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Robles Francia, V. H. (2013). The complementarity of dilemma discussion with theoretical reading for an effective intervention in moral judgment. International Journal of Psychological Research, 6(1), 84–93. https://doi.org/10.21500/20112084.707
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The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Abstract
At present there is great interest in moral education to achieve a straight democracy, a healthy coexistence between all actors and social minorities and a lasting peace. What has guided this research partially effective development of moral reasoning skills. Also, because this subject shows limited field explorations and void effective interventions in Mexico. In particular, this research showed the following hypothesis: effective complementarity discursive exposure Kohlberg's theory to the discussion of moral dilemmas. The Moral Judgment Test was applied as pretest to 19 undergraduates, as intermediate test and final test. There were two phases: the first was on discussion of moral dilemmas, at the rate of seven sessions, one per week; the second one was made through a session and expository reading on the theory of moral judgment. The results showed a decline of moral judgment in the first intervention phase and a significant increase after the second phase.
References
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Kohlberg, L. & Wasserman, E. (1980). The cognitive-developmental approach and the Practicing Counselor: An Opportunuty for conselors to rethink their roles. The Personnel And Guidance Journal, 58, 559-567.
Lerkiatbundit, S., Utaipan, P., Laohawiriyanon, C. & Teo, A. (2006). Randomized controlled study of the impact of the Konstanz Method of Dilemma Discussion on moral judgement. Journal of Allied Health, 35(2), 101-102.
Lind, G. (1982). Experimental Questionnaires: A new approach to personality research. En: Kossakowski, A. & Obuchowski, K. (Ed.), Progress in psychology of personality (pp.132-144). Amsterdam, NL: North-Holland.
Lind, G. (2002). Moral Dilemma Discussion Revisited -The Konstanz Method, Manuscrito presentado en el meeting de la Association for Moral Education (AME) en Chicago, Nov. 7- 9.
Lind, G. (2004). The meaning and measurement of moral judgment competence revisited – A dual-aspect model. En Fasko, D. & Willis, W. (Eds.), Contemporary Philosophical and Psychological Perspectives on Moral Development and Education (pp-185-220). Cresskill. NJ: Hampton Press.
Lind, G. (2007). La moral puede enseñarse: manual teórico-práctico de la formación moral y democrática. México: Trillas.
Lind, G. (2008). The Moral Judgment Test (MJT) 1977-2008 Spanish Version, (Last revision of this text: January 12, 2008). Konstanz, Alemania: University of Konstanz.
Hirmas, C. y Eroles, D. (2008). Convivencia democrática, inclusión y cultura de paz: Lecciones desde la práctica educativa innovadora en América Latina, Santiago, Chile: Salesianos Impresores.
Kohlberg, L. (1958). The development of modes of moral thinking and choice in the years 10 to 16. Unpublished doctoral dissertation, Chicago, IL: University of Chicago.
Kohlberg, L. (1964). Development of moral character and moral ideology. En Hoffman, M. L. & Hoffman, L. W. (Eds.). Review of child development research (Vol. 1, pp. 381-431). New York: Russel Sage Foundation.
Kohlberg, L. (1992). Psicología del desarrollo moral, Bilbao: Desclée de Brouwer.
Kohlberg, L. & Wasserman, E. (1980). The cognitive-developmental approach and the Practicing Counselor: An Opportunuty for conselors to rethink their roles. The Personnel And Guidance Journal, 58, 559-567.
Lerkiatbundit, S., Utaipan, P., Laohawiriyanon, C. & Teo, A. (2006). Randomized controlled study of the impact of the Konstanz Method of Dilemma Discussion on moral judgement. Journal of Allied Health, 35(2), 101-102.
Lind, G. (1982). Experimental Questionnaires: A new approach to personality research. En: Kossakowski, A. & Obuchowski, K. (Ed.), Progress in psychology of personality (pp.132-144). Amsterdam, NL: North-Holland.
Lind, G. (2002). Moral Dilemma Discussion Revisited -The Konstanz Method, Manuscrito presentado en el meeting de la Association for Moral Education (AME) en Chicago, Nov. 7- 9.
Lind, G. (2004). The meaning and measurement of moral judgment competence revisited – A dual-aspect model. En Fasko, D. & Willis, W. (Eds.), Contemporary Philosophical and Psychological Perspectives on Moral Development and Education (pp-185-220). Cresskill. NJ: Hampton Press.
Lind, G. (2007). La moral puede enseñarse: manual teórico-práctico de la formación moral y democrática. México: Trillas.
Lind, G. (2008). The Moral Judgment Test (MJT) 1977-2008 Spanish Version, (Last revision of this text: January 12, 2008). Konstanz, Alemania: University of Konstanz.
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