Ahlaki Karakter Kavramı ve Psikolojik Bileşenleri

Ferat YILMAZ (İlköğretim, Ziya Gökalp Eğitim Fakültesi, Dicle Üniversitesi, Diyarbakır, Türkiye.)
Başkent University Journal of Education
25 2
Yıl: 2021 Cilt: 8 Sayı: 1 Sayfa Aralığı: 238 - 252 Metin Dili: Türkçe İndeks Tarihi: 11-06-2021

Ahlaki Karakter Kavramı ve Psikolojik Bileşenleri

Öz:
Değer Eğitimi” dersi için bir derleme yapılması amaçlanmıştır. Buna göre, karakterin, toplumsal yaşama katkı sağlayabilmek için sahip olunması gereken entelektüel ve ahlaki erdemleri, bu erdemlere ilişkin farkındalık düzeyini ve bu erdemleri hayata geçirmegüdüsünü ifade ettiği söylenebilir. Ahlaki bakış açısıyla ele alındığında, karakterin bileşenlerinden biri olan ahlaki muhakeme,bireylerin ahlaki çatışmalarla uğraşma sürecinde bir dizi bilişsel beceriyi işe koşmasını ifade etmektedir. Ahlaki davranış kavramı, toplumdaki diğer bireylerin lehine onların ilgi, ihtiyaç ve sorunlarını dikkate alarak gerçekleştirdiğimiz eylemleri ifade etmektedir.Ahlaki değerleri ahlaki davranışlarımızı şekillendiren, ahlaki bir konu hakkındaki kararlarımızı etkileyen, çeşitli inanç ve eylemlere ilişkin değerlendirmelerimize yön veren, dolayısıyla kişisel bütünlüğümüzü oluşturan ilke, inanç, fikir ve yaşam standartları olarak tanımlayabiliriz. Ahlaki kimlik, bir dizi ahlaki özellikler çerçevesinde oluşturulmuş benlik algısı şeklinde tanımlanabilir. Ahlaki kişilik, hayatı daha ahlaki bir hale getiren doğuştan gelen özelliklerin, karakteristik uyum sağlamaların ve kişilik betimleyici yaşam öykülerinin karmaşık bir bileşkesidir. Ahlaki duygular, toplumdaki diğer bireylerin yararına ya da refahına yönelik duygulardır.Meta-ahlaki özellikler, özü itibariyle ahlaki özellikler olmayan, ancak işlevsel açıdan ahlaki fonksiyonlar için gerekli olan özelliklerdir.
Anahtar Kelime:

The Concept of Moral Character and Its Psychological Components

Öz:
In this study, it is aimed to carry out a review of the "Character and Value Education" course taken as an elective or compulsorycourse within the scope of the renewed undergraduate programs of education faculties. Accordingly, character expresses theintellectual and moral virtues that should be possessed to contribute to social life, the level of awareness of these virtues, and themotivation to realize these virtues. When considered from a moral point of view, moral reasoning, one of the components ofcharacter refers to the fact that individuals engage in a range of cognitive skills in the process of dealing with moral conflicts. The concept of moral behavior refers to the actions we take in favor of other individuals in the community, taking into account theirinterests, needs and problems. We can define moral values as the principles, beliefs, ideas and living standards that shape our moralbehavior, influence our decisions on a moral issue, shape our evaluations regarding various beliefs and actions, and thus create ourintegrity. Moral identity can be defined as a self-perception formed within the framework of a series of moral characteristics. Moralpersonality is a complex combination of innate traits, characteristic adaptations, and personality descriptive life stories that makelife more moral. Moral feelings are feelings for the benefit or well-being of other individuals in society. Meta-moral traits are traitsthat are not essentially moral traits but are essential for moral functions.
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Derleme Erişim Türü: Erişime Açık
  • Aquino, K., & Reed II, A. (2002). The self-importance of moral identity. Journal of Personality and Social Psychology, 83(6), 1423-1440.
  • Aquino, K., Freeman, D., Reed II, A., Lim, V. K., & Felps, W. (2009). Testing a social-cognitive model of moral behavior: The interactive influence of situations and moral identity centrality. Journal of Personality and Social Psychology, 97(1), 123-141.
  • Aquino, K., Reed II, A., Thau, S., & Freeman, D. (2007). A grotesque and dark beauty: How moral identity and mechanisms of moral disengagement influence cognitive and emotional reactions to war. Journal of Experimental Social Psychology, 43, 385-392.
