Carol Gilligan was born in 1936 and received her PhD from Harvard in 1964. She began studying under Lawrence Kohlberg but developed her own theory of moral development after feeling his work was biased by only studying privileged white men. Gilligan's theory proposes three stages of moral development - selfish, social/conventional, and post-conventional morality - and argues women's sense of morality centers on caring for relationships rather than rules. Her 1982 book "In a Different Voice" criticized psychological views that saw women's morality as stunted.
Gilligan proposed the Stages of the Ethics of Care theory, which addresses what makes actions 'right' or 'wrong'. Gilligan's theory focused on both care-based morality and justice-based morality.
Care-based morality is based on the following principles:
Emphasizes interconnectedness and universality.
Acting justly means avoiding violence and helping those in need.
Care-based morality is thought to be more common in girls because of their connections to their mothers.
Because girls remain connected to their mothers, they are less inclined to worry about issues of fairness.
Justice-based morality is based on the following principles:
Views the world as being composed of autonomous individuals who interact with another.
Acting justly means avoiding inequality.
Is thought to be more common in boys because of their need to differentiate between themselves and their mothers.
BecauGilligan proposed the Stages of the Ethics of Care theory, which addresses what makes actions 'right' or 'wrong'. Gilligan's theory focused on both care-based morality and justice-based morality.
Care-based morality is based on the following principles:
Emphasizes interconnectedness and universality.
Acting justly means avoiding violence and helping those in need.
Care-based morality is thought to be more common in girls because of their connections to their mothers.
Because girls remain connected to their mothers, they are less inclined to worry about issues of fairness.
Justice-based morality is based on the following principles:
Views the world as being composed of autonomous individuals who interact with another.
Acting justly means avoiding inequality.
Is thought to be more common in boys because of their need to differentiate between themselves and their mothers.
Because they are separated from their mothers, boys become more concerned with the concept of inequality. se they are separated from their mothers, boys become more concerned with the concept of inequality.
How moral development occurs :An exploratory study by Jean Piaget on moral reasoning i.e. all about Heteronomous morality ( moral realism) and Autonomous morality (moral relativism) in young children,its educational implications and criticism. Especially for NET/SLET/CTET/B.Ed./M.Ed./M.A and entrance Aspirants..
Gilligan proposed the Stages of the Ethics of Care theory, which addresses what makes actions 'right' or 'wrong'. Gilligan's theory focused on both care-based morality and justice-based morality.
Care-based morality is based on the following principles:
Emphasizes interconnectedness and universality.
Acting justly means avoiding violence and helping those in need.
Care-based morality is thought to be more common in girls because of their connections to their mothers.
Because girls remain connected to their mothers, they are less inclined to worry about issues of fairness.
Justice-based morality is based on the following principles:
Views the world as being composed of autonomous individuals who interact with another.
Acting justly means avoiding inequality.
Is thought to be more common in boys because of their need to differentiate between themselves and their mothers.
BecauGilligan proposed the Stages of the Ethics of Care theory, which addresses what makes actions 'right' or 'wrong'. Gilligan's theory focused on both care-based morality and justice-based morality.
Care-based morality is based on the following principles:
Emphasizes interconnectedness and universality.
Acting justly means avoiding violence and helping those in need.
Care-based morality is thought to be more common in girls because of their connections to their mothers.
Because girls remain connected to their mothers, they are less inclined to worry about issues of fairness.
Justice-based morality is based on the following principles:
Views the world as being composed of autonomous individuals who interact with another.
Acting justly means avoiding inequality.
Is thought to be more common in boys because of their need to differentiate between themselves and their mothers.
Because they are separated from their mothers, boys become more concerned with the concept of inequality. se they are separated from their mothers, boys become more concerned with the concept of inequality.
How moral development occurs :An exploratory study by Jean Piaget on moral reasoning i.e. all about Heteronomous morality ( moral realism) and Autonomous morality (moral relativism) in young children,its educational implications and criticism. Especially for NET/SLET/CTET/B.Ed./M.Ed./M.A and entrance Aspirants..
