ABSTRACT
This paper concerns moral development in the framework of cognitive modeling. Traditionally, moral development researches have been conducted, mostly discussing different level of development among subjects of different ages and their developmental tendencies and orders. This methodology works well in finding the ratio of subjects in each level at the time of research, as well as subjects’ tendencies. However, it fails to address the paths taken to move from one level to next, as well as from the low-level to high-level. In order to get accurate information on the process of changes and order, it is necessary to conduct follow-up researches with same subjects and predict the determining factors. This paper discusses the moral development changes taken place during a school group accommodative event. The objective for the event set by school was to “provide activities which would allow students to learn how to function in a group, as well as allow them to have a desirable morale-learning experience. The purpose was to nurture collectiveness and to learn social abilities in a small group environment by interaction, being in the situation where each other’s role and relationship are clearly defined. We can say that this activity was relative in providing the necessary information concerning the authority concept development where problems usually exist between the leaders and the followers. Our results indicate that there was a notable difference between males and females in terms of authority concept development.