  • Astor, R. A. (1994). Children's moral reasoning about family and peer violence: The role of provocation and retribution. Child Development, 65(4), 1054-1067.
  • Aydın, M. Z., & Gürler, Ş. A. (2012). Okulda değerler eğitimi: Yöntemler, etkinlikler, kaynaklar. Ankara: Nobel Yayın Dağıtım.
  • Bacanlı, H. (2010). Eğitim psikolojisi. Ankara: Pegem Akademi.
  • Back, K.-j., & Parks, S. C. (2003). A brand loyalty model involving cognitive, affective, and conative brand loyalty and customer satisfaction. Journal of Hospitality & Tourism Research, 27(4), 419-435.
  • Barrick, M. R., & Mount, M. K. (1991). The big five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44(1), 1-26.
  • Battistich, V. A. (2008). Character education, prevention, and positive youth development. Journal of Research in Character Education, 6(2), 81-90.
  • Baumeister, R. F., Smart, L., & Boden, J. M. (1996). Relation of threatened egotism to violence and agression: The dark side of high self-esteem. Psychological Review, 103(1), 5-33.
  • Baumeister, R. F., Vohs, K. D., & Tice, D. M. (2007). The strength model of self-control. Current Directions in Psychological Science, 16(6), 351-355.
  • Baysal, Z. N., & Saman, O. (2010). İlköğretim beşinci sınıf öğrencileri ile değerler üzerine bir çalışma. Elektronik Sosyal Bilimler Dergisi, 9(34), 56-69.
  • Bee, H., & Boyd, D. (2009). Çocuk gelişim psikolojisi (Çev. O. Gündüz). İstanbul: Kaknüs Yayınları. (Eserin orijinali 2007’de yayımlandı).
  • Bendixen, L. D., Schraw, G., & Dunkle, M. E. (1998). Epistemic beliefs and moral reasoning. The Journal of Psychology, 132(2), 187-200.
  • Berkowitz, M. W. (2002). The science of character education. W. Damon içinde, Bringing in a new era in character education (s. 43-63). Stanford, CA: Hoover Institution Press.
  • Berkowitz, M. W., & Bier, M. C. (2004). Research-based character education. The ANNALS of the American Academy of Political and Social Science, 72-85.
  • Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators. Washington: John E. & Frances G. Pepper.
  • Berkowitz, M. W., & Grych, J. H. (1998). Fostering goodness:Teaching parents to facilitate children’s moral development. Journal of Moral Education, 27, 371-391.
  • Berkowitz, M. W., & Grych, J. H. (2000). Early character development and education. Early Education & Development, 11(1), 55-72.
  • Berreth, D., & Berman, S. (1997). The moral dimension of schools. Educational Leadership, 54(8), 24-27.
  • Bucher, A. A. (1997). The influence of models in forming moral identity. İnternational Journal of Educational Research, 27(7), 619-627.
  • Can, G. (2006). Kişilik gelişimi. B. Yeşilyaprak içinde, Eğitim psikolojisi: Gelişim-öğrenme-öğretim (s. 117-151). Ankara: Pegema Yayıncılık.
  • Carlo, G., Eisenberg, N., & Knight, G. P. (1992). An objective measure of adolescents' prosocial moral reasoning. Journal of Research on Adolescence, 2(4), 331-349.
  • Carlo, G., Koller, S. H., Eisenberg, N., Silva, M. S., & Frohlich, C. B. (1996). A cross-national study on the relations among prosocial moral reasoning, gender role orientations, and prosocial behaviors. Eylül 13, 2014 tarihinde Faculty Publications, Department of Psychology: http://digitalcommons.unl.edu/psychfacpub/296 adresinden alındı.
  • Carpendale, J. I. (2000). Kohlberg and Piaget on stages and moral reasoning. Developmental Review, 20, 181-205.
  • Cevizci, A. (2014). Etik: Ahlak felsefesi. İstanbul: Say Yayınları.
  • Cloninger, C. R. (1998). The genetics and psychobiology of the seven-factor model of personality. K. R. Silk içinde, Biology of personality disorders (s. 63-92). Washington, DC: American Psychiatric Press.
  • Damon, W., & Gregory, A. (1997). The youth charter: Towards the formation of adolescent moral identity. Journal of Moral Education, 26(2), 117-130.
  • Davidson, M., Lickona, T., & Khmelkov, V. (2008). Smart & good schools: A new paradigm for high schools character education. L. P. Nucci, & D. Narvaez içinde, Handbook of moral and character education (s. 370-390). New York, NY: Routledge.
