Moral Development

Background: As it develops, teenagers begin to explore with themselves, the values of their role identity and behavior. Various factors also influence the behavior change of adolescent life both internal factor and external factor. If this is not addressed carefully, adolescents will be increasingly exposed to unhealthy reproductive problems, such as premarital sex that has a good impact, physical impact, psychological impact and psychosocial impact of the teenager. Purpose: This study aims to identify or explore sexual behavior in adolescents, the background of students perform the premarital sexual behavior, information sources used by adolescents to obtain information about premarital sex behavior, knowledge, values and norms, and the role of parents and schools to prevent premarital sex behavior. Method: This research used a qualitative method with the explorative descriptive approach. Sampling was collected by purposive sampling and snowball sampling. The sample of the research were students of SMAN 9 Banjarmasin class XI and XII, Religion Teachers, Counseling Teacher and Parents of teenagers who have conducted premarital sexual behavior. Result: Premarital sex behavior among adolescents is due to various backgrounds. This is influenced by internal factors (lack of adolescent knowledge about reproductive health and sex education) and external factors (lack of parent and school roles in preventing premarital sex behavior, misinformation sources used by adolescents to gain knowledge about reproductive health so that youth obtain information negative about reproductive health and the shift of values and norms about premarital sexual behavior among adolescents). Conclusion: Premarital sex behavior that rampantly occurs in adolescents caused by several reasons or background. Teenagers engage in premarital sexual behavior as a proof or a sign of their affection for their spouses, the expectation of their partner, they are often in the community of their peers so that adolescents follow the values of their peers who consider premarital sex to be common and prevalent during dating.

ion, categorization, decentration, social functionning awareness, etc. (which is not yet the case), a developmental perspective imposes to maintain the distinction between stages or levels with respect to these functions. But stages or levels are mere landmarks along a developmental process. They serve to appreciate both evolutions and variations, not to characterize every behavior from individuals. As we have seen, individuals generally show behaviors and decisions from a range of stages, not from a single stage. This sort of findings is normal and does not call for questioning developmental perspective, nor the adequation of a given developmental sequence which stresses the general process at stake beyond variabilities. In this paper, we focused on Kohlberg’s sequence because of the numerous studies belonging to this theoretical field. But, following Kohlberg, new stages systems and new assessments methods are proposed (Gibbs, Basinger, & Fuller, 1992) ; in parallel, more specific...

We draw on the social information processing (SIP) model to argue that users' earlier experiences with online social environments tend to attribute human-like characteristics to robots. Specifically, when users engage in socially-charged electronic environments to interact and communicate electronically with others, they find ways to overcome the relative lack of cues to adapt to the medium; this includes in terms of reacting to emotional relationships . We hypothesize that individuals who have a high sense of online community, engage with avatars and have higher levels of competence communicating with information and communication technologies (ICT), are more likely to recognize humanlike cues in robots. This in turn leads them to accept robots as part of their social and physical environments. A "robotic" social distance scale was developed to measure willingness to accept robots, and the results based on this scale, from an empirical study of college students (N = 874) are explored. The findings show that whereas avatar engagement and sense of online community have a strong effect on robots acceptance, recognition of human-like characteristics partially mediates the association between these concepts; this is even after accounting for predictors expected to affect attitudes toward robots such as religion, gender, age and robots' appearance. The article ends by exploring the implications of this research for greater social acceptability of robots in various human domains.

Focus on business ethics has increased however, incidents of academic
dishonesty among business school students has also increased at the
same time. Simply adding ethics courses to business programs appears
to offer little guidance for student action, action that is transferred from
the university to the business world. More is needed if we wish to
reduce academic dishonesty while increasing the character of our stu
dents. Two hundred and four participants from a private, mid-western
university were asked to classify 22 acts as influencing or deterring
their decision to engage in academic dishonesty. These acts were cod
ed according to Lawrence Kohlberg’s stages of moral development
and were organized along structural/contextual dimensions. Findings
indicated that students operate at lower levels of moral development
than Kohlberg has previously found and they respond to structural di
mensions such as rules, policies and punishments when considering
academic dishonesty while the lack of these dimensions facilitates ac
ademic dishonesty. The role of virtue ethics education as a moderator
to this relationship was proposed.

