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journal article Gilligan and Kohlberg: Implications for Moral TheoryEthics Vol. 98, No. 3 (Apr., 1988) , pp. 472-491 (20 pages) Published By: The University of Chicago Press https://www.jstor.org/stable/2380962 Read and download Log in through your school or library Alternate access options For independent researchers Read Online Read 100 articles/month free Subscribe to JPASS Unlimited reading + 10 downloads Purchase article $14.00 - Download now and later Journal Information Current issues are now on the Chicago Journals website. Read the latest issue. Founded in 1890, Ethics publishes scholarly work in moral, political, and legal philosophy from a variety of intellectual perspectives, including social and political theory, law, and economics. In addition to major articles, Ethics also publishes review essays, discussion articles, and book reviews. The Editors welcome work that draws on more than one disciplinary approach, as well as contributions from outside the United States. Essays should avoid unnecessary technicality and strive to be accessible to the widest possible audience without sacrificing clarity and rigor. Ethics publishes both theory and the application of theory to contemporary moral issues. Historical essays are welcome, provided they have significant implications for contemporary theory. Publisher Information Since its origins in 1890 as one of the three main divisions of the University of Chicago, The University of Chicago Press has embraced as its mission the obligation to disseminate scholarship of the highest standard and to publish serious works that promote education, foster public understanding, and enrich cultural life. Today, the Journals Division publishes more than 70 journals and hardcover serials, in a wide range of academic disciplines, including the social sciences, the humanities, education, the biological and medical sciences, and the physical sciences. Rights & Usage This item is part of a JSTOR Collection. Educational Psychology 6Th Edition By by John Santrock – Test BankPublished on Sep 25, 2021 To purchase this Test Bank with answers, click the link below https://examquizes.com/product/educational-psychology-6th-edition-by-by-john-santrock-te... marcyceum Chapter 10: Socioemotional Development in Middle and Late ChildhoodQ:Between the ages of 8 and 11, children's descriptions of themselves becomemore psychological and less concrete, demonstrating the development of Get answer to your question and much more Q: Which of the following are aspects of the development of the self-understandingin middle and late childhood? Get answer to your question and much more Q: () is defined aa the ability to discern another’s inner psychological state. Get answer to your question and much more Q:Eleven-year-old Meagan has some doubts about Ian's claim that he is thesmartest student in the school. This is likely due to Get answer to your question and much more Q: In middle and late childhood, self-description increasingly involvespsychological and social characteristics, including social Get answer to your question and much more Q:The capacity to understand and feel the emotions of another person is called (). Get answer to your question and much more Q: As children develop their sense of self in middle and late childhood, they areincreasingly likely to define themselves in terms of () groups or alliances. Forexample, a boy might describe himself as a Cub Scout. Get answer to your question and much more Q:When elementary school children think about what they can do incomparison with others, they are involved in social Get answer to your question and much more Q: The term () () refers to global evaluations of the self; it is also called self-worth or self-image. Get answer to your question and much more Q:Which term refers to the ability to assume other people's points of view andunderstand their thoughts and feelings? Get answer to your question and much more What reasoning is the second or intermediate level in Kohlberg's theory of moral development?Kohlberg's Level 2: Conventional Reasoning
The second, or intermediate, level in Kohlberg's theory of moral development is conventional reasoning . Individuals at this level abide by certain standards (internal), but they are the standards of others (external), such as parents or the laws of society.
What reasoning is the highest level in Kohlberg's theory of moral development?Stage 6: Universal ethical principle orientation
According to Kohlberg, this is the highest stage of functioning. However, he claimed that some individuals will never reach this level. At this stage, the appropriate action is determined by one's self-chosen ethical principles of conscience.
Which of the following are among the social and emotional learning domains that are covered by the Social Emotional Educational Program Casel quizlet?-CASEL targets five core social and emotional learning domains: (1) self-awareness (recognizing one's emotions and how they affect behavior, for example); (2) self-management (self-control, coping with stress, and impulse control, for example); (3) social awareness (perspective taking and empathy, for example); (4) ...
What two executive functions are most called on when children engage in perspective taking?Among the executive functions called on when young children engage in perspective taking are cognition inhibition, or controlling one's own thoughts to consider the perspectives of others, and cognitive flexibility, or seeing situations in different ways.
Which of the following terms refers to domain specific evaluations of the self?Domain-specific evaluations of the self are referred to as: self-concept.
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In the context of domain theory, moral rules are widely accepted, somewhat impersonal, and
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