Moral development in the professions: psychology and applied ethics

Kohlberg's theory of moral development explores the roles of cognition and emotion but focuses primarily on cognition. Contemporary post‐formal theories lead to the conclusion that skills resulting from cognitive‐affective integration facilitate consistency between moral judgement and moral behaviour. Rest's four‐component model of moral development delineates these skills specifically. The components, moral motivation, moral sensitivity, moral reasoning and moral character, operate as multidimensional processes that facilitate moral development and subsequently promote moral behaviour. The relationships between these components have been relatively unexplored, thereby missing the opportunity to unpack the processes underlying moral growth and development. In this study, moral motivation (spirituality), moral sensitivity (post‐formal skills) and moral reasoning are operationalized to examine the mediational effects of moral sensitivity of medical students. In the complex moral environment of medical students opportunities arise to question values and develop cognitive‐affective skills, among them spirituality and post‐formal thinking which are linked to increases in post‐conventional moral reasoning. The models tested indicate that moral sensitivity mediates the relationship between moral motivation and moral reasoning.

Junior High School students in Solok City are directed to participate in prospering the mosque in their neighborhood by participating in religious activities managed jointly by the Regional Government, Education Office, Ministry of Religious Affairs, Religious Teachers, Preachers, Mosque Administrators and parents. In order to make this activity a success, the principal's management is needed, especially in fostering students' morals. The purpose of this study was to analyze the steps taken by schools in fostering the morals of Junior High School students in Solok City. This study used a qualitative method with a case study approach that began with data collection through interviews, observations, and document analysis, then the data was analyzed. The results of the research analysis showed five successful steps for the principal in fostering students' morals: 1) the principal planned the development of students' morals by instructing all teachers to foster morals and including moral development in the learning implementation plan. 2) The principal organizes moral development starting from level 1 moral development carried out by educators and education staff by providing exemplary examples, moral development carried out by the homeroom teacher for the students under his supervision, level 2 moral development carried out by guidance and counseling teachers who cannot be handled by the homeroom teacher, level 3 development of homeroom teachers and guidance and counseling teachers, level 4 moral development of students through collaboration with parents. 3) The principal carries out moral development of students a) directly such as providing exemplary examples, advising and reprimanding undisciplined teachers and b) indirectly moral development carried out by all educators, establishing cooperation with various parties in developing morals of students such as cooperation between Islamic religious education teachers and general study teachers. 4) The principal controls the development of morals of students through all teaching teachers. Teachers have the responsibility to guide, foster and direct students to have good morals. In this case, the teacher conveys the results of his development to the principal through the student representative. 5) The principal evaluates students' moral development by administering punishments or sanctions in collaboration with the students' parents. The implications of this research can provide principals and educators with insights into how to foster students' moral development. This research can serve as a foundation for other researchers to conduct further research in different contexts and on different issues.

In the silent corridors of childhood, where maternal presence is expected to provide warmth, guidance, and emotional grounding, the absence of a mother casts a long and often painful shadow. The Shadow of Absence: Ethical Considerations of Growing Up Without a Mother explores the ethical, psychological, and social ramifications of maternal absence. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, presents a thought-provoking analysis of how individuals raised without a mother navigate their personal development, ethical foundations, and emotional resilience. This book unearths the philosophical questions surrounding maternal absence—does morality develop differently in children without a maternal figure? How does society perceive and accommodate those who grow up without a mother? What ethical responsibilities does the community have in addressing the void left by maternal absence? With a deeply humanized and analytical approach, this work does not merely diagnose the struggles of those affected but also seeks pathways for ethical and social reintegration. The discussion extends beyond individual psychology, delving into cultural perspectives, moral philosophy, and policy considerations. Published in New York, USA, in 2023 by The United Nations and The Education Training Centre, this book is an essential read for scholars, ethicists, psychologists, and anyone who seeks a deeper understanding of the intersection between ethics and personal identity formation in the absence of maternal influence. The impetus for this book arises from the growing need to understand the ethical implications of growing up without a mother. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, examines the moral, psychological, and philosophical ramifications of maternal absence in a rapidly evolving world where traditional family structures continue to shift. The book, published in New York, USA, in 2023, seeks to address how individuals construct their identities and ethical foundations in the absence of a maternal figure. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, defines maternal absence beyond physical separation, including emotional detachment and societal neglect. Core concepts include the role of maternal ethics, identity construction, and the moral development of children raised without maternal influence. The book examines theories in developmental psychology, ethics, and cultural philosophy to create a comprehensive framework for understanding this phenomenon. The increasing prevalence of non-traditional family structures has led to a deeper inquiry into the ethical consequences of growing up without a mother. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, highlights empirical studies and case analyses demonstrating the impact of maternal absence on cognitive, emotional, and moral development. The book also explores the long-term societal effects, including shifts in ethical perspectives and social policy. This book follows an interdisciplinary approach, combining psychological analysis, ethical philosophy, and sociological perspectives. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, employs comparative studies to assess differences in moral reasoning and social adaptation between those with and without maternal influence. The book also integrates cross-cultural comparisons to determine how maternal absence is understood and mitigated in various societies. Key indicators include the psychological effects of maternal absence, shifts in moral behavior, and variations in ethical reasoning. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, examines case studies, statistical analyses, and philosophical arguments to explore the extent to which maternal absence influences ethical decision-making and emotional well-being. This book identifies variables such as parental roles, emotional security, ethical decision-making, and social adaptation. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, discusses how these factors interact and shape individual identities in the absence of maternal guidance. Cultural norms, economic conditions, societal support structures, and personal resilience serve as key determinants in how individuals cope with maternal absence. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, investigates the role of extended family, educational institutions, and community resources in shaping moral and ethical development. Through an ethical and philosophical lens, Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, proposes strategies to mitigate the challenges of growing up without a mother. These include fostering inclusive social policies, developing mentorship programs, and creating community support systems to bridge the emotional and moral gaps left by maternal absence. While there are supportive interventions, numerous barriers remain, including societal stigma, economic hardship, and limited access to emotional support. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, discusses how ethical frameworks can guide policy-making to reduce these obstacles. The book concludes by emphasizing the necessity of ethical and social considerations in addressing maternal absence. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, argues that while the absence of a mother presents unique challenges, society has an ethical obligation to create frameworks that support those affected, fostering resilience and moral development.

