Learning environment and moral development

The main question ofthis study is whether higher education fosters moral development, particularly moral judgment competence. It aims to investigate the relationship between learning environment opportunities -- role-taking and guided reflection - and moral judgment competence development among higher education students in Brazil and in two German-speaking countries (Germany and Switzerland). The sampie consists ofmore than 1100 participants from three areas of study (psychology, business administration and medicine) in their first and final years of study. The instruments used are: a) Lind's Moral Judgment Test (MJT) and b) the ORIGIN/u questionnaire. A particular relevant phenomenon to be investigated refers to an observed decrease in the moral competence levels of medical students, found in previous studies. This research concludes that decreased levels of moral judgment competence are associated with unfavorable learning environments. In the introductory chapters, moral judgment competence is discussed as one ofthe general education goals. Classical social theories which emphasize the affective side ofmoral development are contrasted with cognitive theories, stressing the cognitive or the competence aspect of morality. A research review on moral development and higher education describes the progressively shift from the affective to the cognitive-affective approach, including culturally specific and non-specific findings, pointing the gaps that intend to be closed by the present investigation. The cognitivestructural approach from Piaget, the cognitive moral development theory from Kohlberg and the four-component model from Rest are briefly explored serving as a basis for a comprehensive presentation ofLind's dual-aspect theory and . Bildungstheorie" (education theory), the framework for this study. Lind emphasizes - more than Piaget and Kohlberg - the role ofeducational processes for the moral development. Lind's dual-aspect theory understands that affective and cognitive are both distinctive, but unseparable „aspects“ ofmorality (in contrast to other component theories). The description ofthe relevant learning environment characteristics are based on Sprinthall and colleagues' two-component theory. Aspects from the educational system in Brazil and in Germany are also briefly described. This research examines the controversies and the intercultural validity ofLind's dual-aspect-theory. In particular, the following questions were raised: a) is morallearning through higher education at all possible?; b) is a consistent moraljudgment structure, as previously observed in other studies, also found in Latin America?; c) do cognitive and affective aspects ofmorality show different patterns ofdevelopment?; d) is regression in moral judgment competence possible? and e) are there gender differences in moral competence development?