This study was conducted to investigate teachers' practices in teaching the Islamic studies subject, aiming to enhance the moral development of grade VIII students. The goal of our study was to determine what teachers think about the impact of their teaching practices on the moral development of their students. Due to this, we employed a semi-structured qualitative interview approach for this study. Regarding the moral development of students, the researcher visited with six female teachers who taught Islamic studies to eighth graders during the 2023-24 session. The thematic method was employed for the interpretation of the results. This study revealed noteworthy findings about instructors' perspectives on their instructional methods and the impact of these practices on their students' morals. The study derived four main themes with sub-themes, which found: overall teaching and evaluation methods, including storytelling, questioning, providing examples from various sources, application of moral values in practical life, and engaging conversations with students,application of different languages for involvement of students,Involvement of Society in teaching learning process, application of audiovisual aids , practicing research, practices according to need and development of an effective learning environment for students' moral development. Moreover, teachers emphasized the importance of providing meaningful examples before introducing a new topic and using persuasive techniques to motivate students. They also emphasized the importance of religious subjects, particularly Islamic studies, for the moral development of learners  .

In the context of debates on (forensic) psychiatry issues pertaining to moral dimensions of (forensic) psychiatric health care are frequently discussed. These debates invite reflection on the question whether forensic practitioners have a role in stimulating patients' moral development and moral growth in the context of forensic psychiatric and psychological treatment and care. We conducted a qualitative study to examine to what extent forensic practitioners consider moral development and moral growth to be a part of their current professional practices and to what extent they think that stimulating moral development is a legitimate objective in the context of forensic psychiatric treatment. In addition, we asked how forensic practitioners balance pubic safety and risk management concerns with the interests and wellbeing of the individual patient. We conclude that: (i) elements of moral development and moral growth in forensic psychiatric care practices are to a certain extent inevitable and not necessarily questionable or undesirable; (ii) yet, as in similar debates these elements need to be made explicit in order to discuss the accompanying ethical challenges and boundaries. An open academic, professional and public debate on aspects of stimulating moral betterment within current practices is therefore desirable.

While John Dewey's learning theory has been widely credited as the essential theoretical underpinning of service learning, lesser attention has been paid to his concept of moral imagination regarding its immense potentials in nurturing college students' moral growth in service learning. ...

A prevailing view in moral psychology holds that empathy and sympathy play key roles in morality and in prosocial and altruistic actions. Recently, Jesse Prinz (2011a, 2011b) has challenged this view and has argued that empathy does not play a foundational or causal role in morality. He suggests that in fact the presence of empathetic emotions is harmful to morality. Prinz rejects all theories that connect empathy and morality as a constitutional, epistemological, developmental, motivational, or normative necessity. I consider two of Prinz's theses: the thesis that empathy is not necessary for moral development, and the thesis that empathy should be avoided as a guide for morality. Based on recent research in moral psychology, I argue that empathy plays a crucial role in development of moral agency. I also argue that empathy is desirable as a moral emotion.

This chapter presents research on moral judgment from the beginning of the 20th century to the present day. First, the authors will present the contribution of Piaget and Kohlberg's work on moral development from childhood to adulthood as well as the work of Gilligan on moral orientation and the difference observed between men and women. Then, the authors will analyze underlying structures of moral judgment in the light of the Dual Process Theory with two systems: system 1: quick, deontological, emotional, intuitive, automatic, and system 2: slow, utilitarian, rational, controlled, involved in human reasoning. Finally, the model of Dual Process Theory will be confronted with data from moral judgment experiments, run on elderly adults with Alzheimer's disease, teenagers with Autism Spectrum Disorder, and children and teenagers with intellectual disability in order to understand how cognitive impairment affects the structures and components of moral judgment.

This chapter presents research on moral judgment from the beginning of the 20th century to the present day. First, the authors will present the contribution of Piaget and Kohlberg's work on moral development from childhood to adulthood as well as the work of Gilligan on moral orientation and the difference observed between men and women. Then, the authors will analyze underlying structures of moral judgment in the light of the Dual Process Theory with two systems: system 1: quick, deontological, emotional, intuitive, automatic, and system 2: slow, utilitarian, rational, controlled, involved in human reasoning. Finally, the model of Dual Process Theory will be confronted with data from moral judgment experiments, run on elderly adults with Alzheimer's disease, teenagers with Autism Spectrum Disorder, and children and teenagers with intellectual disability in order to understand how cognitive impairment affects the structures and components of moral judgment.

