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PubMed1993

The morality of homosexuality.

Homosexuality has been considered a form of mental illness, morally wrong and socially deviant. The purpose of this paper is to present both sides of the homosexuality issue from a religious standpoint: opponents of homosexuality versus supporters of homosexuality. It is proposed that how one interprets the morality of homosexuality will depend upon one's level of moral development according to Kohlberg's theory. Ten churches in the Raleigh area of North Carolina completed a questionnaire designed to ascertain the church's position on the issue of homosexuality. Specifically, questions were asked to ascertain the church's level of moral development.

Adult↗
PubMed2004

Developmental outcomes after early prefrontal cortex damage.

The neuropsychological bases of cognitive, social, and moral development are minimally understood, with a seemingly wide chasm between developmental theories and brain maturation models. As one approach to bridging ideas in these areas, we review 10 cases of early prefrontal cortex damage from the clinical literature, highlighting overall clinical profiles and real life developmental outcomes. Based on these cases, there is preliminary evidence to support distinctive developmental differences after: (1) dorsolateral, (2) mesial, and (3) orbital-polar prefrontal lesions, for more profound impairments after bilateral damage, and possibly for recovery differences after very early vs. later childhood lesion onset. Further case and group studies are needed to confirm reliable effects of specific lesion locations, the influence of age of lesion onset, and related experiential and treatment variables in determining adult outcomes. Rather than a single underlying deficit associated with early prefrontal cortex damage, we interpret the findings to suggest that it is the altered integration and interplay of cognitive, emotional, self-regulatory, and executive/metacognitive deficits that contribute to diverse developmental frontal lobe syndromes. The findings support the fundamental importance of prefrontal cortex maturation in protracted cognitive, social-emotional, and moral development.

Adolescent↗
PubMed1978

Moral judgment in retarded and nonretarded school age children.

The moral judgment of 135 normal, educable retarded, and trainable retarded boys and girls (ages 6-10, 11-13, and 14-16) was individually assessed to determine the significance of chronological age and IQ on moral development. The results indicated significant differences in mean normal judgment between the groups and each age level. The findings were interpreted as substantiating Piaget's stage theory of moral development and suggesting that within the retarded population, level of intellectual ability is also significantly related to moral judgment.

Adolescent↗
PubMedDate not supplied

Hierarchical structure of moral stages assessed by a sorting task.

Following criticism of Kohlberg's theory of moral judgment, an empirical re-examination of hierarchical stage structure was desirable. Utilizing Piaget's concept of reflective abstraction as a basis, the hierarchical stage structure was investigated using a new method. Study participants (553 Dutch university students and 196 Russian high school students) sorted statements in terms of moral sophistication. These statements were typical for the different stages of moral development as defined in Colby and Kohlberg. The rank ordering performed by participants confirmed the hypotheses. First, despite large individual variation, the ordering of the statements that gave the best fit revealed that each consecutive Kohlbergian stage was perceived to be more morally sophisticated. Second, the lower the stage as represented by the items, the higher the agreement among the participants in their ranking; and the higher the stage as represented by the items, the lower the agreement among the participants in the rankings. Moreover, the pivotal point depended on the developmental characteristics of the sample, which demonstrated a developmental effect: The ordering of statements representative of moral stages below one's own current stage was straightforward, whereas the ordering of statements above one's own stage was difficult. It was concluded that the Piagetian idea of reflective abstraction can be used successfully to operationalize and measure the hierarchical nature of moral development.

Adolescent↗
PubMed1993

Heinz dilemma? Let the subject choose!

This description of a novel approach for studying the validity of Kohlberg's sequential and hierarchical theory of moral development involved 138 boys and 113 girls (14 to 18 years old) choosing a solution among 12 to Kohlberg's Heinz dilemma instead of being assigned one by an interviewer. The results were not supportive of the theory. The methodology of research on moral development needs to be examined.

Adolescent↗
PubMed1978

Delinquency and the development of moral reasoning.

A sample of 34 incarcerated male delinquents aged 16-17 and a matched group of controls were compared on self-report measures of delinquency, on Rest's (1975) Defining Issues Test (DIT) of moral reasoning, and on measures of logical operational ability. The mean levels of self-reported delinquency of the incarcerated group were substantially higher than those of the controls. There was no significant difference between the groups in logical operational ability but the mean P score (index of mature moral reasoning) was significantly higher in the control group. However, no relationship was found between moral reasoning and levels of self-reported delinquency. It was concluded that degree and seriousness of involvement of delinquency is unrelated to immaturity of moral reasoning and that the utility of the cognitive developmental approach to moral socialization may therefore be more restricted than has previously been claimed.

