Literaturnachweis - Detailanzeige
| Autor/inn/en | Juujarvi, Soile; Myyry, Liisa; Pesso, Kaija |
|---|---|
| Titel | Does Care Reasoning Make a Difference? Relations between Care, Justice and Dispositional Empathy |
| Quelle | In: Journal of Moral Education, 39 (2010) 4, S.469-489 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-7240 |
| Schlagwörter | Measures (Individuals); Perspective Taking; Ethics; Empathy; Moral Development; Caring; Justice; Student Attitudes; Questionnaires; Prediction; Affective Behavior; Gender Differences; College Students; Correlation; Finland; Defining Issues Test; Interpersonal Reactivity Index |
| Abstract | The aim of this study was to investigate relationships between care and justice reasoning, dispositional empathy variables and meta-ethical thinking among 128 students from a university of applied sciences. The measures were Skoe's Ethic of Care Interview, the Defining Issues Test, Davis's Interpersonal Reactivity Index and Meta-Ethical Questionnaire. The results showed that levels of care reasoning were positively related to the post-conventional schema and negatively related to the personal interest schema in justice reasoning. Age, meta-ethical thinking, the post-conventional schema and perspective taking predicted care reasoning. Sympathy was positively related to both modes of moral reasoning among men and predicted their care reasoning. The results point out common elements for care and justice reasoning, underscore the importance of perspective taking for moral reasoning and indicate that the relationship between affective-based empathy and moral reasoning is gender-specific and far more complex than previous theories suggest. (Contains 5 tables.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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