Descriptor
Source
| Journal of Moral Education | 6 |
Author
| Bock, Tonia | 1 |
| Laird, Philip G. | 1 |
| Narvaez, Darcia | 1 |
| Nucci, Larry | 1 |
| Rogers, Glen | 1 |
| Thoma, Stephen J. | 1 |
| Walker, Lawrence J. | 1 |
Publication Type
| Journal Articles | 6 |
| Reports - Descriptive | 6 |
Education Level
Audience
Location
| Minnesota | 2 |
Laws, Policies, & Programs
Assessments and Surveys
| Defining Issues Test | 6 |
What Works Clearinghouse Rating
Peer reviewedThoma, Stephen J. – Journal of Moral Education, 2002
Traces the history of Minnesota's approach to moral judgment research. Claims this history can be subdivided into four phases, each with a different goal and theoretical consideration. Concludes the Minnesota approach has been a progressive force in the field. Argues that this approach reaffirms Lawrence Kohlberg's view that moral judgments are…
Descriptors: Cognitive Development, Cognitive Psychology, Educational History, Higher Education
Peer reviewedWalker, Lawrence J. – Journal of Moral Education, 2002
Provides a critical appraisal of two significant contributions of the Minnesota approach to moral development. Describes one contribution as the componential model that describes the four psychological components underlying moral behavior. Identifies the second contribution as the conceptual and methodological reformulations known as the…
Descriptors: Cognitive Development, Elementary Secondary Education, Ethical Instruction, Higher Education
Peer reviewedLaird, Philip G. – Journal of Moral Education, 2003
Reviews the Defining Issues Test and Spheres of Control results of students involved in the pro-choice or pro-life movements. Rates participation of student involvement in on-campus activities. Reveals abortion activists more frequently endorsed moral issues and scored higher on sociopolitical issues. Discusses results based on relationships among…
Descriptors: Activism, Critical Thinking, Higher Education, Moral Development
Peer reviewedNucci, Larry – Journal of Moral Education, 2002
Discusses the Defining Issues Test as an invaluable tool for research and practice in moral education. Explains that because such instruments are based upon previous developmental research, they are unsuitable for research on moral development. Argues that these measures stand in the way of generating new knowledge. (CAJ)
Descriptors: Adolescents, Elementary Secondary Education, Ethical Instruction, Models
Moral Schemas and Tacit Judgement or How the Defining Issues Test Is Supported by Cognitive Science.
Peer reviewedNarvaez, Darcia; Bock, Tonia – Journal of Moral Education, 2002
Discusses three core moral judgement ideas: (1) modern schema theory, (2) automatic decision-making frequency, and (3) implicit processes as the default mode of human information processing. Compares the Defining Issues Test (measures the beginnings of moral judgement) and the Lawrence Kohlberg Moral Judgement Interview (measures the highest level…
Descriptors: Adolescents, Decision Making, Elementary Secondary Education, Higher Education
Peer reviewedRogers, Glen – Journal of Moral Education, 2002
Draws on evidence from Alverno College's (Milwaukee, Wisconsin) longitudinal research to make the case that the Defining Issues Test (DIT) is best characterized as measuring growth in moral reasoning rather than a broader construct of moral development. Challenges current DIT theory, but is consistent with prevailing interpretations of growth on…
Descriptors: Cognitive Development, Colleges, Decision Making, Higher Education