The aim of human flourishing can be assessed in educational institutions with the Human Flourishing Measure. Educational institutions could more effectively promote human flourishing, especially the formation of character and the virtues, with concepts that correspond to the five domains of human flourishing and deepen their understanding and practice. These concepts are moral sources and culture (for the domain of happiness and life satisfaction), anthropology (for the domain of physical and mental health), agency and motivation (meaning and purpose), performance and context (character and virtue), and love and pedagogy (close social relationship). In view of the diversity of educational settings in the UK and USA, each concept is elaborated in thick and thin versions to guide evaluation and implementation.

The purpose of this study was to examine the ways in which credentialed educators conceptualized, understood, and perceived humane education, as well as their intent to include humane education in personal practice and their knowledge of strategies for integrating humane education concepts into their classroom work. The group of 25 educators participated in an online eight-week professional development course and completed pre-and post-surveys. The participants consisted of educators from the United States, British Columbia, and Vietnam. Participants were 11 secondary educators, 10 primary educators, 2 substitute teachers, 1 administrator, and 1 librarian. Results indicate that after an eight-week professional development intervention, participants had a greater understanding of humane education and an increased intent to include humane concepts in their practice, as well as increased knowledge of strategies for integrating humane concepts into their personal work. Results show that while the educators did not have an understanding of humane education at the beginning of the study, the humane themes resonated with their desire to engage students and to teach prosocial behaviors. A recommendation is for educators to receive humane education professional development that aligns with reform models and standards-based education in order to increase their knowledge of strategies and to infuse humane education into traditional pedagogy. (Contains 15 tables.

Acta Académica es un proyecto académico sin fines de lucro enmarcado en la iniciativa de acceso abierto. Acta Académica fue creado para facilitar a investigadores de todo el mundo el compartir su producción académica. Para crear un perfil gratuitamente o acceder a otros trabajos visite: .

Peer-reviewed, quarterly, and trilingual, Al-Mukhatabat publishes articles in Logic, Epistemology, Arts, Technology and social sciences. The journal aims to familiarize more readers with the subtleties of scientific thought and to encourage epistemological and logically argued approaches to the treatment of ethical, social, political, aesthetic, linguistic, cognitive, anthropological, educational, religious, and metaphysical questions, as a basis for establishing a genuine and fruitful dialogue between different cultures. Articles are to be submitted anonymously to two members of the journal's scientific committee for evaluation. By sending a manuscript to the journal, the author authorizes its publication. The article should be sent in docx and pdf formats, should not exceed 30 pages (notes and bibliography included), and should be accompanied by an abstract in English and French. The article will remain the full property of the author. The author will be notified of the committee's decision within six months of its submission.

This presentation examines the complex relationship between karma and freedom in Buddhism, questioning whether human life is fully determined by past actions or shaped by present volition. It situates Buddhist thought within a broader philosophical discourse by contrasting Western notions of free will with Buddhist understandings of conditioned autonomy and moral responsibility. Central to the discussion is the role of cetanā (volition) as the driving force of karma, enabling transformation within the web of causality. Ultimately, the presentation argues that true freedom in Buddhism is realized not through an independent self but through the transcendence of karmic conditioning in the pursuit of Nibbāna.

This book confronts one of humanity’s most unsettling truths: cruelty does not arise from a failure of empathy but often from its corruption. Through neuroscience, psychology, evolutionary theory, and philosophy, it reveals how the very systems that enable compassion can be inverted to fuel domination, humiliation, and violence. The work introduces novel frameworks—including the Empathy Overflow Theory, the Consciousness Burden Hypothesis, the Technological Empathy Gap, and the Evolutionary Mismatch Theory—to explain why cruelty persists despite intellectual and technological progress. It demonstrates how existential anxiety, empathic selectivity, and moral complexity combine with modern technologies to expand the scope and scale of human harm. Far from offering simple solutions, the book argues for a holistic rethinking of empathy, meaning-making, and moral responsibility. By integrating insights from neuroscience, history, and social systems, it calls for an awakening: to recognize cruelty as a universal human potential, to design institutions and technologies that constrain its expression, and to cultivate alternative sources of meaning that reduce its grip. At the mirror’s edge lies not only a reflection of humanity’s darkest tendencies but also the possibility of transformation through compassion, wisdom, and collective responsibility.

