Journal of East China Normal University(Educational Sciences) >
Can Virtue Be Taught: Research on the Influence of Higher Education on the Development of College Students’ Moral Cognition
Online published: 2023-03-11
The primary purpose of higher education is to enhance students’ moral responsibility awareness, to internalize their moral ethics, and to develop a sound personality. Faced with the transition and evolution of external social morality, the question of whether higher education can promote the development of students’ benign moral cognition has emerged as a critical academic and practical concern. Using data from a national survey of university students, this paper develops a system of observational indicators of moral cognition among university students and examines the moral cognitive qualities of contemporary youth in society-family-university setting. Additionally, we use ordered logistic regression and Shapley’s value decomposition to examine the influence effects and mechanisms of five major educational elements on students’ moral cognition development: institutional organizational endowment, curriculum instruction, extracurricular activities, faculty-student interaction, and peer effect. The study contributes to the theoretical understanding of moral teaching mechanisms in Chinese higher education. It provides scientific advice for the development of an all-encompassing, multi-level, and three-dimensional platform for moral education.
Wei Bao , Dechun Chen , Linnan Tong . Can Virtue Be Taught: Research on the Influence of Higher Education on the Development of College Students’ Moral Cognition[J]. Journal of East China Normal University(Educational Sciences), 2023 , 41(4) : 56 -71 . DOI: 10.16382/j.cnki.1000-5560.2023.04.005
null | (德)卡尔?雅斯贝尔斯. (2007), 邱立波译. 大学之理念. 上海: 上海人民出版社. |
null | (英)英格尔斯. (1985). 人的现代化. 成都: 四川人民出版社. |
null | 鲍威. (2014). 未完成的转型: 高等教育影响力与学生发展. 教育科学出版社. |
null | 鲍威. (2019). 跨越学术与实践的鸿沟: 中国本科教育高影响力教学实践的探索. 北京大学教育评论, (03), 105- 129+190. |
null | 曾维华. (2018). 人文教育: 教育功利化的消解之道. 黑龙江高教研究, (08), 61- 66. |
null | 陈涛. (2016). 自主性的塑造——涂尔干论道德教育. 北京大学教育评论, (04), 21- 44+185. |
null | 高德毅, 宗爱东. (2017). 从思政课程到课程思政: 从战略高度构建高校思想政治教育课程体系. 中国高等教育, (01), 43- 46. |
null | 黄英. (2019). 改革开放40年青年价值观变迁轨迹及特征. 中国青年研究, (12), 44- 50. |
null | 蒋菲, 杨晓慧. (2013). 正义与关怀: 美国高校学科课程中的道德教育. 社会科学战线, (05), 214- 219. |
null | 联合国教科文组织. (2017). 联合国教科文组织中文科译; 熊建辉校译. 反思教育——向“全球共同利益”的理念转变. 北京: 教育科学出版社. |
null | 刘献君. (1999). 建国五十年大学德育研究的回顾与展望. 高等教育研究, (04) |
null | 刘志民, 高耀. (2011). 家庭资本、社会分层与高等教育获得——基于江苏省的经验研究. 高等教育研究, (12), 18- 27. |
null | 帕特里克?T. 特伦兹尼, 鲍威, 黄月. (2018). 只见树木, 不见森林: 什么在影响美国大学生的学习. 北京大学教育评论, (01), 72- 84+189. |
null | 潘懋元, 高新发. (2002). 高等学校的素质教育与通识教育. 煤炭高等教育, (01), 1- 5. |
null | 潘泽泉, 李超锋. (2010). 流行语与当代中国青年社会心态变迁. 中国青年研究, (09), 19- 22. |
null | 庞洋. (2022). 突破“窄化”: “思政课程”转向“课程思政”的内在逻辑与实践路向. 学术探索, (02), 146- 156. |
null | 钱理群. (2012−05−03). 北大清华再争状元就没有希望. 中国青年报, (3). |
null | 人民日报. (2016−12−09). 把思想政治工作贯穿教育教学全过程. 010. |
null | 人民日报. (2019−02−24). 中共中央国务院印发《中国教育现代化2035》. 001. |
null | 人民日报. (2019−10−28). 中共中央国务院印发新时代公民道德建设实施纲要. 001. |
null | 王建华. (2010). 道德危机中的中国大学. 大学教育科学, (02), 8- 15. |
null | 伍醒 & 顾建民. (2019). “课程思政”理念的历史逻辑、制度诉求与行动路向. 大学教育科学, (03), 54- 60. |
null | 阎云翔. (2012). 陆洋等译. 中国社会的个体化. 上海: 上海译文出版社. |
null | 阎云翔. (2012−11−19). 道德底线的突破及其伦理意涵. 文汇报, 00D. |
null | 阎云翔. (2013). 当代青年是否缺乏理想主义?. 文化纵横, (05), 56- 61. |
null | 阎云翔. (2019). 当代中国社会道德变革的轨迹. 思想战线, (01), 93- 105. |
null | 杨宝琰, 万明钢. (2015). 父亲受教育程度和经济资本如何影响学业成绩——基于中介效应和调节效应的分析. 北京大学教育评论, (02), 127- 145+192. |
null | 杨婷, 蒋毓慧. (2021). 朋辈群体特性对大学生政治认同影响的实证研究. 思想政治教育研究, (02), 128- 135. |
null | 于伟. (1977). 发达国家高校道德教育方式特点及启示. 外国教育研究, (01), 39- 44. |
null | 张翔, 赵必华. (2012). 家庭资本对学生学业成就影响的研究: 现状与趋势. 教育学术月刊, (03), 84- 87. |
null | 张英丽. (2012). 大学生学术道德失范现状的实证研究. 教育科学, (01), 52- 56. |
null | 赵志毅. (2001). 当代大学生道德认知状况研究报告. 南京师大学报(社会科学版), (06), 58- 66+134. |
