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• W565830131 abstract "Children at age five are viewed as emerging from egocentricism to rule-orientation. It has been observed, however, that moral reasoning -eliciting~consideration of others' interests by induction -can be effective in eliminating disruptive behaviours and establishing willing cooperation in primary students so that academic achievement is enhanced. The works of R. S. Peters and Jean Piaget and recent empirical studies are examined in relation to the hypothetical assumption that moral development can be promoted in primary students through reasoning. Some possible explanations for conflicts in research findings are provided. The present substantive research investigates (i) what attitudinal differences, if any, may be found between students involved in a reason-oriented program of moral instruction and students involved in a rule-oriented program and, if applicable, (ii) whether explanations for the observed effects may be suggested by the data. The study was conducted in a naturalistic kindergarten setting. Ten children similar in age and socioeconomic background were randomly divided into two groups of equal size. Each group met for a two-hour period two mornings per week for five and one-half weeks. Instruction for the two groups was the same except that when disruptive behaviour occurred, the teacher-researcher intervened with rule sanctions in the first group and reasoning in the second. All sessions were recordedon audiotape and transcribed in random order to avoid bias. Voice iii registration of such states as excitement or distress provided for detailed study of responses. Moral learning was assessed according to students' verbal and behavioral responses in class and student interviews. Observations are reported in anecdotal and descriptive form. Interpretation of observational data suggests that: 1. reasoning facilitated progression from egocentric behavior to other-directed behavior and an increase in rational enquiry during study periods; 2. reasoning in accordance with universalizable principles promotes development of the valence aspect of self which is foundational for moral development; and 3. task achievement promotes effectance; they become mutually reinforcing, but do not appear to significantly influence the development of valence. The tentative findings indicate need for further investigation. ... a l a r g e percentage of c h i l d r e n (may no t be) capable of educat ion before a s e r i o u s and sus ta ined a t tempt has been made t o provide t h e necessary c o n d i t i o n s without which t a l k of educat ion i s a p ious hope. R.S. P e t e r s i n A u t h o r i t y , ~ e s p o n s i b i l i t y and ducati ion, page 84 ." @default.
• W565830131 created "2016-06-24" @default.
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• W565830131 date "1985-01-01" @default.
• W565830131 modified "2023-09-23" @default.
• W565830131 title "Reasoning versus rules as facilitators of moral development in four- and five-year-olds : an exploratory study" @default.
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