this work is that there are intrinsic and interesting connections between Leibniz's logical theory of possible individuals and his theory of actual, organic ones. In some more detail, the contents of each chapter are as follows. Chapter 1 presents the context in which Leibniz develops his approach to possibility. Leibniz's approach to the status of possibilities is situated

Major global crises such as the surge of terrorism and the repercussions of the economic downturn have rekindled an interest in the development of morality and the nurturing of universal values. To date, research on moral functioning has originated predominantly from Western contexts. This study aims to provide an Asian perspective to the existing models. It combines a Kohlbergian approach for the assessment of moral judgment, with a framework based on the Self-Determination Theory to assess the motivational regulations of Singaporean students. The presentation outlines the methodology used and the interim results obtained in the pilot study. The preliminary data indicate that, generally, the development of moral reasoning of the Singaporean students matches the level prescribed for their age group in Kohlberg's theory. There is however, a need to review the way in which Moral Education is conducted in schools in order to improve students' motivation in the subject.

Major global crises such as the surge of terrorism and the repercussions of the economic downturn have rekindled an interest in the development of morality and the nurturing of universal values. To date, research on moral functioning has originated predominantly from Western contexts. This study aims to provide an Asian perspective to the existing models. It combines a Kohlbergian approach for the assessment of moral judgment, with a framework based on the Self-Determination Theory to assess the motivational regulations of Singaporean students. The presentation outlines the methodology used and the interim results obtained in the pilot study. The preliminary data indicate that, generally, the development of moral reasoning of the Singaporean students matches the level prescribed for their age group in Kohlberg's theory. There is however, a need to review the way in which Moral Education is conducted in schools in order to improve students' motivation in the subject.

This study examined the impact of rule of law on crime prevention in Nigeria. It focused specifically on the aspect of perceived fairness. Ninety-five (95) participants were surveyed and administered with the questionnaire measure. They include forty-seven (47) males and forty-eight (48) females who are residing in the Kaduna metropolis. The selection of participants was done using convenience sampling. The age range of the respondents ranged from 22-28 years of age with a mean of 24.94 and a standard deviation of 2.05. Two instruments were used for data collection: Fairness subscale of Attitude towards the Criminal Legal System Scale (ATCLTS) (Martin & Cohn, 2004) and criminal intention subscale of Measure of Criminal Attitudes and Associates (MCAA; Mills et al., 2002). The study used a cross-sectional design and Pearson correlation was used as the statistics. The result showed that perceived fairness showed a significant negative relationship with criminal intention (r = -.70, p< .001). It was therefore recommended that the legislative arm of government should amend certain aspects of the law that are not fair to the common man and encouraged the Nigerian justice system to be free from external influence in order to increase perceived fairness.

The new independent Christian schools developed by parents and evangelical churches in the United Kingdom since the late 1960s remain controversial among both Christian and secular educators. In response to this controversy, the present study traced 106 men who had graduated from these schools between 1985 and 2003 and analysed their evaluation of the education they had received in these schools within four main themes: the quality of the education, the context of Christian and moral nurture, the quality of relationships (among the pupils, with the teachers, and with the wider world), and preparation received for life after leaving school. Although there were some issues of criticism, the balance of opinion among the former pupils within all four areas was generally supportive of the new independent Christian schools, which were generally perceived as having prepared them well for life.

In an age where cruelty persists not as anomaly but as architecture, this work challenges the adequacy of conventional moral theories and proposes a radical rethinking of ethical life. Beginning with the recognition that philosophy's greatest achievement may not end suffering, The Unbreakable Mirror is both a critique and a call-a reckoning with the persistent moral paralysis in the face of injustice. Through a series of philosophical inquiries and existential meditations, the thesis dismantles instrumental and abstract accounts of ethics, advancing instead an ontological ethics rooted in presence, vulnerability, and resistance. It frames ethical transformation as a lived stance, not a solved equation-requiring attentiveness to suffering, the courage to disobey harmful norms, and the discipline to remain open in a resistant world. This is not a theory to be admired but a mirror held up to humanity. It dares us not simply to think better, but to become otherwise.