  • Derry, R. (1989). An empirical study of moral reasoning among managers. Journal of Business Ethics, 8, 855-862.
  • Dilmaç, B. (2012). İnsanca değerler eğitimi (2. baskı). Ankara: Pegem Akademi.
  • Drummond, J. J. (2006). Respect as a moral emotion: A phenomenological approach. Husserl Studies, 22, 1-27.
  • Eisenberg, N. (2000). Emotion, regulation, and moral development. Annu Rev. Psychol., 51, 665-697.
  • Elm, D. R., & Nichols, M. L. (1993). An investigation of the moral reasoning of managers. Journal of Business Ethics, 12, 817-833.
  • Erden, M., & Akman, Y. (2011). Eğitim psikolojisi: Gelişim-öğrenme-öğretme. Ankara: Arkadaş Yayınevi.
  • Eyre, L., & Eyre, R. (1993). Teaching your children values. New York: Simond and Schuster.
  • Fabes, R. A., Carlo, G., Kupanoff, K., & Laible, D. (1999). Early adolescence and prosocial/moral behavior I: The role of individual processes. Eylül 29, 2014 tarihinde University of Nebraska Faculty Publications Department of Psychology: http://digitalcommons.unl.edu/psychfacpub/43 adresinden alındı.
  • Forsyth, D. R., & Berger, R. E. (1982). The effects of ethical ideology on moral behavior. The Journal of Social Psychology, (117), 53-56.
  • Haidt, J. (2003). The moral emotions. R. J. Davidson, K. R. Scherer, & H. H. Goldsmith içinde, Handbook of affective sciences (s. 852-870). Oxford: Oxford University Press.
  • Halstead, J. M., & Taylor, M. J. (1996). Values in education and education in values. London: The Falmer Press.
  • Hardy, S. A. (2006). İdentity, reasoning, and emotion: An empirical comparison of three sources of moral motivation. Ekim 16, 2014 tarihinde Springer Link: http://link.springer.com/article/10.1007/s11031-006- 9034-9/fulltext.html adresinden alındı.
  • Hart, D., Atkins, R., & Ford, D. (1998). Urban America as a context for the development of moral identity in adolescence. Journal of Social Issues, 54(3), 513-530.
  • Hart, D., Atkins, R., & Ford, D. (1999). Family influences on the formation of moral identity in adolescence: Longitudinal analyses. Journal of Moral Education, 28(3), 375-386.
  • Hill, P. L., & Roberts, B. W. (2010). Propositions for the study of moral personality development. Current Directions in Psychological Science, 19(6), 380-383.
  • Howard, R. W., Berkowitz, M. W., & Schaeffer, E. F. (2004). Politics of character education. Educational Policy, 18(1), 188-215.
  • Hökelekli, H. (2011). Ailede, okulda, toplumda değerler psikolojisi ve eğitimi. İstanbul: Timaş Yayınları.
  • Huitt, W. (2004). Moral and character development. Ağustos 5, 2014 tarihinde Educational Psychology Interactive: http://www.edpsycinteractive.org/topics/morchr/morchr.html adresinden alındı.
  • Huitt, W. (1999). Conation as an important factor of mind. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Temmuz 18, 2016 tarihinde http://www.edpsycinteractive.org/topics/conation/conation.html adresinden alındı.
  • Huitt, W. (2011). Conation, volition, and self-regulation. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Temmuz 18, 2016 tarihinde http://www.edpsycinteractive.org/topics/conation/index.html adresinden alındı.
  • Jordan, J., Mullen, E., & Murnighan, J. K. (2011). Striving for the moral self: The effects of recalling past moral actions on future moral behavior. Personality and Social Psychology Bulletin, 37(5), 701-713.
  • Karatay, H. (2011). Transfer of values in the Turkish and Western children’s literary works: Character education in Turkey. Educational Research and Reviews, 6(6), 472-480.
  • Ketefian, S. (1981). Moral reasoning and moral behavior among selected groups of practicing nurses. Nursing Research, 30(3), 171-176.
  • Kinnier, R. T., Kernes, J. L., & Dautheribes, T. M. (2000). A short list of universal moral values. Counselling and Values, 45, 4-16.
  • Kochanska, G., Forman, D. R., Aksan, N., & Dunbar, S. B. (2005). Pathways to conscience: early mother–child mutually responsive orientation and children's moral emotion, conduct, and cognition. Journal of Child Psychology and Psychiatry, 46(1), 19-34.
  • Komblum, W. (2011). Sociology in a changing world. Wadsworth: Cengage Learning.