This is my first shared presentation ever! It is my way of showing gratitude to the "slideshare community" for all the help they have given me. So, Thanks everybody! Hope you like it! :) ;)
Moral Development as presented by Carol Gilligan
Gilligan posited that there are 3 stages to the moral development of an individual, especially females (Gilligan countered the theories presented by Kohlberg, Erikson, and even Freud, which mainly focused on the experiences of white males)
1) LEVEL 1: Pre-Conventional
- The individual is selfish, since survival of the self is the top priority
2) LEVEL 2: Conventional
- "Self-sacrifice is goodness"
- care towards others is beginning to manifest at this stage
3) LEVEL 3: POST-CONVENTIONAL
- Morality of non-violence
- While the needs of others must be catered too, self-preservation is also accommodated at the same time
- Harming of others is considered immoral
An overview of the process of how morality developed throughout the life and it's gender controversies via discussing different theories of moral development
Lawrence Kohlberg (1958) agreed with Piaget's (1932) theory of moral development in principle and developed his ideas further. He used Piaget’s storytelling technique to tell people stories involving moral dilemmas. In each case he presented a choice to be considered.
He identified three distinct levels of moral reasoning each with two sub stages. People can only pass through these levels in the order listed. Each new stage replaces the reasoning typical of the earlier stage. Not everyone achieves all the stages.
Piaget found that children’s ideas regarding rules, moral judgements and punishment tended to change as they got older. In other words just as there were stages to children’s cognitive development so also there were universal stages to their moral development. Piaget suggested two main types of moral thinking:
Heteronomous morality (moral realism)
• Autonomous morality (moral relativism)
This is my first shared presentation ever! It is my way of showing gratitude to the "slideshare community" for all the help they have given me. So, Thanks everybody! Hope you like it! :) ;)
Moral Development as presented by Carol Gilligan
Gilligan posited that there are 3 stages to the moral development of an individual, especially females (Gilligan countered the theories presented by Kohlberg, Erikson, and even Freud, which mainly focused on the experiences of white males)
1) LEVEL 1: Pre-Conventional
- The individual is selfish, since survival of the self is the top priority
2) LEVEL 2: Conventional
- "Self-sacrifice is goodness"
- care towards others is beginning to manifest at this stage
3) LEVEL 3: POST-CONVENTIONAL
- Morality of non-violence
- While the needs of others must be catered too, self-preservation is also accommodated at the same time
- Harming of others is considered immoral
An overview of the process of how morality developed throughout the life and it's gender controversies via discussing different theories of moral development
Lawrence Kohlberg (1958) agreed with Piaget's (1932) theory of moral development in principle and developed his ideas further. He used Piaget’s storytelling technique to tell people stories involving moral dilemmas. In each case he presented a choice to be considered.
He identified three distinct levels of moral reasoning each with two sub stages. People can only pass through these levels in the order listed. Each new stage replaces the reasoning typical of the earlier stage. Not everyone achieves all the stages.
Piaget found that children’s ideas regarding rules, moral judgements and punishment tended to change as they got older. In other words just as there were stages to children’s cognitive development so also there were universal stages to their moral development. Piaget suggested two main types of moral thinking:
Heteronomous morality (moral realism)
• Autonomous morality (moral relativism)
This presentation is all about the Ethical Frameworks or Moral Framework which helps us to determine how to solve a problem that might occur from our moral judgement and issues.
This is a presentation of my professional role model, Kathryn Carter. She is currently in a position that I would like to see myself in someday, so this presentation compares where she is with where I want to go professionally.
Stages of moral development by lawrence kohlberg (1971)sami pearl
Lawrence Kohlberg’s theory of moral development includes three levels: (1) a preconvention level, where judgments are based on self-interest. (2) A conventional level, where judgments are based on traditional family values and social expectations and (3) a post conventional level, where judgments are based on more abstract and personal ethical principles.
Choose two theories relating to child development to compare and.docxvernettacrofts
Choose two theories relating to child development to compare and contrast, identifying the strengths and weaknesses of each one. Be sure to consider how culture and context interact with these theories. Apply these theories to real-life examples to illustrate your points.
