آموزش اخلاق از بعد رشد شناختی- عاطفی در مدارس

•   آرشیو : نسخه تابستان 1402 - جلد اول
•   کد پذیرش : 1375
•   موضوع : روانشناسی بالینی
• نویسنده/گان : | فاطمه آزادی، فاطمه زارعی افین، فاطمه محمدی فرخی
•   زبان : فارسی
•   نوع مقاله : پژوهشی
•   چکیده مقاله به فارسی : مطالعه اخلاق از دیرباز مهمترین موضوع در فلسفه بوده است. با این حال، مطالعه سیستماتیک رشد اخلاقی در روانشناسی تنها در چند دهه گذشته و با پیشرفت‌های سریع در سی سال گذشته آغاز شده است. به نوعی، روانشناسی اخلاقی در حال حاضر تنها در مرحله کودکی خود قرار دارد. هدف این پژوهش واکاوی و قضاوت درباره نسبت رشد شناختی اخلاق در مدارس است. برای تحقق این هدف با روش تحلیل انتقادی و تحلیل مفهومی، مفهوم رشد شناختی اخلاق در مدارس و ملاک‌های مناسب آن تبیین شد. براساس تحلیل‌های به‌دست آمده علاوه بر برنامه درسی رشد اخلاق در دانش آموزان در چهارمرحله آموزشی، الگوی اخلاقی اصلی که در مدارس مدنظر قرار می‌گیرد؛ عبارتند از:
  (1) انسانیت، (2) هوش، (3) شجاعت، (4) وجدان، (5) خودمختاری، (6) احترام، (7) مسئولیت، (8) طبیعی بودن، (9) وفاداری، و (10) تواضع. بر اساس بررسی ادبیات تحقیق به‌نظر می‌رسد؛ رشد شناختی اخلاقی مبتنی بر ده ویژگی اخلاقی اولیه برای همه فرهنگ‌ها جهانی است.
•   لیست منابع : [1] Bull, N. J. (1969). Moral education. London: Routledge & Kegan Paul.
  [2] Colby, A., & Kohlberg, L. (1987a). Theoretical foundations and research validation. The measurement of moral judgment (Vol. I). Cambridge, England: Cambridge University Press.
  [3] Colby, A., & Kohlberg, L. (1987b). Standard issue scoring manual. The measurement of moral judgment (Vol. II). Cambridge, England: Cambridge University Press.
  [4] Crockett, M. J. (2013). Models of morality. Trends in cognitive sciences, 17(8), 363–366. https://doi.org/10.1016/j.tics.2013.06.005
  [5] Duncan, A. R. C. (1979). Escapes from moral thinking. In D. B. Cochrane, C. M. Hamm, & A. C. Kazepides (Eds.), The domain of moral education (pp. 7–16). New York: Paulist Press.
  [6] Durkheim, E. (1925). Moral education (E. K. Wilson & H. Schnurer, Trans.). New York: The Free Press.
  [7] Eysenck, H. J. (1976). The biology of morality. In T. Lickona (Ed.), Moral development and behavior: Theory, research, and social issues (pp. 108–123). New York: Holt, Rinehart and Winston.
  [8] Gilligan, C. (1982). In a different voice. Cambridge, MA: Harvard University Press.
  [9] Gilligan, J. (1976). Beyond morality: Psychoanalytic reflections on shame, guilt, and love. In T. Lickona (Ed.), Moral development and behavior: Theory, research, and social issues (pp. 144–158). New York: Holt, Rinehart and Winston.
  [10] Gilligan, C., Rogers, A. G., & Tolman, D. L. (2014). Women, girls & psychotherapy: Reframing resistance. In Women, Girls & Psychotherapy: Reframing Resistance (pp. 1-272). Taylor and Francis Inc. https://doi.org/10.4324/9781315801346.
  [11] Giroux, H. A. (1983). Theory and resistance in education: A pedagogy for the opposition. London: Heinemann Educational Books.