  • Krettenauer, T., & Johnston, M. (2011). Positively versus negatively charged moral emotion expectancies in adolescence: The role of situational context and the developing moral self. British Journal of Developmental Psychology, 29, 475-488.
  • Lapsley, D. K., & Narvaez, D. (2004). A social-cognitive approach to moral personality. D. K. Lapsley, & D. Narvaez içinde, Moral development, self and identity (s. 189-213). Mahwah,NJ: Lawrence Erlbaum.
  • Lickona, T. (1999). Character education: Seven crucial issues. Action in Teacher Education, 20(4), 77-84.
  • Maalouf, A. (2012). Ölümcül kimlikler. İstanbul: Yapı Kredi Yayınları.
  • Maccarini, A. M. (2016). On character education: Self-formation and forms of life in a morphogenic society. Italian Journal of Sociology of Education, 8(1), 31-55. doi: 10.14658/pupjijse-2016-1-3.
  • Magnell, T. (Ed.). (1998). Values and education. Amsterdam: Rodopi B. V. Malti, T., & Krettenauer, T. (2013). The relationship of moral emotion attributions to prosocial and antisocial behavior: A meta-analysis. Child Development, 84(2), 397-412.
  • McAdams, D. P. (2009). The moral personality. D. Narvaez, & D. K. Lapsley içinde, Personality, identity, and character: Explorations in moral psychology (s. 11-29). New York: Cambridge University Press.
  • Menesini, E., Sanchez, V., Fonzi, A., Ortega, R., Costabile, A., & Feudo, G. L. (2003). Moral emotions ad bullying: A cross-national comparison of differences between bullies, victims and outsiders. Aggressive Behavior, 29, 515-530.
  • Moll, J., de Oliveira-Souza, R., Moll, F. T., Ignácio, F. A., Bramati, I. E., Caparelli-Dáquer, E. M., et al. (2005). The moral affliations of disgust: A functional MRI study. Cognitive and Behavioral Neurology, 18(1), 68-78.
  • Mukti, N. A., & Hwa, S. P. (2004). Malaysian perspective: Designing interactive multimedia learning environment for moral values education. Educational Technology & Society, 7(4), 143-152.
  • Narvaez, D., & Lapsley, D. K. (2009). Moral identity, moral functioning, and the development of moral character. D. M. Bartels, C. W. Bauman, L. J. Skitka, & D. L. Medin içinde, The Psychology of Learning and Motivation (s. 237-274). Burlington: Academic Press.
  • Nunner-Winkler, G., & Sodian, B. (1988). Children's understanding of moral education. Child Development, 59, 1323-1338.
  • Park, N., & Peterson, C. (2009). Character strengths: Research and practice. Journal of College & Character, 10(4), 1-10.
  • Park, N., Peterson, C., & Seligman, M. E. (2004). Strengths of character and well-being. Journal of Social and Clinical Psychology, 23(5), 603-619.
  • Pizzaro, D. (2001). Nothing more than feelings? The role of emotions in moral judgement. Journal for the Theory of Social Behaviour, 30(4), 355-375.
  • Reed, A., & Aquino, K. F. (2003). Moral identity and the expanding circle of moral regard toward out-groups. Journal of Personality and Social Psychology, 84(6), 1270-1286.
  • Reynolds, S. J., & Ceranic, T. L. (2007). The effects of moral judgment and moral identity on moral behavior: An empirical examination of the moral individual. Journal of Apllied Psychology, 92(6), 1610-1624.
  • Rozin, P., Lowery, L., Imada, S., & Haidt, J. (1999). The CAD triad hypothesis: A mapping between three moral emotions (contempt, anger, disgust) and three moral codes (community, autonomy, divinity). Journal of Personality and Social Psychology, 76(4), 574-586.
  • Schwartz, M. S. (2005). Universal moral values for corporate codes of ethics. Journal of Business Ethics, 59, 27-44.
  • Selçuk, Z. (2012). Eğitim psikolojisi. Ankara: Nobel Yayın Dağıtım.
  • Senemoğlu, N. (2005). Gelişim, öğrenme ve öğretim. Ankara: Gazi Kitabevi.
  • Shao, R., Aquino, K., & Freeman, D. (2008). Beyond moral reasoning: A review of moral identity research and its implications for business ethics. Business Ethics Quarterly, 18(4), 513-540.
  • Smith, B. H. (2013). School-based character education in the Unites States. Childhood Education, 89 (6), 350-355. doi: 10.1080/00094056.2013.850921.