Respond to at least two other learners. Do you agree with each learner's assessment of the theories? Why or why not? What real-life examples can you add? The two learners are listed below
Cereta post
The two theories that I've picked were Lawrence Kohlberg and Carol Gillian because I have never heard of them and their theories are very different, similar, and interesting. The theory that Carol Gillian focus on is the moral development of women and girls and the three stages of moral development which are selfish, social or conventional morality, or post conventional or principled morality.
Lawrence Kohlberg theory views children as young philosophers and that the moral reasoning was influenced by emotional relationships such as empathy, love respect, and attachment.
Kohlberg theory has three levels broken into six different stages of moral development.
Obedience and Punishment Orientation
Instrumental-Relativist Orientation
Good Boy/Nice Girl Orientation
Law & Order Orientation
Legalistic Orientation
Universal, Ethical Orientation
Gilligan’s theory believes that part of her stages of moral development progress over time in three stages and that women must learn to care from their own interest and the interest of other. And that women will hesitate to judge because they see complexities of relationships. Woman value the following; Who is speaking, what body, who is telling the story, and the cultural framework of the story presented. Where as Kohlberg’s stage 6 is Universal, Ethical, Orientation an individual’s moral judgment is motivated by one’s own conscience.
Strengths & Weakness
I have to say that Kohlberg’s theory is more noticeable in children at a very young age and he states that morals and values is based on a person’s own need. He shows an example of individual’s making judgment calls based off of their obedience and punishment and this is very true and is considered a strength. As far as a weakness at level 2 stage 4 of his -Stages of Moral Development “Law & Order Orientation” I would have to disagree because I don’t think that an individual is motivated by an authority figure. This would be considered as a weakness because I don’t see self-control.
Gillian has stated that woman make moral decisions based on caring for people and expecting others to care for them. I have wrestled with this statement because I can see the weakness because I feel like women can make strong decisions without expectations of people caring for them. But I also know that as a woman it is second nature to have expectations we don’t just do things to do them, we just don’t give love or care without expecting it in return.
Stacia Post
The two theories that I cho ...
Caroll Gilligan is a social psychologist. She was a research assistant for Laurence Kohlberg. For Gilligan, Kohlberg’s theory was biased towards males. Her criticism is found in the book in a different voice. For her, women have different moral and psychological tendencies than men.
-Moral Development
-Kohlberg’s Theory
-Gilligan’s Theory
-Consensus and Controversy
-Models of Professional Roles
-Self-Interest
-Engineering as Experimentation
-Engineers as Responsible Experimenters
Lawrence Kohlberg, the famous psychologist developed his six-stage theory on moral development which became popular as Kohlberg’s theory of moral & development.
Three levels of pyramid -
Pre-Conventional Level – This level consist of two bottom stages of pyramid which show that an individual tend to behave morally only to avoid punishment or get reward as appreciation to good work. Mostly children from birth to 9 years of age are found at this stage of morality.
Conventional Level – This level consist of next two stages of pyramid which show that an individual tend to act morally to show oneself as a good person and to be respectful towards law and order. Approximate age of individual falling in this category is 9 to 20 years.
Post-Conventional Level – This level consist of two topmost stages of pyramid which shows the highest level of an individual’s morality and development as one tends to act in way that is based on justice in society and being ethical. Age 20 years onwards.
Giligan's theory -
Gilligan was a student of Developmental Psychologist Lawrence Kohlberg, who introduced the theory of stages of moral development
Carol Giligan opined that Kohlberg’s theory on morality was biased upon male thinking process and did not address the gender differences of moral development
She believed men and women exhibit different behaviour where women are more emotional, caring and understand inter-personal relationship well
Three levels-
Pre-conventional : A person in this stage cares for oneself to ensure survival.
Conventional : In this stage the person feels responsible and show care towards other persons.
Post- conventional : This is the stage where the principle of care for oneself and others is accepted.
