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    Some philosophical problems in the cognitive-developmental approach to morality : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education
    (Massey University, 1974) Codd, John Albert
    This thesis examines some of the philosophical problems which underlie the cognitive-developmental approach to morality as it has been presented in the Piaget-Kohlberg theory. This theory of moralization is reviewed, synthesized and evaluated in order to demonstrate the substantial body of empirical research on which it is founded and to focus on some of the unresolved theoretical issues and methodological problems such as stage generality, motivation, decalage and cross-cultural validity. The problem of explanation is discussed in relation to the appropriateness of alternative modes and it is concluded that, as cognitive-developmentalism is a theory of human action, it requires an explanatory paradigm which takes cognizance of (i) the agent's viewpoint and reasons for acting, (ii) a molar level of behavioural analysis, (iii) enabling conditions for choice, and (iv) cognitive processes of appraisal and judgment. The assumptions underlying the cognitive-developmental explanation of moral judgment are examined in relation to the proposed paradigm. It is contended that the concept of judgment, which is central to the theory, is not adequately defined and its logical status within the practical reasoning process is not explicated within the cognitive-developmental theory. The prescriptivism which is assumed by the theory does not explain the logical connection between reasons for action and the universalizable imperative; nor does it adequately account for discrepancies between judgment and action. Kohlberg's approach to morality lies within the Kantian tradition but even within this context his theory entails a number of metaethical problems. In the present thesis, it is argued that the theory provides no adequate criteria for defining the moral domain and that its claim for formal universality of moral principles cannot be supported. Kohlberg's moral position is inconsistent and shifts between formal prescriptivism and a naturalistic claim for the place of justice as the supreme moral principle. The problem of justification for moral principles is evaded. By emphasizing the cognitive aspects of moral judgment and the place of prescriptive principles at the highest stage, the theory neglects the effective and motivational features of morality and the influence of beliefs, habits and personal ideals on moral conduct. It is argued that Kohlberg's claim for the isomorphism of psychological and normative structure cannot be supported and his argument for the solution of the is/ought problem remains untenable. Finally, Kohlberg's developmentalist ideology is discussed with special reference to educational implications. It is argued that there is a sufficiency fallacy in cognitive-developmentalism and that the theory is equivocal in its employment of the concepts of rationality and autonomy. An attempt is made to define these concepts in relation to development and education in order to illustrate the limitations of Kohlberg's concept of 'cognitive stimulation' and his advocacy of 'development' as an aim for education. The importance of Kohlberg's theory is not disputed in this thesis but it is argued that he claims too much for it in relation to the philosophical problems which it entails and the relevance to moral education which it implies.
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    Moral education and 'equal freedom' : a thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Education
    (Massey University, 1974) Cresswell, Roger Gledhill
    For there to be any point in speaking about "moral education" there must be understanding of what it is to make moral decisions; for moral education is concerned with providing the machinery for decision-making in moral contexts. The decision-procedure which a person adopts allows him to make consistent and appropriate decisions by providing reasons which justify his moral judgement. In the first part of this thesis the argument is put forward that as morality is essentially a social phenomenon concerned with the way in which people act towards each other it must indicate what desirable behaviour is. Moral judgements, which determine what desirable behaviour is, are guided by the fact that rational men show some respect for each other as persons and have the capacity to universalise the consequences of their actions or appreciate what would occur if others acted as they do. A reasonable assumption to make in considering basic moral principles seems to be that men prefer not to be interfered with. From this assumption the Principle of Equal Freedom is derived - Each person should attribute equal value to the freedom of others as he does to his own freedom. Now in order to avoid interference where this is possible, there have to be means of establishing what other people might want or how they might act in situations where what one person does could affect what someone else can do. Sometimes we can identify ourselves with others and thus appreciate how they feel about a situation but this is not always possible nor appropriate: We therefore attempt to gauge how another is interpreting a situation, in order to gain knowledge of his thoughts and feelings concerning the situation he finds himself in. To have some knowledge of another's feelings and thoughts about a situation involving conflict of interests is essential to the understanding of the priciple of equal freedom, however the principle in itself is insufficient, because people's wants and needs vary according to other values. To operate the principle we have to take cognizance of various other principles which might be derived from it. How each person relates particular values to the principle determines his moral code, which outlines how he justifies moral decisions he makes. The second part of the thesis begins by establishing that formal education is a process which is concerned with passing on skills, ideas and values which society thinks are worthwhile. The passing on of values and how they can be interpreted as functional in guiding behaviour is the concern of moral education. Procedures to be adopted in moral education must relate to what would be considered as the criteria for success in this kind of teaching for there must be some idea of what is hoped to be achieved. The principle of equal freedom encourages understanding of others and offers a bse for the establishment of a consistent decision-procedure for making moral judgements. By introducing material which aids pupils to think about and gain understanding of the life-styles of others it is possible to help to develop the means for justifying the moral judgements which have to be made. The thesis concludes with suggestions as to how the educator might encourage understanding of others without in any way interfering with the notions of moral autonomy and freedom of choice.
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    Evolving concepts of moral education, 1970-1985 : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 2001) Weir, Kama
    Moral education is a complex and contested area of curriculum in New Zealand schools. This thesis examines the moral education debate from 1970 to 1985 and argues that much was achieved before the 'reforms' of the late 1980s diverted energy and time to other matters. The first part of the thesis introduces the debate by outlining theoretical considerations, historical influences, and social, economic and political contexts. The main thrust of the thesis explores different aspects of the debate through the reports, courses and conferences of the 1970s. The final section of the thesis examines the significance of developments in health education between 1980 and 1985 to the moral education debate.
