The answers to this age-old question have been examined and analyzed by many scientists. There are plenty of prominent theories explaining cognitive development and helping us to understand the foundation of knowledge.
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 changes 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.Piaget’s Stage Theory of Cognitive Development is a description of cognitive development as four distinct stages in children: sensorimotor, preoperational, concrete, and formal.
Literatur zum Thema Entwicklungsdiagnostik. A B C D E F G H I J K L M N O P Q R S T U V W XYZ. A.
Albers, C.A. & Grieve, A.J. ().
Test Review: Bayley, N. ( The Theory of Cognitive Development, is a comprehensive theory about the nature and development of human intelligence first developed by Jean leslutinsduphoenix.com is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire it, construct it, and use leslutinsduphoenix.comer; Piaget claims the idea that cognitive development is.
Jean Piaget's theory of cognitive development focuses on how learners interact with their environment to develop complex reasoning and knowledge. Development of Social Cognition Introduction This refers to the concept of the child developing a sense of who it is and how it fits into society.
Piaget's theory of cognitive development is a broad theory about the nature and development of human intelligence. Although it is commonly known as a developmental stage theory, it also engages with the nature of knowledge itself and how individuals get to acquire, construct, and use the knowledge obtained.