The Model and the Measure: An appraisal of the Minnesota approach to moral development

Abstract

This review provides a critical appraisal of two of the more signi cant contributions of the Minnesota approach to moral development. One contribution is the componential model which describes the four psychological components underlying moral behaviour. Evaluation of this model focuses on the adequacy of its synthesis of disparate processes in moral functioning, its instruments for assessing the four components, and its framework for moral education. A second contribution entails the conceptual and methodological reformulations known as the neo-Kohlbergian approach. Evaluation of this approach focuses on its emphasis on macro-morality, rede nition of post-conventional morality, proposal of three moral schemas and six moral types and assessment of moral judgement with the De ning Issues Test. This review identi es the most valuable contributions of the Minnesota approach, as well as its most telling limitations.

Defining features of moral sensitivity and moral motivation: pathways to moral reasoning in medical students1

“…Maturity of post-formal thinking also moves the individual away from a self-focus toward the sociocentric focus needed for post-conventional moral reasoning (Labouvie-Vief & Lawrence, 1985). Without post-formal skills, an individual may ignore or avoid a moral dilemma by withdrawing from the emotionally overwhelming situation, thereby circumventing moral reasoning entirely (Walker, 2002).…”

Development, reliability, and validity of the Moral Identity Questionnaire

“…Kohlberg (1971) laid the groundwork for research on what has come to be viewed as the standard model (Walker, 2002), which describes moral development as a progression through six stages loosely corresponding to Piaget's preoperational and operational developmental levels (Kohlberg & Hersh, 1977). Instruments based on Kohlberg's theory and method (cf.…”

Examining moral thinking of adolescents through intermediate concepts

“…Ipak, neki autori (npr. Walker, 2002) ostaju skeptični u vezi statusa posrednih koncepata kao generalnog aspekta moralnog mišljenja.…”

“…Značaj uzrasta potvrđen je u mnogim studijama (npr. Rest, 1974Rest, , 1975Rest et al, 1999;Thoma, 2006;Thoma & Bebeau, 2008;Тhoma et al, 2008;Walker, 1982Walker, , 1989Walker, , 2002Walker, , 2005Walker et al, 1987;Walker & Taylor, 1991a).…”