How Good Are Children at Rating the Ethical Content of Moral Stories (original) (raw)
Related papers
The Role of Storytelling in Understanding Children's Moral/Ethic Decision-Making
Multicultural Perspectives, 2010
As students advance in their education, the use of stories and specifically the process of storytelling often wane from the central mode of learning to be replaced with more didactic methods and contentdriven applications. However, the use of stories has remained a central component of moral/ethics education and continues to be used as a foundation for values instruction. The process of storytelling can be seen as a central component to understanding how students comprehend and reason out ethical ambiguities. This study examined the storytelling event as it related to the process of ethical deliberation for upper elementary students. The findings reveal how storytelling offers a distinct child-referenced perspective, presenting an opportunity for teachers to better understand the complexity of the particular child’s ethical world. Likewise, data show youth challenging simplistic moral understandings, revealing the complexity of their daily ethical decision making.
Comparing Ethical Content Ratings of Text and Video Versions of Stories
Online Submission, 2005
The Rating Ethical Content System (RECS) provides a systematic method for rating the positive content of stories, based on the Four Process model of ethical behavior (Rest, 1983): ethical sensitivity, ethical judgment, ethical focus and ethical action. We present data from an ...
New Directions for Child and Adolescent Development, 2010
How children make meaning of their own social experiences in situations involving moral issues is central to their subsequent affective and cognitive moral learning. Our study of young children' s narratives describing their interpersonal confl icts shows that the emotions and judgments constructed in the course of these real-life narratives differ from the emotions and judgments generated in the context of hypothetical transgressions. In the narratives, all emotions mentioned spontaneously were negative. In contrast, emotions attributed in the interview part covered a broader spectrum. One' s own real-life transgressions were judged less severe and more justifi ed than hypothetical transgressions.
Moral Virtue and Practical Wisdom: Theme Comprehension in Children, Youth, and Adults
The Journal of Genetic Psychology, 2010
The authors tested 3 hypotheses about the relation of moral comprehension to prudential comprehension by contrasting comprehension of themes in moral stories with comprehension of themes in prudential stories among third-grade, fifth-grade, and college students (n = 168) in Study 1, and among college students, young and middle-aged 15 adults, and older adults (n = 96) in Study 2. In both studies, all groups were statistically significantly better at moral theme comprehension than prudential theme comprehension, suggesting that moral comprehension may develop prior to prudential comprehension. In Study 2, all groups performed equally on moral theme generation whereas both adult groups were significantly better than college students on prudential theme generation. Overall, the 20 findings of these studies provide modest evidence that moral and prudential comprehension each develop separately, and that the latter may develop more slowly.
Moral Text Comprehension: Implications for education and research
Journal of Moral Education, 2001
Several studies are reviewed that examine differences in moral schema development using techniques intermediate between measuring implicit knowledge (such as with the De ning Issues Test) and explicit knowledge (such as with the Moral Judgment Interview). Findings include signi cant differences in the comprehension of moral narratives based on age/education and on level of expertise. Also, intended moral themes in stories are not understood by younger children.
Moral Judgment and Text Processing
1993
A study examined how people's level of moral judgment affects their memory for narratives containing moral information. Subjects, 69 eighth-grade students from a private school, 53 eighth-grade students from a public school, and 49 undergraduates enrolled in introductory psychology courses at the University of Minnesota, read four narratives containing embedded moral arguments. The Defining Issues Test (DIT) scores were used as an indicator of moral judgment development and were correlated with moral judgment recall. Results indicated that: (1) higher DIT scores (indicative of structures of moral reasoning) were significantly related to higher principled argument recall (indicative of moral comprehension); and (2) higher DIT scores were significantly related to better overall memory (general reading comprehension). Findings suggest that there is an influence of structures on recall. (Four graphs of data are included.) Contains 30 references. (RS)
Moral Competence as Measured with MJT and Moral Education Through Reading Tales and Stories
2014
Reading tales and stories is a widespread practice, traditionally considered to be important for the children’s moral education. But currently, there are few scientific data to support that claim. The purpose of my research was to be a contribution in that direction, by investigating whether moral competence, as measured with Moral Judgment Test (Lind, 2000), can be significantly changed on a short-term by merely reading a moral narrative, assumed to prime participants’ moral identity, supposedly linked with moral competence. Its initial hypothesis was that, in the experimental condition, immediately after reading a moral tale, the moral competence score should increase, whereas, in the control condition, immediately after reading a text without moral meaning the moral competence score should remain the same. A number of 67 second year students at University of Fine Arts and Design from Cluj-Napoca participated at the research (46 females, 21 males, with a mean age of 20,6 years), 3...
The Use of Stories as Moral Education for Young Children
International Journal of Social Science and Humanity, 2013
There are a number of ways that one might morally educate a child. One can demonstrate various virtues and encourage the child to copy his or her own behavior. One can issue a series of imperatives and punish if failure to abide by them. Moreover, one might tell the child stories with moral lessons in order to elicit favorable behavior and to discourage unfavorable behavior. In this research, we study how kindergarten teachers can better serve more appropriate aims of moral education by using stories. The main findings of this study are as follows: first, moral education is considered complementary material in kindergarten in Indonesia. There are few teachers who use stories as moral education in kindergaten. Second, teachers play an important role in helping children understand the story and capture the message of the story. Teachers are therefore challenged to explore the content of stories and help children connect the story with their daily lives. Third, the ways in which teachers see morality affects the way they convey moral values in a story.
Annals of the International Communication Association, 2020
Theorizing posits that moral judgment and reasoning stem from intuitions from at least one of six cognitive moral modules. Research has examined how media exposure influences aspects of moral development among children and adolescents. These lines of research remain largely unintegrated, however, and extant theories lack an explicit developmental perspective. We argue that Moral Foundations Theory (MFT) is a useful tool for contextualizing past findings and thus review the extant literature in this area. Secondly, we integrate developmental theory with MFT and the Model of Intuitive Morality and Exemplars. This paper will help researchers to understand how human development and media use interact to influence moral module salience, with implications for understanding effects of exposure on children and adolescents.