Kant's moral theory provides, much like his metaphysical and epistemological theories, a rational way of abstracting the absolute while still recognizing the limits of this very human reason. In this, we see Kant's reach and parameter-a comprehensive system towards absolute truth in as much as we can comprehend it, almost suggesting that all we can learn is what is necessary. He rejects moral dogmas and norms, much like metaphysical and epistemic claims, that are in themselves beyond this grasp. As such, his moral theory pans out similarly: moral truth as it is revealed through the process of the categorical imperative and our adherence to moral duty. However, his reach and parameter collapse into each other when takes into account the very idea that what is irrational genesis of inclination, context, and the same individual affecting these moral choices level may have more influence on, if not the conclusion, then the trajectory of rational thinking-analyzing specifically the conflict between himself and his absolute obedience to his adherence to moral duty as Kant suggests. This paper aims to critique Kant's moral theory from the perspective of the individual, beginning with basic critiques of his theory among his contemporaries. A brief historical overview of the influence of his moral theories. The variances of their trajectories as a result of their unique social, political, cultural, and philosophical context, coalescing in a discussion on the individual's moral reasoning as emblematic of this: the contextuality of his place within the world and the trajectory of his moral reasoning being not as Kantian as Kant himself would hope it to be.

The requirements of professionalism and the expected qualities of medical staff, including high moral character, motivate institutions to care about the ethical development of students during their medical education. We assessed progress in moral reasoning in a cohort of medical students over the first 3 years of their education. We invited all 92 medical students enrolled at the University of Sherbrooke, Que., to complete a questionnaire on moral reasoning at the start of their first year of medical school and at the end of their third year. We used the French version of Kohlberg&#39;s Moral Judgment Interview. Responses to the questionnaire were coded by stage of moral development, and weighted average scores were assigned according to frequency of use of each stage. Of the 92 medical students, 54 completed the questionnaire in the fall of the first year and again at the end of their third year. The average age of the students at the end of the third year was 21 years, and 79% of ...

My strongest arguments to date for a final departure from capitalism, the prosocial imperatives of a post-capitalist political economy, and strategies for immediate activism. Charts, photos, and personal anecdotes abound, and no generative AI tools were used.

This paper reconstructs and frames David Hartley's triadic law of habit as foundational to his neurophilosophy of moral development. Extending the focus onto his implementation of the "Rule of Life"-a natural principle of moral progress-, it argues that the superempirical reality referred to in Hartley's mystical vocabulary is emotionally invested by his own practice. Through an examination of his methods-particularly meditation and language cultivation-the paper presents Hartley as a meaningful interlocutor on the issue of moral stagnation and reflects on his relevance to the contemporary challenge of social fragmentation.

This article aims to highlight how chronic couple conflictuality can be read from the control mastery theory perspective. Some empirically grounded couple conflictuality models are reviewed and discussed, particularly regarding researchers’ tendency to focus on specific ways of dealing with conflicts, and the presence of a specific relational pattern, the demand/withdraw style, which seems to be particularly present among high-conflict couples. The article further presents an overview of the psychodynamic and systemic literature on couple conflictuality, in which three basic ways of reading conflict emerge: as an outcome of projective identification mechanisms; as a consequence of deficits in mentalization and affective regulation; and as a breakdown of dysfunctional communication strategies. The main control-mastery theory concepts also are presented, with a particular focus on its application to couple conflicts. According to this perspective, chronic couple conflictuality results from the repetition of vicious relational circles—that is, mutually failed tests by partners that give rise to negative escalations and couple dissatisfaction.
A sample of clinical material from couple therapy is presented to exemplify this idea.

This study investigated the interactions of 72 children (ages 7 to 15) with Sony's robotic dog AIBO in comparison to a live Australian Shepherd dog. Results showed that more children conceptualized the live dog, as compared to AIBO, as having physical essences, mental states, sociality, and moral standing. Based on behavioral analyses, children also spent more time touching and within arms distance of the live dog, as compared to AIBO. That said, a surprising majority of children conceptualized and interacted with AIBO in ways that were like a live dog. Discussion focuses on two questions. First, is it possible that a new technological genre is emerging in HCI that challenges traditional ontological categories (e.g., between animate and inanimate)? Second, are pervasive interactions with a wide array of "robotic others" -increasingly sophisticated personified computational artifacts that mimic biological forms and pull psychologically in mental, social, and moral ways -a good thing for human beings?