  [12] Grác, J., Biela, A., Mamcarz, P.J., & Kornas-Biela, D. (2021). Can moral reasoning be modeled in an experiment?. PLoS ONE, 16(6): e0252721.
  [13] Haidt, J. (2012). The righteous mind: Why good people are divided by politics and religion. New York, NY: Paragon.
  [14] Ho, D. Y. F. (1986). Chinese patterns of socialization: A critical review. In M. H. Bond (Ed.), The psychology of the Chinese people (pp. 1–37). Hong Kong: Oxford University Press.
  [15] Ho, K. K., & Ho, B. (2004). A review of moral education curriculum materials in Hong Kong. Journal of Moral Education, 33(4), 631–636.
  [16] Killen, M., & Dahl, A. (2021). Moral Reasoning Enables Developmental and Societal Change. Perspectives on Psychological Science, 16(6), 1209–1225.
  [17] Kohlberg, L. (1974). Education, Moral Development and Faith, Journal of Moral Education, 4:1, 5-16. DOI: 10.1080/0305724740040102.
  [18] Kohlberg, L. (1969). Stage and sequence: The cognitive-developmental approach to socialization. In D. A. Goslin (Ed.), Handbook of socialization: Theory and research (pp. 347–480). Chicago: Rand-McNally.
  [19] Kohlberg, L. (1971). From is to ought: How to commit the naturalistic fallacy and get away with it in the study of moral development. In T. Mischel (Ed.), Cognitive development and epistemology (pp. 151–235). New York: Academic Press.
  [20] Kohlberg, L. (1976). Moral stage and moralization: The cognitive-developmental approach. In T. Lickona (Ed.), Moral development and behavior (pp. 31–53). New York: Holt, Rinehart and Winston.
  [21] Kohlberg, L. (1981). Essays on moral development: Vol. 1. The philosophy of moral development. San Francisco: Harper & Row.
  [22] Kohlberg, L. (1984). Essays on moral development: Vol. 2. The psychology of moral development. San Francisco: Harper & Row.
  [23] Ku, H. M. (2001). Spirit of the Chinese people (Q. T. Wang & S. Q. Sung, Trans.). Guilin, China: Guangxi Normal University Press. (Original work published in 1915.)
  [24] Lickona, T. (1991). Education for character: How our schools can teach respect and responsibility. New York: Bantam Books.
  [25] Lincoln, S. H. & Holmes, E. K. (2011). Ethical decision making: a process influenced by moral intensity. Journal of Healthcare, Science and the Humanities, 1(1), 55-69.
  [26] Ma, H. K. (1982). A study of moral development with special reference to psychological needs, human relationships and structures of judgment. Unpublished doctoral dissertation, University of London.
  [27] Ma, H. K. (1988). The Chinese perspectives on moral judgment development. International Journal of Psychology, 23, 201–227.
  [28] Ma, H. K. (1990). The Chinese Taoistic perspective on human development. International Journal of Intercultural Relations, 14, 235–249.
  [29] Ma, H. K. (1992). The moral judgment development of the Chinese people: A theoretical model. Philosophica, 49, 55–82.
  [30] Ma, H. K. (1997). The affective and cognitive aspects of moral development of the Chinese people: A seven-stage development theory. Indigenous Psychological Research in Chinese Societies, 7, 166–212. [in Chinese]
  [31] Ma, H. K. (1998). The Chinese stage structures of moral development: A cross-cultural perspective. Paper presented at the Symposium on the “Ontogenetic and Historical Development of Morality”, University of Bielefeld, Germany.
  [32] Ma, H. K. (2003). The relation of moral orientation and moral judgment to prosocial and antisocial behaviour of Chinese adolescents. International Journal of Psychology, 38, 101–111.