In this article the authors present results from research that tested well-established assumptions and explored longstanding dissatisfactions concerning questions about the relationship between moral development and religious development. Relying upon classical constructs derived from the work of Lawrence Kohlberg, Fritz Oser, and certain of their colleagues, the authors translated, revalidated, and employed a measure developed by John Gibbs for the measurement of moral judgment, and developed, validated, and employed a new measure of religious judgment for the purpose of comparing moral judgment and religious judgment levels in a population of French-speaking Belgian adolescents and young adults. Their findings introduce the beginning of a large-scale empirical effort in the testing of claims central to the literature of developmental psychology and the practice of developmental education where moral and religious judgment are concerned. The results of their research also raise a series of interesting questions about conflict and convergence in moral and religious development. Readers are invited to regard these findings both as a source of reinvigoration for the constructivist case about the relatedness of moral and religious development, and as an opportunity to enquire collaboratively into a series of perplexing questions which arise therein.

This study investigates the impact of technology in teaching and the understanding of religious values on the moral development of students in Islamic schools in Indonesia. A quantitative analysis using Structural Equation Modelling with Partial Least Squares (SEM-PLS) was employed to examine the relationships among these key variables. The study's questionnaire demonstrated strong validity and reliability. Discriminant validity confirmed the distinctiveness of the constructs. Hypothesis tests revealed significant positive relationships between Religious Values and Students' Moral Development and between Technology Use in Teaching and Students' Moral Development. These results underscore the critical role of both religious values and technology-enhanced teaching methods in shaping the moral character of students. The findings provide valuable insights for educators and policymakers in Islamic schools, emphasizing the potential of technology in religious education without compromising moral development.

Zahra Khaza'I, Nasrin Ramadan The present paper reviews and analyzes Plato's view on moral development. Although contemporary psychologists conducted the first scientific research on moral development and its relationship with intellectual development, historical evidence shows that it was Plato who first discussed the concept of moral development and its relationship with intellectual development. As a virtue-oriented philosopher, Plata explains his theory about moral and epistemic development through a normative perspective and regards moral development as the result of multilateral development of man's existential dimensions, while psychologists descriptively discuss about the way of mind development, man's moral judgments and their interrelationships. Considering virtues as the thrust of his theory, Plato tries to promote personal character by using the methods which are based on suggestion, habit, imitating models and narrating exemplary narrations in low stages of education, and deal with the development of the power of thinking and vision through teaching mathematics and dialectic in higher stages, so that an individual will be capable to differentiate correct from incorrect and actualize the correct. The present paper seeks to study the nature of moral development in Plato's view based on his moral and epistemic theory, and elaborate on the most important philosophical foundations, principles, factors and methods of his educational method.