This article analyzes the Darién Gap transit migration phenomenon. It traces the current relevance of discussions on this phenomenon in recent academic literature, questions the lack of analysis of this issue from a bioethical perspective, and proposes including, to that end, the global bioethics and ethics of care assumptions. From this perspective, three development stages are established. Initially, the text characterizes the Darién jungle transit migration phenomenon based on the academic literature and non-governmental organization reports. Subsequently, it analyzes global bioethics and, in particular, the "acceptable survival" and "planetary sustainability" notions as a possible approach to dealing with transit migration. Finally, it addresses several ethics of care assumptions, especially of the relationality and vulnerability categories, which would also integrate the analysis of global bioethics.

As societies become more complex over time the sorts of ethical problems generated require higher levels of moral thought. This book applies the developmental psychology of Piaget and Kohlberg to anthropological accounts of tribal societies and compares this to the ethical systems of literate states.

Over the past 15 years, children and adults around the world have been asked if Heinz should steal a drug to save his dying wife, if Njoroge should disobey the rules to help a lost child, or some other similar moral dilemma. These crosscultural studies have been undertaken to test Lawrence Kohlberg's theory, which posits a universal model of moral development. This review identifies the major empirical assumptions underlying Kohlberg's claim for cross-cultural universality, including culturally diverse samplings, universal moral questions, invariant stage sequence, full range of stages, and general applicability of the stages. It then reviews the cross-cultural research literature, much of which has not been previously published, and evaluates the support for each assumption. In addition to providing striking support for the underlying assumptions, the 45 studies examined here also identify some major caveats regarding the range and general applicability of the stages across cultures. In particular, biases in favor of complex urban societies and middle-class populations are identified. Based on these findings, the conclusion presents an alternative to Kohlberg's perspective on the relation between culture and moral development. Lawrence Kohlberg's stage model of moral development, briefly summarized in Table , has attracted a great deal of positive attention from psychologists and educators. Not surprisingly, however, his work has also inspired considerable criticism and revisionism (cf. Gibbs, 1977;. The aspect of Kohlberg's theory that has been most difficult for many social scientists to accept is the claim that the development of moral reasoning about the social environment follows a universal invariant sequence, toward the same universal ethical principles, in all cultural settings (cf.

Son muchas las personas a las que estoy reconocido por su ayuda para hacer posible este libro. Varios de mis colegas de la universidad leyeron todo el borrador inicial del manuscrito y contribuyeron, con sus agudos comentarios, a reforzar considerablemente la siguiente versión. Se trata de Gus Levine, Doug Kenrick, Art Reaman y Mark Zanna. El primer borrador lo leyeron asimismo unos cuantos familiares y amigos -Richard y Gloria Cialdini, Bobette Gorden y Ted Hall-quienes me ofrecieron, además del apoyo emocional que tanto necesitaba, sus penetrantes y sustanciosas observaciones. Otro grupo, más amplio, me brindó útiles sugerencias para determinados capítulos o grupos de capítulos:

Autonomy and personal choice are seen as basic psychological needs, yet the boundaries of these choices vary in different cultural contexts. The present study examined Turkish mothers' perspectives on young children's autonomy and personal choice and the role of socioeconomic status (SES), child age, and gender in their responses. We surveyed 256 mostly well-educated mothers (M = 36.61 years, SD = 4.66) of 4-to 8-year-olds in Turkey about hypothetical and real-life personal, prudential, and conventional issues. In both contexts, Turkish mothers generally reported granting their children autonomy over personal issues while maintaining authority over prudential and conventional matters, based primarily on concerns about potential harm to the child or others. Higher SES mothers reported providing more autonomy, exerting less control, and having less conflict with their children than lower SES mothers. Mothers reported little use of punitive strategies to resolve conflicts, but negotiation and persuasion were used predominantly by higher SES mothers. Boys were granted more decision-making autonomy than girls, and preschool girls were viewed as more attention seeking than boys, a pattern that reversed among school-aged children. Turkish mothers balanced granting autonomy and maintaining authority, with more support for autonomy and negotiation over conflicts among higher than lower SES mothers. Public Significance Statement This study found that higher socioeconomic status Turkish mothers of 4-to 8-year-old children granted more autonomy over personal matters, asserted less control, and used more negotiation and persuasion strategies to resolve conflict than did lower socioeconomic status mothers. These findings illuminate cultural similarities and differences in the parenting of young children and can inform parenting practices and policies that support children's autonomy across diverse cultural and economic contexts.

