Neo-Kohlbergian取向之發展及其道德教育蘊義

碩士(Master)[[abstract]]「Neo-Kohlbergian取向」承襲自美國學者L. Kohlberg道德認知發展理論，延續其強調認知、自我建構、發展、時期轉換與巨觀道德的的精神，但改變研究方法，以及調整部分心理學與哲學的假定。筆者基於對該取向理論發展的關切以及近年對道德教育的重視，於本文採取理論分析法，針對四個研究目的加以探究：1.瞭解該取向興起背景及其與Kohlberg理論的異同；2.探討該取向理論重點與相關研究；3.評述該取向的限制與待思考課題；4.反思該取向對我國道德教育的運用與啟發，並提出後續研究建議。 本文歸納Neo-Kohlbergian取向三個理論重點，分別是：1.建構量化的界定議題測驗（DIT），取代Kohlberg的晤談法以測量道德判斷發展，並納入默會理解概念且獲致後成規期道德思考的實徵支持；2.以軟屬性的道德基模描述道德判斷發展，取代Kohlberg的階段觀，強調個人道德認知發展為三種道德基模（個人興趣基模、維持規範基模、後成規期基模）思維的漸序分配轉換，且道德基模會處於鞏固與變遷不斷交錯的型態；3.以四成分模式（FCM）解釋道德心理運作歷程，並從專業倫理教育角度切入進行相關研究。然而，DIT量化設計在理論詮釋上有其侷限，道德基模論述仍有不明確之處，FCM雖具有啟發性但各成分實徵研究有落差，整體而言理論間定位與關係有待釐清。 Neo-Kohlbergian取向對於道德教育的啟示亦可從三方面討論：其一，DIT研究成果顯示青少年時期道德發展的重要性，其辨認道德發展程度與相關因素，且映證道德兩難討論是道德教學與研究的實用性策略。其二，該取向對於道德基模的論述，深入探討個人認知發展的樣貌，有助益於對道德思維的瞭解；其三，FCM的研究彰顯道德心理各成分的重要性，提醒道德/專業倫理教育實施與評量必須兼顧道德心理不同成分，以及可運用真實情境研究與深入中介概念的探討。 最後本論文提出該取向後續研究與對我國道德教育運用之若干建議，可繼續辨明與釐清理論的論述與研究外，針對DIT進行跨文化比較與進行基礎道德發展研究，並運用多元方法研究道德。此外可藉力於該取向發展特定專業之道德判斷測驗，並提醒教育教育人員在道德教學與課程須配合學生心理發展，以及結合FCM研究，注重道德心理各面向的培養與提升。國立臺灣師範大學公民教育與活動領導學系[[abstract]]The neo-Kohlbergian approach has its roots in L. Kohlberg’s theories, extended the emphasis on cognition, self construction, development, the shift from conventional to post-conventional thinking, and macro-morality. The approach also shifted away from Kohlberg’s original methodology and his hypotheses on psychology and philosophy. Due to the author’s special interest in understanding the development of the approach and concerns for Taiwan’s moral education in recent years, the goals of this study were as follows: 1) to trace the history and compare the approach with Kohlberg’s theory; 2) to analyze the approach’s key theories and related researches; 3) to give comments on its limitations and unanswered questions; 4) to reflect and provide further research suggestions on the approach and its uses and inspirations for Taiwan’s moral education. This study focused on three aspects. The first was the construction of the Defining Issues Test (DIT) as a substitute for Kohlberg’s interview method to measure moral judgment development, which fitted with current views in cognitive science and obtained empirical support that substantiated post-conventional thinking. The second was the discussion of three moral schemas as a description for development, which replaced Kohlberg’s view of developmental stages. They conceptualized development as shifting distributions from primitive to advanced thinking, and assumed that moral schemas alternated between consolidated and transitional types. The third is the use of the Four-Component Model (FCM) in explaining morality as a multiplicity of processes and goes into further research from a professional ethical education point of view. However, DIT and moral schemas are limited in interpreting moral development. FCM, although inspirational, but is restricted by the lack of equilibrium of its components’ researches. Overall, the relation between DIT and FCM awaits clarification. In addition, this study discussed the inspirations of moral education of the neo-Kohlbergian approach. First, DIT revealed significance of moral development during adolescence. It recognized the degrees and factors of moral development. It also showed effectiveness of dilemma discussion in terms of moral education and researches. Second, moral schemas explored the pattern of individual cognitive development. It made a thorough inquiry on moral thinking. Third, the FCM research exhibited the importance of four components in the aspect of moral education and evaluation. It also demonstrated that researches implemented from real life situation and studies about intermediate concepts had real potentials. Finally, this study provided suggestions about directions for future researches and applications on Taiwan’s moral education. Apart its clarification of the relations between DIT and FCM, it recommended focus on DIT for cross-culture study, and studies on morality using multiple strategies. Moreover, the approach can assist the development of moral judgment assessments for specific profession, and remind educators that moral education needs to complement students’ psychological development and the growth of their multifaceted moral psyche characterized by FCM researches