Adolescent↗
PubMed2005

Some problems in use of the moral judgment test.

The Moral Judgment Test has been widely used in evaluation of moral development; however, it presents some problems related to the trait measured, reliability, and validity of its summary score (C-index). This index reflects consistency in moral judgment, but this construct is different from moral development as stated by Kohlberg. Therefore, users interested in the latter evaluation should refer to other indexes derived from the test. Some of the analyzed problems could be partially corrected with more theory and research on moral consistency as a component of moral competence.

Humans↗
PubMed1991

The 'voice of care': implications for bioethical education.

This paper examines the 'justice' and 'care' orientations in ethical theory as characterized in Carol Gilligan's research on moral development and the philosophical work it has inspired. Focus is placed on challenges to the justice orientation--in particular, to the construal of impartiality as the mark of the moral point of view, to the conception of moral judgment as essentially principle-driven and dispassionate, and to models of moral responsibility emphasizing norms of formal equality and reciprocity. Suggestions are made about the implications of these challenges, and of the care orientation in ethics, for the ethical theory taught, the issues addressed, and the skills and sensitivities encouraged through bioethical education.

Beneficence↗
PubMed1996

Critical reflections about professional ethical stances: have we lost sight of the major objectives?

Increasingly, the professional literature reflects a call for the adoption of a (feminist) "ethic of caring" as a model for moral education is nursing. But what is not clear is the relationship between "care" and "ethics, " or between an "ethic of caring" and "moral education." Has ethics, and the issue of ethics education for nurses, become entangled with what may be a separate issue of an "ethic of caring" for the nursing profession? This article presents an overview of evolving ethical stances of three professions, and shows how the dichotomous views within philosophy and psychology have strongly influenced ethical thought in nursing. Major questions concerning the stances are raised. Nurse educators need to have a critical awareness of the scope and complexity of the discussion, and the ability to closely scrutinize conclusions reached by each profession's theorists. Viewpoints concerning what should comprise ethics education in nursing will depend on the particular ethical stance adopted. Ethics education for nurses will continue in its present confused state until there is focused and directed critical reflection about what is currently known regarding moral development, ethical thought, and the role of education in both.

Dissent and Disputes↗
PubMed2002

Sense of self: voices of separation and connection in women who have experienced abuse.

The findings of qualitative studies with women who have experienced abuse by an intimate partner suggest that a woman's sense of self is a central feature in her decision to leave the abusive relationship. This qualitative study was undertaken, in part, to listen to how women describe themselves, specifically explicating voices of relational connection and disconnection within the narratives. This paper presents the findings of interviews with 18 rural women from culturally diverse backgrounds who had been or were currently in abusive relationships. The women were asked to respond to the question "How would you describe yourself to yourself?" The responses were read using the interpretive method of reading narratives for self and moral voice. The theory of moral development was used to frame the inquiry. The experiences of self that emerged from the narratives are presented as progressively relational voices of separation and connection. The relationship between these voices and moral development is discussed, as are implications for nursing practice and for future research.

Adult↗
PubMed1991

What children can tell us about living in danger.

Developmental challenges faced by children growing up in situations of chronic danger linked to community violence and communal conflict are reviewed. The concept of post-traumatic stress disorder is expanded to include situations of chronic and on-going traumatic stress associated with dangerous environments--war zones and inner city neighborhoods plagued by violence and crime. Of particular importance is the impact of chronic stress and danger on the child's world view, the child's social map, and the child's moral development. On the basis of field work in 5 war zones, the article points to the importance of adult-led "processing" of the young child's experience to his or her psychological coping and moral development. Some of the contradictions operating in such environments are explored--for example, that "fanatical" ideology may provide short-term support for adults and children but also may serve to prolong communal conflict, impede the necessary processing of experience, and increase vulnerability in the long run.

Adaptation, Psychological↗
PubMed2004

The importance of meta-ethics in engineering education.

