier by Piaget, who also claimed that logic and morality develop through constructive stages. Expanding on Piaget's work, Kohlberg determined that the process of moral development was principally concerned with justice and that it continued throughout the individual's life, a notion that led to dialogue on the philosophical implications of such research. The six stages of moral developme ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Moral
A moral (from Latin ''morālis'') is a message that is conveyed or a lesson to be learned from a story or event. The moral may be left to the hearer, reader, or viewer to determine for themselves, or may be explicitly encapsulated in a maxim. A moral is a lesson in a story or in real life. Finding morals As an example of an explicit maxim, at the end of Aesop's fable of the Tortoise and the Hare, in which the plodding and determined tortoise won a race against the much-faster yet extremely arrogant hare, the stated moral is "slow and steady wins the race". However, other morals can often be taken from the story itself; for instance, that arrogance or overconfidence in one's abilities may lead to failure or the loss of an event, race, or contest. The use of stock characters is a means of conveying the moral of the story by eliminating complexity of personality and depicting the issues arising in the interplay between the characters, enabling the writer to generate a clear mes ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Lawrence Kohlberg
Lawrence Kohlberg (; October 25, 1927 – January 19, 1987) was an American psychologist best known for his theory of stages of moral development. He served as a professor in the Psychology Department at the University of Chicago and at the Graduate School of Education at Harvard University. Even though it was considered unusual in his era, he decided to study the topic of moral judgment, extending Jean Piaget's account of children's moral development from twenty-five years earlier. In fact, it took Kohlberg five years before he was able to publish an article based on his views. Kohlberg's work reflected and extended not only Piaget's findings but also the theories of philosophers George Herbert Mead and James Mark Baldwin. At the same time he was creating a new field within psychology: "moral development". In an empirical study using six criteria, such as citations and recognition, Kohlberg was found to be the 30th most eminent psychologist of the 20th century. Early life Lawr ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
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