Which stage of Kohlbergs theory of moral development does the nurse anticipate in a client who exhibits absolute obedience to authority and rules?

Q: Which stage of Kohlbergs theory of moral development is associated with a person following a law even if it is discriminatory to a racial group?

Which stage of Lawrence Kohlbergs theory of moral development is associated with a person following a law even if it is discriminatory to a racial group? A person in the social contract orientation stage follows laws even if they are not fair to a certain racial group.

Q: What is the correct order of the stages according to Kohlbergs theory of moral development quizlet?

According to Kohlbergs theory of moral development, the first stage is the punishment and obedience orientation. The second stage is the instrumental relativist orientation. Good boy-nice girl orientation is the third stage. Society-maintaining orientation stage is the fourth stage.

Q: At which stage of Kohlbergs theory does an individual want to fulfill the expectations of ones immediate group?

At which stage of Kohlbergs theory does an individual want to fulfill the expectations of ones immediate group? The good boy-good girl orientation stage involves an individual who wants to win the approval and maintain the expectations of ones immediate group.

Inhaltsverzeichnis Show

Which stage of Kohlberg's theory of moral development is associated with a person following a law even if it is discriminatory to a racial group?
At which stage of development would the nurse anticipate that pediatric clients will begin to show differences in play activities that are related to gender quizlet?
What is the correct order of the stages according to Kohlberg's theory of moral development quizlet?
At which stage of Kohlberg's theory does an individual want to fulfill the expectations of one's immediate group?

Home
About
STEM Opportunities
Sign In

Sample records for moral development theory

Moral Development Theory: A Critique of Its Kantian Presuppositions.
ERIC Educational Resources Information Center
Campbell, Robert L.; Christopher, John Chambers
1996-01-01
Claims that contemporary moral development theory follows pathways laid down by Kant. Defines formalists and altruists, claiming that both interpret the moral domain too narrowly. Proposes a character-based redefinition that reintegrates moral development with the development of the self (Eudaimonism, or "human flourishing") and of…
Kohlberg's theory of moral development: insights into rights reasoning.
PubMed
Peens, B J; Louw, D A
2000-01-01
Kohlberg's theory of moral development was based on extensive research done on the reactions of people of all ages to specific moral situational dilemmas. Kohlberg was specifically interested in reasoning processes involved in decision-making. The way in which children perceive their rights is also based on reasoning processes that are inextricably linked to their level of development and more specifically to their level of moral development since the area of human rights can be considered essentially moral. Since Kohlberg's theory is primarily concerned with development, a great deal of insight can be gained into the developmental shift that occurs in children's reasoning about the rights to which they feel they should be entitled. This article focuses on Kohlberg's six-stage theory, specifically as it pertains to reasoning processes similar to those that would be used in rights reasoning. At each stage the authors propose a potential view of how children at each developmental stage might perceive their rights based on the description Kohlberg gives of the developmental trends associated with each stage. A critical assessment of Kohlberg's work is also given in order to highlight certain considerations about the limitations of this theory that need to be considered for future research.
Educating for Moral Ability: Reflections on Moral Development Based on Vygotsky's Theory of Concept Formation.
ERIC Educational Resources Information Center
Crawford, Paul Duncan
2001-01-01
Examines the idea that the development of moral ability shares similarities with Lev Vygotsky's theory of concept formation. Argues that understanding moral ability as a present-centered aptitude for creating meaning is significant for educators. Concludes it is useful for understanding the learning process to think and act in the present. (CAJ)
The Promises of Moral Foundations Theory
ERIC Educational Resources Information Center
Musschenga, Bert
2013-01-01
In this article I examine whether Moral Foundations Theory can fulfil the promises that Haidt claims for the theory: that it will help in developing new approaches to moral education and to the moral conflicts that divide our diverse society. I argue that, first, the model that Haidt suggests for understanding the plurality of moralities--a shared…
Can Innate, modular "foundations" explain morality? Challenges for Haidt's Moral Foundations Theory.
PubMed
Suhler, Christopher L; Churchland, Patricia
2011-09-01
Jonathan Haidt's Moral Foundations Theory is an influential scientific account of morality incorporating psychological, developmental, and evolutionary perspectives. The theory proposes that morality is built upon five innate "foundations," each of which is believed to have been selected for during human evolution and, subsequently, tuned-up by learning during development. We argue here that although some general elements of Haidt's theory are plausible, many other important aspects of his account are seriously flawed. First, innateness and modularity figure centrally in Haidt's account, but terminological and conceptual problems foster confusion and ambiguities. Second, both the theory's proposed number of moral foundations and its taxonomy of the moral domain appear contrived, ignoring equally good candidate foundations and the possibility of substantial intergroup differences in the foundations' contents. Third, the mechanisms (viz., modules) and categorical distinctions (viz., between foundations) proposed by the theory are not consilient with discoveries in contemporary neuroscience concerning the organization, functioning, and development of the brain. In light of these difficulties, we suggest that Haidt's theory is inadequate as a scientific account of morality. Nevertheless, the theory's weaknesses are instructive, and hence, criticism may be useful to psychologists, neuroscientists, and philosophers attempting to advance theories of morality, as well as to researchers wishing to invoke concepts such as innateness and modularity more generally.
Morality and politics: Comparing alternate theories.
PubMed
Miles, Andrew; Vaisey, Stephen
2015-09-01
Debates about the American "culture wars" have led scholars to develop several theories relating morality to political attitudes and behaviors. However, researchers have not adequately compared these theories, nor have they examined the overall contribution of morality to explaining political variation. This study uses nationally representative data to compare the utility of 19 moral constructs from four research traditions - associated with the work of Hunter, Lakoff, Haidt, and Schwartz - for predicting political orientation (liberalism/conservatism). Results indicate that morality explains a third of the variation in political orientation - more than basic demographic and religious predictors - but that no one theory provides a fully adequate explanation of this phenomenon. Instead, political orientation is best predicted by selected moral constructs that are unique to each of the four traditions, and by two moral constructs that crosscut them. Future work should investigate how these moral constructs can be synthesized to create a more comprehensive theory of morality and politics. Copyright © 2015 Elsevier Inc. All rights reserved.
Universal prescriptivism: traditional moral decision-making theory revisited.
PubMed
Crigger, N J
1994-09-01
Universal prescriptivism is a recently developed moral decision-making theory that combines utilitarian and Kantian theories with two levels of moral thinking. A combined approach offers a creative solution to the weaknesses inherent in traditional moral theories. The paper describes the theory and discusses important implications for nursing education, practical ethical decision-making, and research. The relationship of an ethical theory of caring to traditional moral theory is discussed.
Subjective Idealism in Kohlberg's Theory of Moral Development: A Cricital Analysis.
ERIC Educational Resources Information Center
Baribeau, Jacinthe M. C.; Braun, Claude M. J.
1978-01-01
Philosophical tendencies in Kohlberg's cognitive-developmental theory of moral development such as apriorism, absolutism and formalism are unfavorably contrasted with the dialectical categories of historicism, double interactionism and reflection. In logic and epistemology the cognitive-developmental theory is shown to be based on a subjective…
Testing Moral Foundation Theory: Are Specific Moral Emotions Elicited by Specific Moral Transgressions?
ERIC Educational Resources Information Center
Landmann, Helen; Hess, Ursula
2018-01-01
Moral foundation theory posits that specific moral transgressions elicit specific moral emotions. To test this claim, participants (N = 195) were asked to rate their emotions in response to moral violation vignettes. We found that compassion and disgust were associated with care and purity respectively as predicted by moral foundation theory.…
Moral Development and Ethical Decision-Making: Theory and Faddism.
ERIC Educational Resources Information Center
Shaver, James P.
The author is concerned that teaching strategies based on the values clarification approach (VCA) and on Kohlberg's stage theory of moral development might be premature. The VCA has been adopted widely despite concerns about threats to privacy of participating students, infringement on rights of parents to shape their children's values, and…
Education in Moral Theory and the Improvement of Moral Thought
ERIC Educational Resources Information Center
Friday, Jonathan