null | Blum, L. A.. (1988). Gilligan and Kohlberg: Implications for moral theory. Ethics, 98 (3), 472- 491. |
null | Boss, J. A.. (1994). The effect of community service work on the moral development of college ethics students. Journal of Moral Education, 23 (2), 183- 198. |
null | Bowman, N. A.. (2009). College diversity courses and cognitive development among students from privileged and marginalized groups. Journal of Diversity in Higher Education, 2 (3), 182. |
null | Boyd, D. R. (1976). Education toward principled moral judgment: An analysis of an experimental course in undergraduate moral education applying Lawrence Kohlberg’s theory of moral development (Doctoral dissertation, Harvard University). |
null | Halstead, J. M., & Taylor, M. J.. (2000). Learning and teaching about values: A review of recent research. Cambridge journal of education, 30 (2), 169- 202. |
null | Hansen, D. T. (1993). The moral importance of the teacher’s style. Journal of curriculum studies, 25 (5), 397- 421. |
null | Hurtado, S., Mayhew, M. J., & Engberg, M. E.. (2012). Diversity courses and students’ moral reasoning: A model of predispositions and change. Journal of Moral Education, 41 (2), 201- 224. |
null | Israeli, O.. (2007). A Shapley-based decomposition of the R-square of a linear regression. The Journal of Economic Inequality, 5 (2), 199- 212. |
null | King, P. M.. (1997). Character and Civic Education: What Does It Take?. Educational Record, 78, 87- 93. |
null | King, P. M., & Mayhew, M. J.. (2002). Moral judgement development in higher education: Insights from the Defining Issues Test. Journal of moral education, 31 (3), 247- 270. |
null | Lies, J. M., Bock, T., Brandenberger, J., & Trozzolo, T. A. (2012). The effects of off-campus service learning on the moral reasoning of college students. Journal of Moral Education, 41(2), 189?199. |
null | Mayhew, M. J. (2012). A multilevel examination of the influence of institutional type on the moral reasoning development of first-year students. The Journal of Higher Education, 83(3), 367?388. |
null | Mayhew, M. J., & King, P. (2008). How curricular content and pedagogical strategies affect moral reasoning development in college students. Journal of Moral Education, 37(1), 17?40. |
null | McNeel, S. P. (1994). College teaching and student moral development. Moral development in the professions: Psychology and applied ethics, 27, 49. |
null | Nucci, L., & Pascarella, E. (1987) . The influence of college on moral development. In Smart, J. C. (Ed. ). (2008). Higher education: Handbook of theory and research (Vol. 3). New York: Agathon. |
null | Pascarella, E. T., & Terenzini, P. T. (2005). How College Affects Students: A Third Decade of Research. Volume 2. Jossey-Bass, An Imprint of Wiley. 10475 Crosspoint Blvd, Indianapolis, IN 46256. |
null | Pascarella, E. T., Blaich, C., Martin, G. L., & Hanson, J. M. (2011). How robust are the findings of academically adrift?. Change: The Magazine of Higher Learning, 43(3), 20?24. |
null | Rest, J. & Narvaez, D. The college experience and moral development. In W. Kurtines and J. Gewirtz (Eds.), Handbook of moral behavior and development, Vol. 2. Hillsdale, NJ: Lawrence Erlbaum Press, 1991: 229?245. |
null | Shorrocks, A. F. (2013). Decomposition procedures for distributional analysis: a unified framework based on the Shapley value. Journal of Economic Inequality, 11(1), 99?126. |
null | Taylor, C. (1992). The ethics of authenticity. Harvard University Press. |
null | Thoma, S. J., & Ladewig, B. H. (1993). Close friendships, friendship networks, and moral judgment development in the college years. Society of Research in Child Development, New Orleans, LA. |
null | Walker, L. J., & Taylor, J. H. (1991). Family interactions and the development of moral reasoning. Child development, 62(2), 264?283. |
null | Yan, Y. (2006). Little emperors or frail pragmatists? China's' 80ers generation. Current History, 105(692), 255. |
/
〈 |
|
〉 |