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Moral affect is “emotion related to matters of right and wrong”. Such emotion includes shame, guilt, embarrassment, and pride; shame is correlated with the disapproval by one's peers, guilt is correlated with the disapproval of oneself, embarrassment is feeling disgraced while in the public eye, and pride is a feeling generally brought about by a positive opinion of oneself when admired by ...
Haidt's initial field work in Brazil and Philadelphia in 1989, [16] and Odisha, India in 1993, showed that moralizing indeed varies among cultures, but less than by social class (e.g. education) and age. Working-class Brazilian children were more likely to consider both taboo violations and infliction of harm to be morally wrong, and ...
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.
Lawrence Kohlberg (/ ˈ k oʊ l b ɜːr ɡ /; October 25, 1927 – January 17, 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.
Moral realism is the class of theories which hold that there are true moral statements that report objective moral facts. For example, while they might concede that forces of social conformity significantly shape individuals' "moral" decisions, they deny that those cultural norms and customs define morally right behavior.
There are many theorists that make up early student development theories, such as Arthur Chickering's 7 vectors of identity development, William Perry's theory of intellectual development, Lawrence Kohlberg's theory of moral development, David A. Kolb's theory of experiential learning, and Nevitt Sanford's theory of challenge and support.
A moral hierarchy is a hierarchy by which actions are ranked by their morality, with respect to a moral code. It also refers to a relationship – such as teacher/pupil or guru /disciple – in which one party is taken to have greater moral awareness than the other; [ 1 ] or to the beneficial hierarchy of parent/child or doctor/patient.
Notably, the notion of moral conversion has been distinguished from the theory of moral development per se, by Walter E. Conn (of Villanova University) and John C. Gibbs (of the Ohio State University). [4] Moral conversion, according to Conn and Gibbs, involves critical questioning and therefore differs from any spontaneous moral development ...