2004-01-01
This article questions whether the study of normative moral theory and its application to particular moral problems has a beneficial effect upon someone seeking to improve the quality of their moral thinking. A broad outline of the conception of moral thinking underlying moral theory and applied ethics is considered, particularly the logical…
The Concept of the Moral Domain in Moral Foundations Theory and Cognitive Developmental Theory: Horses for Courses?
ERIC Educational Resources Information Center
Maxwell, Bruce; Beaulac, Guillaume
2013-01-01
Moral foundations theory chastises cognitive developmental theory for having foisted on moral psychology a restrictive conception of the moral domain which involves arbitrarily elevating the values of justice and caring. The account of this negative influence on moral psychology, referred to in the moral foundations theory literature as the…
Moral and Spiritual Development in the Adolescent.
ERIC Educational Resources Information Center
McGinnis, Jane Berndt
This review examines research in moral and spiritual development during the adolescent years, with a primary focus on Piaget's and Kohlberg's theories. It begins by presenting definitions of morality and then discusses theories of moral development set forth by Piaget, Elkind, and Kohlberg. Theories of Piaget and Kohlberg are briefly compared.…
Moral Development and Behavior: Theory, Research, and Social Issues.
ERIC Educational Resources Information Center
Lickona, Thomas, Ed.
This book contains selections from psychologists, social scientists, and educators on the origins and nature of moral reasoning and behavior. Part one is an introduction and is intended to help the reader organize the wealth of theory and research in the field around eight basic questions confronting a science of morality. Part two sets forth…
Kohlberg's Moral Development Model: Cohort Influences on Validity.
ERIC Educational Resources Information Center
Bechtel, Ashleah
An overview of Kohlberg's theory of moral development is presented; three interviews regarding the theory are reported, and the author's own moral development is compared to the model; finally, a critique of the theory is addressed along with recommendations for future enhancement. Lawrence Kohlberg's model of moral development, also referred to…
William James's Moral Theory
ERIC Educational Resources Information Center
Cooper, Wesley
2003-01-01
James's moral theory, primarily as set out in "The Moral Philosopher and the Moral Life" (in his "The Will To Believe" (1897)), is presented here as having a two-level structure, an empirical or historical level where progress toward greater moral inclusiveness is central, and a metaphysical or end-of-history level--James's "kingdom of…
Morality and moral development: Traditional Hindu concepts
PubMed Central
Srivastava, Chhitij; Dhingra, Vishal; Bhardwaj, Anupam; Srivastava, Alka
2013-01-01
Morality (from the Latin word moralitas that means “manner, character, proper behavior”) is the differentiation of intentions, decisions, and actions between those that are good (or right) and those that are bad (or wrong). It is determined by how one's genetic makeup interacts with the environment. The development of morality has been a subject of investigation for a number of decades, and our understanding of neuro-biological and psychological mechanisms has increased manifolds in the last few decades. Development of morality has been of particular significance to psychiatric literature because of its significant contribution to the development of one's personality and it's aberration in various disorders. Cultures that have been just, equal and moral have been widely accepted and appreciated. In this review, we shall summarize the modern theories of moral development and then look into a part of our past and cultural heritage and review the traditional Hindu concepts of morality and their contribution to development of one's personality and their relevance in the current times. PMID:23858269
Piaget Misunderstood: A Critique of the Criticisms of His Theory of Moral Development
ERIC Educational Resources Information Center
Lickona, Thomas
1969-01-01
A defence of Piaget's theory of moral development against misunderstandings of his overemphasis on genetic maturation, underemphasis on role of intelligence, and imposition of a "universal order. (MH)
Integrated Moral Conviction Theory of Student Cheating: An Empirical Test
ERIC Educational Resources Information Center
Roberts, Foster; Thomas, Christopher H.; Novicevic, Milorad M.; Ammeter, Anthony; Garner, Bart; Johnson, Paul; Popoola, Ifeoluwa
2018-01-01
In this article, we develop an "integrated moral conviction theory of student cheating" by integrating moral conviction with (a) the dual-process model of Hunt-Vitell's theory that gives primacy to individual ethical philosophies when moral judgments are made and (b) the social cognitive conceptualization that gives primacy to moral…
The Moral Development of Moral Philosophers
ERIC Educational Resources Information Center
Bunzl, Martin
1977-01-01
Lawrence Kohlberg thinks that Utilitarianism and Rawls' theory of justice are formal elaborations of different stages in the psychological development of moral reasoning. Also that there are psychological reasons to favor the stage of reasoning of which he thinks Rawls' theory is an elaboration. Attempts to show that Kohlberg has confused ethics…

