PDF (Español (España))
FLIP
Authors who publish in this journal agree to the following terms:
Acta Colombiana de Psicología complies with international intellectual property and copyright laws, and particularly with Article No. 58 of the Political Constitution of Colombia, Law No. 23 of 1982, and the Agreement No. 172 of September 30, 2010 (Universidad Católica de Colombia Intellectual Property Regulation).
Authors retain their copyright and grant to the Acta Colombiana de Psicología the right of first publication, with the work registered under Creative Commons attribution license, which allows third parties to use the published material, provided they credit the authorship of the work and the first publication in this Journal.
Abstract
The purpose of this research project was to identify and compare the moral reasoning of a group of children from a violent context and a group of children from a non-violent context in a city of the Colombian Andean region. A two-group multiple-case study design was used. Five fourth-grade children from a violent context and five fourth-grade children from a non-violent context, aged 9 to 11, participated in separate workshops during which they expressed and gave examples of what they considered good and bad by means of individual drawings, group dramatizations and discussions, as well as group interviews. Results indicate that children in both contexts share some moral preoccupations, such as protection of the environment, preservation of life and keeping of order. There were also differences. Among them, in the violent context children emphasized the preservation of their own lives and loyalty. In the non-violent context there was a marked tendency to political considerations regarding the legally established order. Conclusions show that children in the violent context place great emphasis on loyalty as an action guiding principle. It seems to require greater study because loyalty might emerge as a moral orientation beyond those already widely accepted: justice and care.
References
Alvarado S., S. V., Ospina S., H. F., Luna, M. T. & Camargo, M. (En prensa). Transformación de actitudes frente a la equidad en niños y niñas de sectores de alto riesgo social, en un proceso de socialización política y educación para la paz. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud.
Alvarado S., S. V., Ospina S., H. F. & Vasco M., E. (2001).Concepciones de un grupo de niños y niñas de Colombia acerca de la vida, la muerte, la paz y la violencia. Revista Educación y Pedagogía. Medellín: Universidad de Antioquia, Facultad de Educación. 13(31), 187-199.
Dickson-Gómez, J. B. (1999). Lessons of the war: The psychosocial effects of war on morality in El Salvador. Tesis de doctorado. University of California, Los Angeles.
Drexler, P. F. (1998). Moral reasoning in sons of lesbian and heterosexual parent families: The oedipal period of development. Tesis de doctorado. California School of Professional Psychology- Berkeley/ Alameda.
Eldebour, S., Baker, A. & Charlesworth, W. (1997). The impact of political violence on moral reasoning in Children. Child Abuse and Neglect, 21(11), 1053-1066.
Gibbs, J. C. & otros (1982). Construction and validation of simplified group-administerable equivalent to the moral judgment interview. Child Development, 53(4), 895-910.
Gilligan, C. (1985). La moral y la teoría. Psicología del desarrollo femenino. México: Fondo de Cultura Económica. (Trabajo original publicado en 1982).
Gump, L., Baker, R. C. & Roll, S. (2000). Cultural and gender differences in moral judgment: A study of Mexican-americans and Anglo-americans. Hispanic Journal of Behavioral Sciences, 2(1), 78-93.
Habermas, J. (2002). Verdad y justificación. Madrid: Editorial Trotta.
Humphries, M. L., Parker, B. & Jagers, R. J. (2000). Predictors of moral reasoning among African-american children: A preliminary study. Journal of Black Psychology, 26(1), 51-64.
Indick, W. (2001). The influence of situational factors on undergraduate responses to a hypothetical moral dilemma. Tesis de doctorado. Cornell University.
Jensen, L. A. (1997). Different worldviews, different morals: Americaʼs culture war divide. Human Development, 40(6), 325-344.
Keltikangas-Jarvinen, L., Terav, T. & Pakaslahti, L. (1999). Moral reasoning among Estonian and Finnish adolescents: A comparison of collectivist and individual settings. Journal of Cross-Cultural Psychology, 30(3), 267-290.
Kohlberg, L. (1981). The philosophy of moral development. New York: Harper & Row.
Kohlberg, L. (1992). Psicología del Desarrollo Moral. Bilbao: Biblioteca de Psicología, Desclée de Brouwer. (Trabajo original publicado en 1984).
Kremar, M. & Cooker, M. C. (2001). Childrenʼs moral reasoning and perceptions of television violence. Journal of Communication, 51(2), 300-316.
Lind, G. (1985). The theory of moral-cognitive judgment. A socio-psychological assessment. En G. Lind, H. A. Hartmann & R. Wakenhut (Eds.). Moral development and the social environment. Studies in the philosophy and psychology of moral judgment and education. Chicago: Precedents Publishing Inc.
Meyers, Ch. S. (2001). Care-based moral reasoning of early adolescents: Its relationship with sex differences, feminine gender role identity, and teacher-perceived cooperation. Tesis de doctorado. University of California, Santa Barbara.
Miller, J. (1997). Understanding the role of worldviews in morality. Human Development, 40(6), 350-354.
Pérez, S. (1994). Investigación cualitativa. Retos e interrogantes. Madrid: Editorial La Muralla.
Piaget, J. (1977). El criterio moral en el niño. Barcelona: Martínez Roca. (Trabajo original publicado en 1932).
Pitner, R. O. (2001). Understanding childrenʼs reasoning about peer and spousal violence: An examination of childrenʼs informational assumptions and cultural stereotypes. Tesis de doctorado. University of Michigan.
Programa de las Naciones Unidas para el Desarrollo (PNUD) (2003). El conflicto, callejón con salida. Informe nacional de desarrollo humano para Colombia–2003. Bogotá. http://www.pnud.org.co/indh2003.
Rest, J. (1980). Moral judgment research and the cognitive developmental approach to moral education. Personnel and Guidance Journal, 58(9), 602-605.
Rodríguez, G., Gil, J. & García E. (1996). Metodología de investigación cualitativa. México: Ediciones Aljibe.
Stabile, M. J. (2001). A case study of the moral belief systems of 13 to 15-year-olds in relationship to the conceptions of absolute or relative ʻtruthʼ. Tesis de doctorado. Loyola University, Chicago.
Stake, R. E. (1998). Investigación con estudio de casos. Madrid: Morata.
Theimer, Ch., Killer, M. & Stangor, Ch. (2001). Young childrenʼs evaluations of exclusion in gender-stereotypic peer contexts. Developmental Psychology, 37 (1), 18-27.
Taylor, Ch. (1996). Fuentes del yo. La construcción de la identidad moderna. Barcelona: Paidós. (Trabajo original publicado en 1989).
Van Dijk, T. (2000). El discurso como interacción social. España: Gedisa.
Yin, R. K. (2003). Case study research: Design and methods. London, New Delhi, Thousand Oaks, CA: Sage Publications.
