Sentence examples for moral reasoning development from inspiring English sources

Our study demonstrated direct causative relationship between the regression in moral reasoning development and clinical teaching during medical curriculum.

The study of Doukas et al. [ 24] was based on Fishbein and Ajzen's Theory of Reasoned Action [ 47] and the study of Richardson [ 38] was based on Kohlberg's model of moral reasoning development [ 48, 49].

Grice uses this general account of reasoning to investigate moral reasoning and moral reasons.

Undergraduate training is responsible for promoting a significant increase in the growth and development of moral reasoning in medical students [ 7] and should offer students the tools to analyze ethical issues and to formulate a cogent and well-defended position without, however, dictate a particular substantive outcome [ 11].

In order to test the possibility of a universal morality, Kohlberg devised a theory for the development of moral reasoning based on stages that could be observed, or at least imagined, in humans.

He found that the development of moral reasoning does indeed proceed in sequence through a series of stages.

In addition, being punished by someone who holds such power over them can result in delays in the development of moral reasoning.

The development of moral reasoning is particularly relevant for criminal justice and policing graduates, since they may exercise a large amount of discretionary powers as part of their prospective work roles.

According to the cognitive-developmental approach based on Kolberg's ideas [2], the development of moral reasoning occurs through change in the proportions of three cognitive schemas used while reasoning about a moral dilemma [2].

To test the causative relationship between clinical part of the medical curriculum and the development of moral reasoning, we used the combined study design derived from Schaie's description of a general model for study of developmental problems [14].

Our study demonstrated a reciprocal quadratic change in the development of moral reasoning in medical students, where their scores on Personal Interest schema first decreased in the 3rd year then increased steadily to the 6th year, while Maintaining Norms and Post-conventional Scores first increased modestly in the 3rd and 4th year and then decreased steadily to the 6th year.