In psychology we may look at childhood or adolescence or consider the way in which we develop our gender identity or sexuality.
For access of papers with restricted access please contact me: As an effort to follow Ockham's advice, and reduce the number of concepts involved in my Dual-Aspect Theory of moral behavior, and to make my theory, as Popper reminds us, more informative and better testable, I have made a few terminological Essays comparing piaget vygotsky over the past four decades of research: The main object of my research has always been, and still is, moral competence.
Already in the past I have frequently used this term, I have also used other terms for it like 'moral judgment' and 'moral reasoning.
But these latter terms are often used for designating the conscious process of ethical judgment and ethical reasoning rather than for the largely unconscious process of moral competence.
In my older publication and in publications by other authors the old terms are still found. In order to avoid confusion I avoid these terms now -- with one exception.
Sometimes, I also use the term moral-democratic competence to indicate that moral competence applies to both, the 'individual' ability as well as to the 'social' ability to solve problems and conflicts on the basis of universal moral principles through thinking individual and discussion socialinstead of through violence, deceit, or bowing down to internal or external powers.
Georg Lind, January How to teach morality. Peer influence in bullying: The autonomy-enhancing effect of moral competence. Aggressive Behavior, 44, In this paper, we report on two studies which suggest that moral competence acts as a moderator of peer influence in the context of school bullying.
Data were collected at two time points in three German higher secondary schools grades 7—10, average age at measurement: Neither study found corresponding effects for pro-social, defending behavior.
Our findings further illuminate the associations between moral competence, peer influence, and school bullying. Some implications for bullying prevention are discussed. For a future free of violence: Moral competencies As a means of emancipation and self-empowerment.
I will specifically explain how the self-empowerment of people subjected to violence or endangered by the potential use of violence, can make a positive contribution to violence prevention. This selfempowerment goes hand in hand with the growth of competencies. I view this matter as complementary to the issue of preventing potential perpetrators from acting violently, by providing them with the opportunity to foster their own competencies.
I will also discuss gender-based violence and the situation of women affected by abuse, in order to support my claims with some empirical evidence.
In this context, the type of violence I refer to is physical violence - acts of violence targeting the body of a person.
Therefore, I will also explore the problem of violence prevention in the context of the struggle for women's emancipation and gender equality. This paper will also refer to the idea of moraldemocratic competencies, following Georg Lind, who bases many of his ideas on the earlier works of his teacher, Lawrence Kohlberg.
The view of democracy as way of life, which Lind supports in his work, corresponds to the vision of democratic relations in society which can be found in the writings of feminist political thinkers such as Iris Marion Young, Nancy Fraser and Ann Phillips.
Revista medica de Chile, Moral competence MC in physicians is fundamental, given the increasing complexity of medicine. To explore moral competence and its associated factors among physicians working in Chile. The MCT was answered by physicians from two medical centers who voluntarily participated in the study.
Besides the test, participants completed an encrypted form giving information about gender, years in practice and post-graduate studies. The average CI value of the participants was 20,9. Post-graduate studies had a significant positive influence on CI.
There was a significant decrease in CI, between 16 and 20 years of professional exercise. Gender and the area of post-graduate studies did not have a significant influence. The studied physicians showed a wide range of CI which was positively affected by the postgraduate studies performed.
The years of professional practice had a negative influence. Expanding training opportunities during professional practice could have a positive effect on moral competence as measured by CI.
Each day medical doctors have to solve many problems and conflicts. We expect them to cope with these problems and conflicts on the basis of their moral principles, which they doubtlessly have. But they need also moral competence, that is the ability to cope with them through thinking and discussion, instead of through power, deceit, or submission under the authority of others.
In other words, the profession of medicine requires a rather high level of moral competence. The average C Index of 20,9 for these physicians is just the minimum which is needed for cooperating in a social environment Lind - Comparing the Two Theories of Cognitive Development There are three main types of cognitive development.
There is Piaget's theory, Vygotsky's theory and the Information processing approach. The two theories that I am going to compare and contrast are Piaget and Vygotsky's theories.
Vygotsky and Piaget were contemporaries with Watson and Skinner (behaviourists), Freud, (psychoanalysis) and Koffka (Gestalt psychology). (Bodrova & Leong, ) During the early part of the 20th century, the emerging field of psychology was linked to Darwinism and biological causes for behaviour/5(20).
Published: Thu, 18 May INTRODUCTION Background of the Study. In relation to the goal of Philippine political and economic development and social cohesiveness, there is a growing clamor to revisit and revive nationalism. Vygotsky essay example. Free essay on Vygotsky and Piaget.
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Both Jean Piaget and Lev Vygotsky's theories on childhood cognitive development have greatly influenced 20th century academia, but their views on what prompts development differ greatly, particularly in regard to how children's .
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