Purpose The purpose of this paper is to shed light on and introduce the ethics of earnings management (EM) to researchers and students in the academic community in light of Kohlberg’s theory. Design/methodology/approach The paper contextualises and analyses the relevant literature to provide insights around the key concepts of the issue of ethics of EM. Therefore, theoretical approach has been adopted by reviewing the literature using a descriptive method. The study suggests relevance of the theory of moral development and reasoning by Kohlberg (1969) as an approach in the process of exploring the background and the reasons behind ethics of managers regarding EM. This theory helps to explain how individuals demonstrate and justify a sense of right or wrong. Thus, the paper is a literature review concluded with a proposed conceptual framework. Findings The paper provides conceptual insights about the ethics of EM, and it proposes a link between manager’s ethics regarding the phenomenon of EM and the framework of moral reasoning theory by Kohlberg (1969). Originality/value The importance and implications of Kohlberg’s theory, in terms of EM, resides within the fact that the theory is concerned with questions about how one ought to act – being as it acknowledges the well-known ethical theories. The work of Kohlberg can be classified as a descriptive analysis to the extent that it attempts to describe individuals’ moral development. This integration of normative and descriptive ethics, in turn, enables the theory to be used to explore managers’ moral reasoning in a more helpful way.

The absence of a mother shapes not only an individual's emotional landscape but also their ethical and existential outlook. This book presents an in-depth exploration of the philosophical and social dimensions of growing up without maternal guidance. Through the lens of existential ethics, Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, examines how individuals construct meaning, navigate moral challenges, and define their place in a society that often presumes the necessity of maternal influence. Grounded in existentialist thought and social ethics, this book blends philosophy with real-life narratives to investigate how the absence of a mother influences personal autonomy, moral responsibility, and the search for belonging. It engages with questions of self-determination, ethical dilemmas, and societal obligations to individuals who must forge their own moral compass in the face of maternal absence. An essential read for philosophers, psychologists, educators, and policymakers, this work seeks to expand the conversation on ethics, resilience, and the human condition. This book was written to address the intersection of existential philosophy and social ethics in the lives of those who grow up without a mother. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, was driven by the increasing discussions on how parental absence affects an individual’s moral and existential formation. Published in New York, USA, in 2023, this work provides a philosophical framework for understanding how individuals without maternal influence shape their moral and social identities. At its core, this book defines maternal absence not just as a physical condition but as a profound existential state that influences moral reasoning, identity formation, and social integration. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, explores key concepts such as existential autonomy, ethical self-reliance, and the societal role in moral development. The book draws from existentialist thinkers like Jean-Paul Sartre, Simone de Beauvoir, and Albert Camus to frame the ethical implications of growing up motherless. Societies have long emphasized the maternal figure as a cornerstone of ethical and emotional development. This book questions whether individuals who grow up without a mother are at a moral disadvantage or whether they develop a unique ethical framework born out of necessity. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, explores how the motherless experience shapes moral choices, social belonging, and existential resilience. The book identifies principles such as moral self-construction, ethical adaptability, and communal ethics as crucial factors in understanding the moral lives of those without maternal figures. Indicators examined include levels of moral reasoning, social responsibility, and psychological resilience in motherless individuals. This study is structured around critical variables that shape ethical identity, including: • Autonomy and Moral Independence: How individuals develop a personal moral code in the absence of maternal influence. • Social Influence and Support Structures: The role of extended family, mentors, and societal institutions in moral education. • Philosophical Inquiry and Ethical Development: How existential questioning informs personal ethics and decision-making. The absence of a mother does not determine ethical failure or success but rather introduces unique determinant factors. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, highlights key influences such as social environment, economic stability, cultural expectations, and access to mentorship as shaping forces in moral and existential development. To address the ethical and existential challenges faced by motherless individuals, the book proposes strategic interventions. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, outlines educational reforms, mentorship initiatives, and community-based support programs aimed at fostering moral and existential resilience. The book advocates for policies that acknowledge and support individuals who must construct their ethical frameworks without maternal guidance. Growing up motherless presents unique challenges, from the struggle for emotional stability to societal expectations that often place moral weight on maternal presence. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, identifies support systems such as philosophical education, therapy, and alternative mentorship as key to ethical and existential development, while also discussing barriers like economic hardship, cultural biases, and institutional neglect. The absence of a mother is neither a definitive moral deficit nor an existential failure; rather, it is a condition that reshapes the individual’s ethical and social landscape. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, argues that through existential and social ethics, individuals can construct meaningful, responsible, and morally autonomous lives. This book calls for a broader societal recognition of the moral complexity of maternal absence and the need for greater institutional and philosophical engagement with this issue.