  [33] Ma, H. K. (2006). Moral competence as a positive youth development construct: Conceptual bases and implications for curriculum development. International Journal of Adolescent Medicine and Health, 18(3), 371–378.
  [34] Ma, H. K., Tam, K. K., & Wong, M. Y. (Eds.). (2001a). Whole person education and happy growth: Life and moral education programmes for junior primary schools (Vols. 1–3). Hong Kong: Life and Ethics Education Project, Hong Kong Baptist University. [in Chinese]
  [35] Ma, H. K., Tam, K. K., & Wong, M. Y. (Eds.). (2001b). Whole person education and happy growth: Life and moral education programmes for junior secondary schools (Vol. 1–3). Hong Kong: Life and Ethics Education Project, Hong Kong Baptist University. [in Chinese].
  [36] Magid, R. W., & Schulz, L. E. (2017). Moral alchemy: How love changes norms. Cognition. 167: 135–150
  [37] Martí-Vilar, M., Escrig-Espuig, J.M. & Merino-Soto, C. (2021). A systematic review of moral reasoning measures. Curr Psychol. https://doi.org/10.1007/s12144-021-01519-8
  [38] Maslow, A. H. (1987). Motivation and personality (3rd ed.). New York: Harper & Row.
  [39] McHugh, C., McGann, M., Igou, E. R., & Kinsella, E. L. (2022). Moral Judgment as Categorization (MJAC). Perspectives on Psychological Science, 17(1), 131–152
  [40] Mohd Yusoff, M.Z., Safrilsyah, S., Haji Othman, M.K., Fajri, I., Muhammad Yusuf, S., Ibrahim Ibrahim & Wan Husna Wan, M. Z. (2022) The effect of moral reasoning and values as the mediator towards student’s prosocial behaviour, International Journal of Adolescence and Youth, 27:1, 32-44, DOI: 10.1080/02673843.2021.2021959.
  [41] Railton, P. (2017). Moral Learning: Conceptual foundations and normative relevance. Cognition. 167: 172–190.
  [42] Piaget, J. (1932). The moral judgment of the child (M. Cabain, Trans.). London: Routledge & Kegan Paul.
  [43] Rest, J. R. (1986). Moral development: Advances in research and theory. New York: Praeger.
  [44] Watson, B. (1967). Basic writings of Mo Tzu, Hsun Tzu, and Han Fei Tzu. New York: Columbia University Press.
  [45] Wilson, J. (1967). General introduction. In J. Wilson, N. Williams, & B. Sugarman, Introduction to moral education (pp.11–35). Middlesex, England: Penguin.
  [46] Wright, D. (1971). The psychology of moral behavior. Middlesex, England: Penguin. Rawls, J. (1999). A theory of justice (Rev. ed.). Cambridge, MA: Harvard University Press.
•   کلمات کلیدی به فارسی : رشد اخلاقی، رشد شناختی، ویژگی‌های اخلاقی
•   چکیده مقاله به انگلیسی : The study of ethics has long been the most important topic in philosophy. However, the systematic study of moral development in psychology has only begun in the last few decades, with rapid advances in the last thirty years. In a sense, moral psychology is currently only in its infancy. The purpose of this research is to analyze and judge the ratio of moral cognitive development in schools. To achieve this goal, the concept of cognitive development of ethics in schools and its appropriate criteria were explained with the method of critical analysis and conceptual analysis. Based on the analysis obtained, in addition to the curriculum for moral development in students in the fourth educational stage, the main moral model that is considered in schools; are:
  (1) humanity, (2) intelligence, (3) courage, (4) conscience, (5) autonomy, (6) respect, (7) responsibility, (8) naturalness, (9) loyalty, and (10) Humility. Based on the review of the research literature, it seems; Moral cognitive development based on ten basic moral traits is universal to all cultures.
•   کلمات کلیدی به انگلیسی : moral development, cognitive development, moral characteristics
•  صفحات : 1-12
•   دانلود فایل ( 1.76 MB )