  • Tangney, J. P., Stuewig, J., & Mashek, D. J. (2007). Moral emotions and moral behavior. Annu Rev Psychol., 58, 345-372.
  • Taris, T. W., & Semin, G. R. (1997). Passing on the faith: How mother-child communication influences transmission of moral values. Journal of Moral Education, 26(2).
  • Ulusoy, K., & Dilmaç, B. (2015). Değerler eğitimi. Ankara: Pegem Akademi.
  • Uslaner, E. M. (1999). Trust but verify: Social capital and moral behavior. Theory and Methods, 38(29), 29-55.
  • Uyanık Balat, G. (2012). Okul öncesinde değerler eğitimi. G. Uyanık Balat içinde, Okul öncesinde değerler eğitimi ve etkinlik örnekleri (s. 1-36). Ankara: Pegem Akademi.
  • Varnum, M. E., Grossmann, I., Kitayama, S., & Nisbett, R. E. (2010). The origin of cultural differences in cognition: The social orientation hypothesis. Current Directions in Psychological Science, 19(1), 9-13.
  • Venkataiah, N. (1998). Value education. New Delhi: S.B. Nangia A P H Publishing.
  • Vessels, G., & Huitt, W. (2005). Moral and character development. National Youth at Risk Conference. Savannah.
  • Vitell, S. J., Bing, M. N., Davison, H. K., Ammeter, A. P., Garner, B. L., & Novicevic, M. M. (2009). Religiosity and moral identity: The mediating role of self-control. Journal of Business Ethics, 88, 601-613.
  • Winterich, K. P., Aquino, K., Mittal, V., & Swartz, R. (2013). When moral identity symbolization motivates prosocial behavior: The role of recognition and moral identity internalization. Journal of Applied Psychology, 98(5), 759-770.
  • Winterich, K. P., Mittal, V., & Aquino, K. (2013). When does recognition increase charitable behavior? Towards a moral identity-based model. Journal of Marketing, 1-45.
  • Yel, S., & Aladağ, S. (2012). Sosyal bilgilerde değerlerin öğretimi. M. Safran, (Ed.), Sosyal Bilgiler Öğretimi içinde (117-148). Ankara Pegem Akademi Yayıncılık.
APA Yılmaz F (2021). Ahlaki Karakter Kavramı ve Psikolojik Bileşenleri. , 238 - 252.
Chicago Yılmaz Ferat Ahlaki Karakter Kavramı ve Psikolojik Bileşenleri. (2021): 238 - 252.
MLA Yılmaz Ferat Ahlaki Karakter Kavramı ve Psikolojik Bileşenleri. , 2021, ss.238 - 252.
AMA Yılmaz F Ahlaki Karakter Kavramı ve Psikolojik Bileşenleri. . 2021; 238 - 252.
Vancouver Yılmaz F Ahlaki Karakter Kavramı ve Psikolojik Bileşenleri. . 2021; 238 - 252.
IEEE Yılmaz F "Ahlaki Karakter Kavramı ve Psikolojik Bileşenleri." , ss.238 - 252, 2021.
ISNAD Yılmaz, Ferat. "Ahlaki Karakter Kavramı ve Psikolojik Bileşenleri". (2021), 238-252.
APA Yılmaz F (2021). Ahlaki Karakter Kavramı ve Psikolojik Bileşenleri. Başkent University Journal of Education, 8(1), 238 - 252.
Chicago Yılmaz Ferat Ahlaki Karakter Kavramı ve Psikolojik Bileşenleri. Başkent University Journal of Education 8, no.1 (2021): 238 - 252.
MLA Yılmaz Ferat Ahlaki Karakter Kavramı ve Psikolojik Bileşenleri. Başkent University Journal of Education, vol.8, no.1, 2021, ss.238 - 252.
AMA Yılmaz F Ahlaki Karakter Kavramı ve Psikolojik Bileşenleri. Başkent University Journal of Education. 2021; 8(1): 238 - 252.
Vancouver Yılmaz F Ahlaki Karakter Kavramı ve Psikolojik Bileşenleri. Başkent University Journal of Education. 2021; 8(1): 238 - 252.
IEEE Yılmaz F "Ahlaki Karakter Kavramı ve Psikolojik Bileşenleri." Başkent University Journal of Education, 8, ss.238 - 252, 2021.
ISNAD Yılmaz, Ferat. "Ahlaki Karakter Kavramı ve Psikolojik Bileşenleri". Başkent University Journal of Education 8/1 (2021), 238-252.
Sayfa Oluşturulma Tarihi
24-04-2024 18:58

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları