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Robles Francia, V. H. (2013). La complementación de la discusión de dilemas con la lectura teórica para una eficaz intervención en el juicio moral. 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.
Resumen
Actualmente existe un gran interés por la educación moral para lograr una democracia recta, una saludable convivencia entre todos los actores y minorías sociales y una paz perdurable. Lo que ha orientado parcialmente la presente investigación sobre el desarrollo eficaz de habilidades de razonamiento moral. Asimismo, porque esta temática muestra exploraciones limitadas de campo y nulas intervenciones eficaces en México. Particularmente, esta investigación demostró la siguiente hipótesis: la complementariedad eficaz de la exposición discursiva de la teoría de Kohlberg a la discusión de dilemas morales. Se aplicó el Cuestionario del Juicio Moral CJM como pretest a 19 estudiantes universitarios, como test intermedio y como test final; se realizaron dos fases de intervención: la primera a razón de siete sesiones, una por semana, de discusión de dilemas morales; la segunda se hizo a través de una sesión expositiva y por una lectura sobre la teoría del juicio moral. Los resultados mostraron una caída del juicio moral en la primera fase de intervención y un crecimiento significativo después de la segunda fase.
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Referencias
Dellaportas, S. (2006). Making a difference with a discrete course on accounting ethics. Journal of Business Ethics, 65, 391–404.
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.
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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