By James R. Rest
Read or Download Development in Judging Moral Issues PDF
Best psychology & counseling books
Quick collect the data and talents you must properly and successfully enforce reaction to Intervention (RTI) programsAs adoption of the RTI version grows, execs corresponding to academic diagnosticians, college psychologists, normal and targeted schooling lecturers, and faculty directors are desirous to locate assets that describe the idea in the back of it and supply priceless directions for its powerful implementation.
Comparing Sexual Harassment presents psychologists with crucial details for accomplishing an evidence-based forensic session. The authors acquaint readers with the medical and social clinical literature on sexual harassment, and observe those findings to concerns that psychologists needs to reflect on in getting ready ethically sound and well-substantiated forensic reviews and testimony.
This ebook covers themes now not quite often linked to creativity that supply us perception into artistic motion as a social, fabric, and cultural method. a variety of experts in the humanities and social sciences will locate this attention-grabbing, in addition to practitioners who're searching for novel methods of pondering and doing artistic paintings.
Extra resources for Development in Judging Moral Issues
There are four main classes of correlations, and the theoretical questions of interest are different in each of these four: 1. ) and with IQ and achievement tests are relevant in documenting 16 INTRODUCTION the cognitive nature of moral judgment. Also of special interest is the relationship between the DIT andKohlberg's test, since both purport to measure moral judgment as characterized in terms of six stages; Kohlberg's test involves the production of justifications and the DIT involves the evaluation of different ways of stating the important issues of a dilemma.
Morality of contract, of individual rights, and of democratically accepted law. Stage 6. Morality of individual principles of conscience. Any stage scheme needs to be described in terms of the specific features that judges are to use in scoring a given interview, how each feature of a stage is part of a unified system of ideas, and how each stage is conceptually more adequate than the previous stage. From 1958 to about 1968, the features for scoring were listed but were not systematically related to the core unifying idea of each stage.
It will be argued that socio-moral development begins with rudimentary concepts of shared expectations (norms established by the demands of a caretaker) and culminates in a concept of mutual expectations founded on a logical analysis of the requirements of an ideal system of cooperation. The second condition for establishing a stable and reliable system of social cooperation is that there be some way of securing the support of the participants to maintain it. Although each participant may recognize that in the abstract, social cooperation is preferable to isolation, there are many arrangements of social cooperation to choose from.