1. Center for ETHICS*8/14/20151 What is Cognitive Moral Development?

2. Center for ETHICS*8/14/20152 Moral Development Research Characterized by Two Models:

3. Center for ETHICS*8/14/20153 Cognitive MD based on: u What is considered right and fair? u What are the reasons for doing the right? u What are the underlying social-moral perspectives?

4. Center for ETHICS*8/14/20154 Cognitive Developmentalists Piaget, Kohlberg, Gilligan, Lickona...

5. Center for ETHICS*8/14/20155 Piaget’s Theory

6. Center for ETHICS*8/14/20156 Kohlberg’s Stage Theory u Level 1 = Preconventional u Level 2 = Conventional u Level 3 = Postconventional

7. Center for ETHICS*8/14/20157 Kohlberg…the man u A Ph.D. From Yale in Psychology. u As a youth spent time in a Kibbutz and changed his perspective about moral education and the importance of it. u Established a center for moral development at Harvard…which folded after his death. See Prologue on Kohlberg, Handbook or Moral Behavior and Development/ Vol 1: Theory by Kurtines and Gewirtz...

8. Center for ETHICS*8/14/20158 Kolhberg’s Work u Was highly criticized for his theory of moral development.theory of moral development. u Called too limited, non-theoretical, and male centric. u Some Feminists…especially Carol Gilligan…called work unfair because of justice orientation.Carol Gilligan

9. Center for ETHICS*8/14/20159 Carol Gilligan u “In a Different Voice” “In a Different Voice” u “Mapping the Moral Domain” u “Between Voice and Silence: Women and Girls, Race and Relationships” by Jill McLean Taylor, Carol Gilligan and Amy M.Sullivan u Her argument and the difference she made...argument

10. Center for ETHICS*8/14/201510 Preconventional Level

11. Center for ETHICS*8/14/201511 Conventional Level

12. Center for ETHICS*8/14/201512 Post Conventional or Principled Level

13. Center for ETHICS*8/14/201513 What does Research Tell Us About Moral Education in Athlete Populations?

14. Center for ETHICS*8/14/201514 The Effect of Competition and Educational Moral Reasoning Methodologies on Competitive Populations Research gleaned from 25+ studies with over 40,000 subjects in North America. The information presented here is representative only. For referred publications to support, contact: jbeller@uidaho.edu

15. Center for ETHICS*8/14/201515 Cognitive Development Instruments for Measuring Moral Development and Moral Reasoning u The Defining Issues Test (DIT) General Social Perspective, Rest (1981). u The Hahm-Beller Values Choice Inventory (HBVCI), Hahm, Beller, & Stoll (1989).

16. Center for ETHICS*8/14/201516 Normative Ranges for DIT Scores* *Rest, 1986

17. Center for ETHICS*8/14/201517 Effect of Athletic Competition on Moral Development (LSM on DIT) of University Age Students Non-Athletes Significantly Higher than Athletes p<.05. SEM = 7.64SEM = 10.85

18. Center for ETHICS*8/14/201518 Effect of Athletic Competition by Type of Sport (LSM of HBVCI) Nonathlete Significantly Higher than Team Sport Athlete p <.05 Individual Sport Athlete Significantly Higher than Team Sport p <.05

19. Center for ETHICS*8/14/201519 The Longitudinal Effect of Athletic Competition (LSM of HBVCI) Trend = A steady decline in moral reasoning scores.

20. Center for ETHICS*8/14/201520 The Longitudinal Norms of Non-Athletic Groups Trend = Moral reasoning remains relatively stable.

21. Center for ETHICS*8/14/201521 The Effect of Competition on Elite Students n = 638 matched pairs Significant decline in scores from Plebe years to First Class year p<.05

22. Center for ETHICS*8/14/201522 A Comparison of HBVCI Scores for Elite Freshman College Students to General University Students USMA “N” = 1044 USAFA “N” = 1140 No Significant difference between groups

23. Center for ETHICS*8/14/201523 Division I HBVCI Moral Reasoning Scores: Athletes versus Nonathletes Note: Athletes are significantly different than nonathletes at the p <.0001 level. SD + 11.08 SD + 10.81

24. Center for ETHICS*8/14/201524 Division III HBVCI Moral Reasoning Scores: Athletes versus Nonathletes Note: Athletes are significantly different than nonathletes at the p <.0001 level. SD + 10.45 SD + 10.58

25. Center for ETHICS*8/14/201525 Effect of Intervention and Competition on University Age Athletes Significant difference pretest to posttest p<.05

26. Center for ETHICS*8/14/201526 Longitudinal Effect of Intervention & Competition on University Age Athletes Course Control Significant Difference from Pretest to Posttest and Post Posttest p<.05.

27. Center for ETHICS*8/14/201527 A Comparison of Intervention Teaching Methodology on Moral Reasoning Model A & B Significant Increase from Pre to Posttest, p<.05.

28. Center for ETHICS*8/14/201528 Successful Moral Reasoning Methodologies Significant Difference Pre to Posttest p<.05.

29. Center for ETHICS*8/14/201529 Unsuccessful Moral Reasoning Methodologies Model E, Significant Decline Pre to Postest, p<.05.