{"resolved":true,"match_type":"uuid","source_type":"original_book","book_id":"35f93a8e-9b35-4e9b-8460-73b3e4067e0b","title":"交往与社会进化","author":null,"edition":null,"publisher":null,"year":null,"isbn":null,"requested_by":"printed_page","book":{"source_type":"original_book","book_id":"35f93a8e-9b35-4e9b-8460-73b3e4067e0b","id":"35f93a8e-9b35-4e9b-8460-73b3e4067e0b","uuid":"35f93a8e-9b35-4e9b-8460-73b3e4067e0b","title":"交往与社会进化","normalized_title":"交往与社会进化","author":null,"edition":null,"publisher":null,"year":null,"isbn":null,"isbns":[],"parsed":true,"ai_readable":true,"document_type":"book","page_count":284,"navigation_url":"https://workshop.closeclaw.top/ai/book/35f93a8e-9b35-4e9b-8460-73b3e4067e0b","title_url":"https://workshop.closeclaw.top/ai/title/%E4%BA%A4%E5%BE%80%E4%B8%8E%E7%A4%BE%E4%BC%9A%E8%BF%9B%E5%8C%96","fixed_page_url_template":"https://workshop.closeclaw.top/ai/book/35f93a8e-9b35-4e9b-8460-73b3e4067e0b/page/{printed_page}","path_api_url_template":"https://workshop.closeclaw.top/api/ai/book/35f93a8e-9b35-4e9b-8460-73b3e4067e0b/page/{printed_page}","read_url":"https://workshop.closeclaw.top/api/ai/read/35f93a8e-9b35-4e9b-8460-73b3e4067e0b","page_url":"https://workshop.closeclaw.top/api/ai/books/35f93a8e-9b35-4e9b-8460-73b3e4067e0b/page","search_url":"https://workshop.closeclaw.top/api/ai/books/35f93a8e-9b35-4e9b-8460-73b3e4067e0b/search"},"page":{"printed_page":91,"pdf_page":120,"physical_index":120,"physical_index_base":0,"printed_page_status":"recognized","page_sha256":"84455a3b0d7ebb65da8bb2fb7785a6737b1b8619de8f03a35f1b9e0d2ee23ba1"},"chapter":"第二章道德发展与自我同一性","content":"如果上面所述可以假定为正确，道德意识的诸阶段就能通过把交互性要求运用于成长中的儿童在每一个不同水平上感知的行为结构来导出(图表4)。\n\n1.在水平Ⅰ，只有(作为奖励或制裁而被理解的)具体行为和行为结果可能与道德相关。如果这里要求不完全的交互性，我们就得到了柯尔伯格的阶段Ⅰ(惩罚-服从倾向)。完全的交互性产生于阶段2(工具享乐主义)。\n\n2.在水平，与行为相关的部分被扩展了。如果我们要求对涉及者来说是被制约的具体期望的不完全的交互性，则得到了柯尔伯格的阶段3(好儿童倾向)。而对于规范系统的同样要求，则产生于阶段4(法律-秩序倾向)。\n\n第二章 道德发展与自我同一性\n\n91","previous_page":90,"next_page":92}