This study aims to inform the discussion over the proposed merit of morally ambiguous dramas as a tool in moral education in the professional domain, by providing insight into student groups' moral evaluations of Dexter. In-depth interviews (N = 61) were conducted among a diverse sample of law and (developmental) psychology students. The results demonstrate differences in moral evaluations, according to the degree of 'professional' experience. Remarkably, law students follow the unlawful reasoning of vigilante killer Dexter instead of their own moral make-up; yet slowly develop a professional, strict procedural, point-of-view during their education. Conversely (developmental) psychology students ground moral evaluations instantly in professionalism, but proceed from an idealistic to a more realistic and nuanced point-of-view. To fully reach its potential as a launch pad for discussing professional predicaments, we recommend that Dexter is incorporated later in the curriculum after both student groups have had more experience in the field. College is one of the best places to encourage moral development, specifically the development of professional ethics . Concerning this topic, college teachers have recently turned to drama series that are situated in a professional setting for input in their classes on professional ethics (e.g. Weaver, Wilson, & Langendyk, 2014) for three main reasons. First, as teaching aids for their class discussions (cf. . Second, students enjoy series that are contextually related to their future profession (House M.D., Dexter, Suits) (e.g. . Third, students continuously make moral judgments based on their own 'pre-professional beliefs and experiences (i.e. 'professional' beliefs and experiences of students still acquiring education) .

A esfera pública é permeada por dilemas morais, cujas soluções não necessariamente estão expressas em códigos de conduta. Assim, é imprescindível que o gestor público possua capacidade para lidar com situações complexas. A competência moral é uma habilidade que pode auxiliar o administrador a lidar com essas situações, sendo que tal competência é passível de ser influenciada por processos educacionais. O objetivo deste estudo foi o de analisar de que modo o ensino de ética pode contribuir para o desenvolvimento da competência moral. Para tanto, analisou-se a influência da disciplina de ética em Administração Pública na competência moral de discentes, que foi auferida pelo Teste de Competência Moral (MCT). Constatou-se, a partir da etapa quantitativa desta pesquisa, que a disciplina referida não influenciou a competência moral dos discentes. Por outro lado, percebeu-se, a partir de dados qualitativos, que o repertório teórico sobre temas relacionados à ética foi impactado positivamen...

Bu arastirma, Saglik Bilimleri Universitesi Konya Egitim ve Arastirma Hastanesi’nde gorev yapan Veri Girisi Hazirlik Hizmetleri personellerinin iletisim beceri duzeylerini saptamak amaciyla yapilmistir. Iletisim beceri duzeyi konusunda Veri Girisi Hazirlik Hizmetleri personellerine yapilan ilk arastirma olmasi nedeniyle bu calisma onem arz etmektedir. Arastirmada, Konya Egitim ve Arastirma Hastanesinde calisan ve gonullu olarak arastirmaya katilmayi kabul eden 195 Veri Girisi Hazirlik Hizmetleri personeli orneklem alinmistir. Katilimcilara “Iletisim Becerileri Olcegi” ve “Bilgi Formu” uygulanmistir. Elde edilen veriler SPSS 22.0 programi ile degerlendirilmistir.Verilerin degerlendirilmesinde sayi, yuzdelik oran, ortalamalarin alinmasi, standart sapma, T-Testi, Anova, Man-Whitney U ve Kruskal Whallis-H testleri kullanilmistir. Anket verilerine gore Veri Girisi Hazirlik Hizmetleri personellerinin iletisim beceri duzeylerini etkileyen degiskenler oldugu saptanmistir. Medeni durum, mesl...