The communicative nature of moral development: A theoretical framework on the emergence of moral reasoning in social interactions

Calls for the expansion of ethics education in the business and accounting curricula have resulted in a variety of interventions including additional material on ethical cases, the code of conduct, and the development of new courses devoted to ethical development [Lampe, J.: 1996]. The issue of whether ethics should be taught has been addressed by many authors [see for example: Hanson, K. O.: 1987; Huss, H. F. and D. M. Patterson: 1993; Jones, T. M.: 1988–1989; Kerr, D. S. and L. M. Smith: 1995; Loeb, S. E.: 1988; McDonald, G. M. and G. D. Donleavy: 1995]. The question addressed in this paper is not whether ethics should be taught but whether accounting students can reason more ethically after an intervention based on a discrete and dedicated course on accounting ethics. The findings in this paper indicate that a discrete intervention emphasising dilemma discussion has a positive and significant effect on students’ moral reasoning and development. The data collected from interviews suggest that the salient influences on moral judgement development include: learning theories of ethics particularly Kohlberg’s theory of cognitive moral reasoning and development; peer learning; and moral discourse. The implications from the findings in this study suggest that moral reasoning is responsive to particular types of ethics intervention and educators should carefully plan their attempts to foster moral judgement development.

The meta-analysis examined the effect of moral development on 4 domains of action (real life, honesty, altruism, and resistance to conformity), and on action in general. The database, comprised by 151 studies across 71 years, stemmed from a previous narrative synthesis conducted by Blasi (1980) , updated with studies published up to 2013. Results showed that (a) moral development was significantly related to action in general and to each domain, (b) the effect sizes were similar for altruism, real life, and resistance to conformity, with coefficients higher than r = .20, (c) the effect size for honesty was lower than for the other 3 types of behaviors, and (d) demographic or methodological variables did not affect the association between moral development and action. Discussion centers on similarities among domains of action, perfect and imperfect duties, and the need for other constructs to account for moral action.

This study was conducted to Exploring the Relationship Between Moral Reasoning and Cognitive Development Among Secondary School Students. Most of the study that has been done on education so far has been about how well students do in school. There hasn't been much research on how students' morals and minds improve. So, the main goal of this study was to explore the relationship between these two important areas of student growth. The study's main goal was to find out what moral reasoning and cognitive growth are made up of in high school students and how they are related to each other.To do this, a validated and modified questionnaire was utilized to find out how students thought about moral reasoning. A group of 1,000 students was chosen from four districts in the Punjab province. Four secondary schools were picked from each district. Two were for girls and two were for boys, and they were chosen at random from both urban and rural areas. Correlation and T-Test were done for results. There was a strong positive relationship between moral reasoning and cognitive development among the students, according to correlation analysis. These results show how important schools are for helping students grow morally and mentally. The study's findings suggest ways to improve teaching methods that support the overall growth of students.

The rated and observed moral behavior, judgment, and affect of 120 preadolescent, predominantly lower-class boys from early-divorced (before the boys were 6), late-divorced (between 6 and 10), and parentally intact homes were investigated. In addition, the mothers' discipline (power assertive, inductive, and love withdrawal) and affection were examined by asking subjects about their mothers' methods of dealing with their transgressions. Moral behavior was assessed with resistance-to-temptation, self-criticism, altruism, reparation, and teacher-rating measures, while moral judgment was evaluated with 3 Kohlberg items and moral affect was investigated with 2 story-completion items maximizing guilt. The major findings were: (1) when relevant variables (IQ, SES, age, sibling status) were controlled, few differences were found between father-absent and father-present boys; (2) however, father-absent boys were reported by their teachers as less advanced in moral development than father-present boys; (3) the sons of the divorced women showed more "social deviation", according to their teachers, but were more advanced in level of moral judgment than were the sons of widows; (4) divorced women disciplined with more power assertion than widows, according to their sons' reports.

Moral judgment development across cultures: Revisiting Kohlberg’s universality claims

In this chapter, the authors review the Muzafer Sherif's seminal Robbers Cave study and the theory that it grew. They discuss subsequent research that has built on Sherif's findings, and, turn to an extension of his work, incorporating research from multiple disciplines. The authors argue that a moral education offers a promising conflict resolution strategy by way of curtailing conflict before its initiation. Realistic conflict theory has also been tested in more real world settings. The influential common in-group identity model is heavily indebted to realistic conflict theory, building from and expanding upon Sherif's ideas. The authors suggest that social scientists should turn their attention to appropriate moral socialization and education in order to effect more enduring conflict prevention. They review relevant literature on moral reasoning and development as it relates to conflict. In addition to encouraging critical thinking and reasoning, educators should aim to build affective skills and positive moral emotionality.