This work was originally issued as a two-volume set, published in 1987 and 1988. It constitutes a definitive presentation of the system of classifying moral judgment built up by Lawrence Kolberg and his associates over a period of twenty years. Researchers in human development and education around the world, many of whom have worked with interim versions of the system - indeed, all those seriously interested in understanding the development of moral judgment - will find it a useful and accessible resource. Volume 2 includes the scoring systems for three alternate, functionally equivalent forms of Kohlberg's moral judgment interview.
This work was originally issued as a two-volume set, published in 1987 and 1988. It constitutes a definitive presentation of the system of classifying moral judgment built up by Lawrence Kolberg and his associates over a period of twenty years. Researchers in human development and education around the world, many of whom have worked with interim versions of the system - indeed, all those seriously interested in understanding the development of moral judgment - will find it a useful and accessible resource. Volume 2 includes the scoring systems for three alternate, functionally equivalent forms of Kohlberg's moral judgment interview.
This work was originally issued as a two-volume set, published in 1987 and 1988. It constitutes a definitive presentation of the system of classifying moral judgment built up by Lawrence Kolberg and his associates over a period of twenty years. Researchers in human development and education around the world, many of whom have worked with interim versions of the system - indeed, all those seriously interested in understanding the development of moral judgment - will find it a useful and accessible resource. Volume 2 includes the scoring systems for three alternate, functionally equivalent forms of Kohlberg's moral judgment interview.
This long-awaited two-volume set constitutes the definitive presentation of the system of classifying moral judgement built up by Lawrence Kohlberg and his associates over a period of twenty years. Researchers in child development and education around the world, many of whom have worked with interim versions of the system, indeed, all those seriously interested in understanding the problem of moral judgment, will find it an indispensable resource. Volume I reviews Kohlberg's stage theory, and the by-now large body of research on the significance and utility of his moral stages. Issues of reliability and validity are addressed. The volume ends with detailed instructions for using the forms in Volume 2. Volume 2, in a specially-designed, user-friendly format, includes three alternative functionally-equivalent forms of the scoring system.
The first section of the book contains an overview of the charitable sector in Canada, a sociological review of altruism in different societies, a discussion of altruism in various philosophical and religious traditions, an economic analysis of "rational voluntarism," and an assessment of the relationship between the charitable sector and the welfare state. The second section contains five papers on the legal definition of charity, both general (the jurisprudence of the Federal Court of Appeal and a proposal for rethinking the concept of "public benefit"), and particular (the political purposes doctrine, religion as charity, and a commentary on the recent major Supreme Court decision on the meaning of charity). The third section deals with the tax status of charities: two papers evaluate the current tax credit system and one deals with the administration of charities by the Canada Customs and Revenue Agency. The final section contains essays on charities and commercial enterprise, on the regulation of fund-raising, and on needed reforms in non-profit corporation law. At a time when the federal government is about to embark on a wide range of policy initiatives to assist and regulate the non-profit sector, these essays are necessary reading for anyone concerned with the future of the charitable sector in Canada. Contributors include Neil Brooks (Osgoode Hall Law School), Cara Cameron (McGill), Bruce Chapman, Kevin Davis (Toronto), Abraham Drassinower (Toronto), David Duff (Toronto), Richard Janda (McGill), Will Kymlicka (Queen's), Andrée Lajoie (Montreal), Mayo Moran (Toronto), Charles-Maxime Panaccio (office of Mr Justice Charles Gonthier), Jim Phillips, Jane Allyn Piliavin (Wisconsin-Madison), David Sharpe (Attorney-General's Office, New York State), Lorne Sossin (Osgoode Hall Law School), David Stevens, and Jen-Chieh Ting (Academia Sinica).
This anthology offers a unique collection of contributions focusing on the discussion about the so-called dual-process theories within the field of moral psychology. In general, dual-process theories state that in cognitive systems, two sorts of processes can be differentiated: an affective, associative process and an analytical, rule-based process. This distinction recently entered the debate on the relationship between intuitive and rational approaches to explaining the phenomenon of moral judgment. The increasing interest in these theories raises questions concerning their general impact on social contexts. The anthology aims at presenting stepping-stones of an analysis of the merits and drawbacks of this development. For that purpose, the authors discuss general questions concerning the relationship between ethics and empirical sciences, methodological questions, reassessments of established terminology and societal implications of dual-process theories in moral psychology.
Living with Climate Change contains different topics on how to adapt to global warming. With a strong focus on ways of adapting to climate change, the book also examines the root causes of global warming. Readers are provided all the most up-to-date thinking and information on each issue due to the extensive list of references connected to each chapter. By linking various topics and interesting new innovations that are often synergistic, this book covers a wide range of issues in global warming adaptation that is ideal for readers from many disciplines. - Covers ways of coping with global warming and climate change - Contains the most up-to-date information on how to prevent the worst effects of global warming - Discusses the connection of climate change to human health
The most damning criticism of markets is that they are morally corrupting. As we increasingly engage in market activity, the more likely we are to become selfish, corrupt, rapacious and debased. Even Adam Smith, who famously celebrated markets, believed that there were moral costs associated with life in market societies. This book explores whether or not engaging in market activities is morally corrupting. Storr and Choi demonstrate that people in market societies are wealthier, healthier, happier and better connected than those in societies where markets are more restricted. More provocatively, they explain that successful markets require and produce virtuous participants. Markets serve as moral spaces that both rely on and reward their participants for being virtuous. Rather than harming individuals morally, the market is an arena where individuals are encouraged to be their best moral selves. Do Markets Corrupt Our Morals? invites us to reassess the claim that markets corrupt our morals.
This handbook examines the meanings, implications, and transformative potential of a child-rights approach for school psychology. It focuses on the school community, in which psychology is committed to promoting well-being, learning, and development of all children. The handbook begins with an overview of the 1989 United Nations Committee on the Rights of the Child (CRC) and explores main themes such as, survival, protection, development, participation, and nondiscrimination. Chapters provide guidance in promoting and protecting child rights when dealing with critical issues relevant to the school community, including well-being, freedom from violence, and access to high quality education. In addition, chapters analyze and offer recommendations for child rights applications within the roles and responsibilities of school psychologists. The handbook concludes with future directions for achieving a child-rights approach for school psychology. Topics featured in this handbook include: The current status of child rights in the international community. Accountability for child rights by school psychology. Collaborative home, school, and community practices aimed at promoting family support. Protecting child rights within the realm of competitive sports. CRC and school-based intervention programming. Promoting child rights through school leadership. Applying child rights-respecting research to the study of psychological well-being. The International Handbook on Child Rights and School Psychology is a must-have resource for researchers, scientist-practitioners, clinicians, and graduate students in child and school psychology, educational policy and politics, social work, public health, and other school-based or child-serving mental health disciplines.
Global Perspectives on Value Education in Primary School is a comprehensive book edited by a renowned philosophy scholar from Kastamonu University Faculty of Humanities and Social Sciences. In this book, readers will find a comprehensive account of how value education can be effectively delivered in primary schools worldwide. It presents an extensive collection of case studies and examples of values education from different countries and cultures and examines the criteria for selecting and differentiating values that are suitable for primary school level, and the methods and approaches for effectively teaching those values. By comparing different approaches and experiences, the book provides valuable insights into the challenges and opportunities for value education in primary schools. This book is highly recommended for anyone interested in values education, including academic scholars, researchers, teachers, university students, and parents. With its rich and diverse range of perspectives and examples, it provides a compelling argument for the importance of values education in our time. Its persuasive problem and solution approach makes Global Perspectives on Value Education in Primary School an essential addition to the literature on education and philosophy.
