Saul McLeodupdated Lawrence Kohlberg agreed with Piaget's theory of moral development in principle but wanted to develop his ideas further.
This study investigated whether children's and adolescents' judgments about exclusion of peers from peer group activities on the basis of their gender and race would differ by both age level and the context in which the exclusion occurred. Individual interviews about exclusion in several different contexts were conducted with middle-class, European American children and adolescents.
Younger children were expected to reject exclusion, by using judgments based on moral reasoning, regardless of the potential cost to group functioning, whereas older children were expected to condone exclusion on the basis of group membership in cases in which the inclusion of these children might interrupt effective group functioning On measures of judgments, justifications for those judgments, and ratings of the appropriateness of exclusion, the vast majority of children used moral reasoning and rejected exclusion in contexts in which only the presence of a stereotype justified it.
As expected, however, older children 13 years were more likely to allow exclusion than younger children 7 and 10 years when group functioning was threatened, and they justified this exclusion by using appeals to effective group functioning.
Provides information on a study which examined the threat social violence and abuse pose to young people's psychological and religious development. Information on parallel and contradictory structures of the world; Details on Nel Nodding's scheme for fostering the development of morally-inclined youths; List of James Garbarino's themes for successful coping and resilience.
We live in a world that is at once violent and beautiful. Childhood and adolescence ideally are times of safety, security, and imaginative explorations into an ever widening world.
But for too many young people, the world is a dangerous place. As religious educators, how can we transform the socially toxic environments of home and neighborhood into places of "caring community"? Drawing on more than a decade of empirical research on domestic and sexual violence, as well as critiques of the broader social environment, I describe the threat social violence and abuse pose to young people's psychological and religious development.
I point to the power that we as religious educators have to reverse the violence by offering specific suggestions aimed at restoring young people's, as well as our own, sense of safety and hope. AS] Furrow, James L. Argues that one aspect of wisdom, restraint, can be identified among youth who avoid the common risks of adolescence.
A model is offered which suggests that critical influences and resources, with particular reference to religiousness, are essential for the development of wise youth. Internal and external developmental assets that are fundamental to socialization, personal use of wisdom, and access to wisdom in adolescents' developmental context through the positive influence of adults, peers, and community are related to the avoidance of high-risk behaviors in adolescence.
Data from a survey of 6thth graders relates developmental assets and restraint norms to the prevalence of risk-related behaviors. An examination of the factor patterns reported by youth showing low interest and activity in religious matters with those expressing strong interest and moderate to high activity suggests that the religious adolescents report consistently higher numbers of developmental assets associated with increased restraint and decreased risk behavior.
These findings provide support for the assumption that religion's influence on risk is mediated primarily through contextual factors, and that religious youth appear to have a better chance of appropriating the wisdom of the community.
This study argued that belief in an immanent God would promote moral development because of the additional perspective-taking opportunities inherent in the relational nature of that belief.
That this positive effect had not been established earlier was considered more a reflection of the inadequacy of moral judgment measures than the effect of a religious perspective. In grades 6 through 8 there was no significant difference between the religious subjects and those in a study done by the authors of the instrument, but the religious subjects in grades 9 through 12 scored significantly lower.
Religiously sensitive criteria, consistent with the theoretical framework of the instrument, were developed and when utilized, showed that there were no significant differences in moral maturity between the religious subjects and the Gibbs base line sample. A belief in God measure developed specifically for the study was also administered.Request PDF on ResearchGate | Moral Development in Adolescence | Themes in the papers in this special issue of the JRA on moral development are identified.
We discuss the intersection of moral. In this introductory article, the purpose of the special issue on prosocial and moral development during early adolescence is presented. This issue is the first of two special issues and focuses on the role that individual processes play in influencing young adolescents' prosocial and moral development.
In this ﬁ rst issue, the focus is on the former, and in this arti- cle some of the individual factors that contribute to changes in prosocial and moral development during early adolescence are reviewed. Mar 12, · The Criticisms of Kohlberg's Moral Development Stages Part One:The criticisms of Kohlberg's moral development stages seem to center around three major points, his research methods, the "regression" of stage four, and finally his caninariojana.com first criticism that I would like to address is that of his research methods.
Moral development: Moral development during the adolescent years can be defined as the way young people learn to decide what is right and wrong, which in turn forms the basis of their principles of justice.
Themes in the papers in this special issue of the JRA on moral development are identified. We discuss the intersection of moral development research with policy concerns, the distinctive qualities of moral life in adolescence that warrant investigation, the multiple connotations of “moral,” the methods typical of moral development research, and the influences that shape.