Care based Morality
Avoidance of violence
Helping those in need
Respect and dignity
Linked to emotion and feeling
Maintenance of harmony & relation
Found mostly in girls
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Kohlberg theory of moral development by jagannath Kunarjagannath kunar
Kohlberg's theory of moral development Pre-conventional,conventional and post conventional level with stages like Stage 1: Obedience and Punishment Orientation,Stage 2 :Individualism and Exchange,Stage 3:Good Interpersonal Relationships,Stage 4:Maintaining the Social Order,Stage 5: Social Contract and Individual Rights,Stage 6: Universal ethical Principles. educational implications and critics.Especially for NET/SLET/CTET/B.Ed./M.Ed./M.A and entrance Aspirants..
These are the Slides for MA (Final year) Students of the Department of Social Work, University of Peshawar.
Course Title: Social Institutions and Social System of Pakistani Society
Dr. Imran Ahmad Sajid
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
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We specializes in exporting high quality Research chemical, medical intermediate, Pharmaceutical chemicals and so on. Products are exported to USA, Canada, France, Korea, Japan,Russia, Southeast Asia and other countries.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
2. CAROL GILLIGAN
Carol Gilligan was born on November 28, 1936, in
New York City. She has received her doctorate
degree in social psychology from Harvard University
in 1964 and began teaching at Harvard in 1967. Then
in 1970 she became a research assistant for the great
theorist of moral development, Lawrence Kohlberg.
3. Eventually Gilligan became independent and began to
criticize some of Kohlberg' s work. Her opinions were
presented in her famous book, "In a different Voice:
Psychological Theory and Women' s Development"
which was published in 1982. She felt that Kohlberg
only studied "privileged, white men and boys."
Gilligan said that this caused a biased opinion against
women. She felt that, in Kohlberg' s stage theory of
moral development, the male view of individual rights
and rules was considered a higher stage than women's
point of view of development in terms of its caring
effect on human relationships."
4. Gilligan' s goal is was to prove that women are not "moral
midgets", she was going against many psychological opinions.
Another famous theorist, Freud thought women's moral sense was
stunted because they stayed attached to their mothers. Another
great theorist, Erik Erickson, thought the tasks of development
were separation from mother and the family, If women did not
succeed in this scale, then they were obviously lacking. Therefore
Gilligan' s goal was a good cause.
Her theory is divided into three stages of moral development
beginning from "selfish, to social or conventional morality, and
finally to post conventional or principled morality." Women must
learn to deal to their own interests and to the interests of others.
She thinks that women hesitate to judge because they see the
complexities of relationships.
6. Pre Conventional
-Person only cares for themselves in order to ensure
survival
-This is how everyone is as children
In this transitional phase, the person 's attitude is
considered selfish, and the person sees the connection
between themselves and others.
7. Conventional
-Responsibility
-More care shown for other people.
-Gilligan says this is shown in the role of Mother & Wife
-Situation sometimes carries on to ignoring needs of self.
In this transitional phase, tensions between responsibility
of caring for others and caring for self are faced.
9. GILLIGAN’S THEORY & THE
SOCIETY
Gilligan's ideas are against the struggle of women against our
society's idea of their "gender-determined" role. According to
Gilligan, women can gain personal independence after they forget
about the idea that their proper role is to overcome their interests to
the interests of their husbands, children, or other people they care
about. Gilligan says that in our society women really like to help
others, however they should care just as much about themselves as
the do about others.
10. GILLIGAN’S THEORY &
EDUCATION
Carol Gilligan's theory helps both men and women
in seeing each other in a different perspective. In
terms of education everyone should focus on it and
everyone's need for education is important. A
person should not put the needs of others in front
of their own, especially in the case of education
11. GILLIGAN’S THEORY & THE
WORKPLACE
A person could undergo this process of "the ethic of care" when
entering a new job. The conventional stage is shown when the job is
just acquired, and a good impression is trying to be made. This is
followed by the conventional stage, which can be seen after
developing relationships with colleagues. This might be followed by
the post conventional stage when care for oneself and another
colleague might be equal. (Not everyone reaches the post
conventional stage).