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    The efficacy of Aggression Replacement Training on interpersonal deficits and aggressive subtypes in New Zealand high school students : a thesis presented in partial fulfilment of the requirements for the degree of Doctorate in Clinical Psychology at Massey University, Wellington, New Zealand
    (Massey University, 2014) Mills, Jessica
    Aggression Replacement Training (ART) is a three component intervention that targets the emotional, cognitive, and behavioural deficits associated with antisocial behaviour. Despite the growing number of outcome studies demonstrating the efficacy of ART in reducing antisocial behaviours, gaps in our understanding of how ART operates to create positive change remain. The current research aimed to reduce some of these gaps by trialling ART with three groups of high school students in New Zealand schools. Improvements in interpersonal competence that the intervention is claimed to target, empathy, and the proactive and reactive tendencies of aggression were investigated. This research also aimed to show the added value of the Moral Reasoning Training (MRT) component, over and above that of the Anger Control Training (ACT) and Social Skills Training (SST) components, by delivering the MRT component last and assessing change in variables over the course of the intervention. Overall the current research found multiple improvements from pre-test to follow-up, across a range of measures, consistent with theoretical expectations. Findings particularly suggest that ART may be a useful intervention for reducing reactive aggressive tendencies. However, little evidence was seen to suggest the ART is effective for reducing proactive aggression. This research also found changes across the course of the intervention that suggest the MRT component is a valuable addition to the overall intervention: particularly in reducing the cognitive distortions associated with overt antisocial behaviour, as well as increasing global stage moral reasoning. ART seems to be an acceptable intervention for students that warrants further investigation for use with students in New Zealand.
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    Relating for learning : teaching to nurture children's spiritual growth : a grounded theory study of New Zealand teachers making students' learning significant in their schooling : a thesis presented in partial fulfilment of the requirements for the degree of Ph. D. in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2004) Ayres, Deborah Anne
    The thesis proffers a theory called relating for learning about spiritually nurturing teaching, generated using grounded theory research. Spirituality is defined as that to do with the part of a human being that transcends human life, that is to say, that to do with the soul. The human lifetime is understood as but a phase in the growth of the soul, and, therefore, all of life is a spiritual journey. Knowing is consciousness of relationships in one's life and what is known is always known in relation to oneself. Furthermore, learning, which is understood, in the thesis, to be the means by which human beings come to know and progress through life, is seen as spiritual growth. Teachers, who are in the business of serving others by assisting them with their learning, are in a prime position to nurture their students' spirituality. The call in the New Zealand Health and Physical Well-being curriculum statement for school teachers to tend to the spiritual well-being of their students is therefore appropriate, although the directness of the request is unprecedented in New Zealand schooling history and teachers are unsure of just what it means for their practice. The broad aims of the doctoral research inquiry are to add to existing understandings of the place of spirituality in New Zealand state school education, and to explore the practical implications of the new understandings for teachers and other educationists. 'Continuing the conversation' (Josselson, 1999) about spirituality in education, and about spiritual nurturance in particular, is important at this time when school teachers are overtly expected to tend to students' spiritual well-being. The relating for learning theory is generated from nine practicing teachers' ideas and talk, and observations of the teachers interacting with students. The theory proffers a psychology of teachers relating to students to nurture their spiritual growth. It identifies establishing and maintaining a trusting, learning-directed relationship with each student as essential to effective teaching. The relationship involves the student trusting the teacher as a capable educational leader, and trusting that the teacher respects and cares for the student. The student's trust, in turn, facilitates the teacher gaining the information and conditions required to effectively develop the student as a learner and assist the student to learn the formal curriculum
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    The New Zealand controversy over the Johnson report : the context of the Report of the Committee on Health and Social Education, Growing, Sharing, Learning (1977) : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Albany, New Zealand
    (Massey University, 2005) Bowler, Josephine
    In 1975 the New Zealand Department of Education established a Committee on Health and Social Education, with the aim of addressing curriculum issues that had remained unresolved since the Thomas Report of 1944. Among these concerns was the issue of sex education. This Committee, also known as the Johnson Committee, was conceived under a liberal Labour government but its recommendations were debated during the terms of office of two subsequent National Ministers of Education. The work of the Committee on Health and Social Education was undertaken concurrently with the movements known as the Maori Renaissance and second wave feminism and within a climate of social and legislative change which included the Contraception, Sterilisation and Abortion Bill of 1977. When the Report of the Committee on Health and Social Education, Growing, Sharing, Learning (1977), was published there was little controversy over its sixty-nine recommendations on physical health, outdoor education, parent education, or community involvement in curriculum development. Its two recommendations on sex education however provoked a polarised debate lasting more than five years. In the context of this controversy a coalition of groups representing the Religious Right worked concurrently to oppose further liberalisation of the primary school health education syllabus. This lobby was led by the Concerned Parents' Association, the executive of which assumed the role of the "moral entrepreneur" to raise public awareness on issues of sex and moral education. A range of theory is used to discuss the contextual antecedents of the controversy, the reasons for the controversy and why it became increasingly difficult for the educational policy community to exercise hegemony over the outcomes of the Report. This thesis reveals that the Report of the Committee on Health and Social Education encompassed a bicultural dimension, and was the work of a liberal educational community of interest. It examines the underlying causes of the ideological tensions of the controversy and the construct of moral cathexis is introduced, to explain the means by which the Religious Right was able to influence subsequent policy. It is argued that the same ideological tensions are inherent in contemporary attempts to encompass sex education within the state school curriculum.