Our shared moral framework is negotiated as part of the social contract. Some elements of that framework are established (tell the truth under oath), but other elements lack an overlapping consensus (just when can an individual lie to protect his or her privacy?). The tidy bits of our accepted moral framework have been codified, becoming the subject of legal rather than ethical consideration. Those elements remaining in the realm of ethics seem fragmented and inconsistent. Yet, our engineering students will need to navigate the broken ground of this complex moral landscape. A minimalist approach would leave our students with formulated dogma--principles of right and wrong such as the National Society for Professional Engineers (NSPE) Code of Ethics for Engineers--but without any insight into the genesis of these principles. A slightly deeper, micro-ethics approach would teach our students to solve ethical problems by applying heuristics--giving our students a rational process to manipulate ethical dilemmas using the same principles simply referenced a priori by dogma. A macro-ethics approach--helping students to inductively construct a posteriori principles from case studies--goes beyond the simple statement or manipulation of principles, but falls short of linking personal moral principles to the larger, social context. Ultimately, it is this social context that requires both the application of ethical principles, and the negotiation of moral values--from an understanding of meta-ethics. The approaches to engineering ethics instruction (dogma, heuristics, case studies, and meta-ethics) can be associated with stages of moral development. If we leave our students with only a dogmatic reaction to ethical dilemmas, they will be dependent on the ethical decisions of others (a denial of their fundamental potential for moral autonomy). Heuristics offers a tool to deal independently with moral questions, but a tool that too frequently reduces to casuistry when rigidly applied to "simplified" dilemmas. Case studies, while providing a context for engineering ethics, can encourage the premature analysis of specific moral conduct rather than the development of broad moral principles--stifling our students' facility with meta-ethics. Clearly, if a moral sense is developmental, ethics instruction should lead our students from lower to higher stages of moral development.

Engineering↗
PubMed1990

Sources of moral authority: what is right?

This variety of rightness--the end, the means, personal moral development--is a reminder of the need for tolerance of several "right" actions. Again, it is a balance between viewpoints, between concern for the individual and the rights of society. Tolerance is a major aspect of American history--tolerance for a variety of religious traditions, tolerance for a variety of ethnic and cultural traditions, tolerance for a variety of interpretations (values) of life and its meaning. We grow up with variety in religious beliefs, values, ethical principles, or theories (ethical pluralism). We also function at varying levels of moral development at different times, which influences our choice of what is right or good in nursing care. The variety of "right" actions can be confusing. We know firsthand the complexity of trying to choose among several morally right actions, one of which is in the best interests of the neonate and his family. This is the challenge of modern neonatal care. This is the challenge of bioethical decision making. This is the challenge for ethical nursing practice.

Decision Making↗
PubMed1989

Wrestling with the larger picture: placing ethical behavior in clinical situations in context.

This article provides an account of the use of a model-building process as an educational strategy for the teaching of ethics. Designed to integrate students' growing knowledge and skill in nursing with their intellectual and professional development, this model-building process has its theoretical foundations in cognitive moral development theory, and in an integrative approach to nursing education called Multi-Course Sequential Learning (MCSL).

Clinical Competence↗
PubMed2004

[Sympathetic skin response and emotional changes of visual stimuli].

We studied sympathetic skin response (SSR) to visual emotional stimuli in 11 normal children and 13 normal adults. The arousal and valence levels of original pictures were previously assessed by 20 normal children and adults. SSR appearance ratio tended to be high for pictures with high arousal and those with either high or low valence, and was higher in children than in adults. The response for pictures with high arousal and low valence was different between children and adults. These pictures were classified into 2 groups; one consisted of disgusting creatures such as worms and roaches, and another of violent scenes, symbolizing physiological and social unpleasure, respectively. In children, SSRs were evoked with the same ratio for these two groups of pictures. In adults, however, SSRs for social unpleasure pictures were evoked with a significantly higher ratio compared to those for physiological ones. These results indicate that children are more susceptible to emotional stimuli and that this susceptibility diminishes with development, suggesting the association between emotional signal and moral development.

Adolescent↗
PubMed1987

The impact of nursing education on ethical/moral decision making.

A study of 227 baccalaureate and 111 master's nursing students was conducted to determine the influence of the level of formal education on three selected factors: ethical/moral reasoning, attribution of responsibility, and ethical/moral dilemma resolution. Moral development theory and Heider's attribution of responsibility construct provided the theoretical framework. A comparison of the overall index of ethical/moral reasoning showed that graduate students reasoned at a higher level than undergraduate students. The amount of attribution of responsibility assigned and the dilemma resolution score did not differ for the two groups. The results of this study suggest that undergraduate and graduate nursing programs must place more emphasis on identifying dilemmas, increasing ethical/moral reasoning levels and attributing responsibility in a justifiable manner. Nurse researchers must continue to study how nurses respond in dilemma situations and how personal characteristics, factors in the environment, education, and the assignment of responsibility affect nurses' ability to resolve ethical/moral dilemmas.

Conflict, Psychological↗