A cybernetic theory of morality and moral autonomy.
PubMed
Chambers, J
2001-04-01
Human morality may be thought of as a negative feedback control system in which moral rules are reference values, and moral disapproval, blame, and punishment are forms of negative feedback given for violations of the moral rules. In such a system, if moral agents held each other accountable, moral norms would be enforced effectively. However, even a properly functioning social negative feedback system could not explain acts in which individual agents uphold moral rules in the face of contrary social pressure. Dr. Frances Kelsey, who withheld FDA approval for thalidomide against intense social pressure, is an example of the degree of individual moral autonomy possible in a hostile environment. Such extreme moral autonomy is possible only if there is internal, psychological negative feedback, in addition to external, social feedback. Such a cybernetic model of morality and moral autonomy is consistent with certain aspects of classical ethical theories.
Slaves, embryos, and nonhuman animals: moral status and the limitations of common morality theory.
PubMed
Lindsay, Ronald A
2005-12-01
Common morality theory must confront apparent counterexamples from the history of morality, such as the widespread acceptance of slavery in prior eras, that suggest core norms have changed over time. A recent defense of common morality theory addresses this problem by drawing a distinction between the content of the norms of the common morality and the range of individuals to whom these norms apply. This distinction is successful in reconciling common morality theory with practices such as slavery, but only at the cost of underscoring the limits of common morality theory, in particular its inability to resolve disputes about the moral status of entities. Given that many controversies in bioethics center on the disputed status of various entities, such as embryos and nonhuman animals, this is an important limitation. Nonetheless, common morality theory still can be a useful resource in diminishing moral conflict on issues that do not involve disputes over moral status.
Theory skepticism and moral dilemmas.
PubMed
Seay, Gary
2002-09-01
Moral-theory skepticism is not an option in any sort of thinking that could actually be used in resolving dilemmas in applied ethics, since its characteristic doctrines entail positions that in practice often will lead to a kind of paralysis in in moral reasoning, where persons faced with having to decide what to do in particularly difficulty cases are unable to rule out the most implausible conclusions. Moral-theory skepticism thus makes it difficult to formulate decision-making procedures that will provide guidance in action, and, so, seems not to succeed as a fully coherent account of moral reasoning.
Moral Exemplars in Theory and Practice
ERIC Educational Resources Information Center
Zagzebski, Linda
2013-01-01
In this article I outline an original form of ethical theory that I call exemplarist virtue theory. The theory is intended to serve the philosophical purposes of a comprehensive moral theory, but it is also intended to serve the practical purpose of moral education by structuring the theory around a motivating emotion--the emotion of admiration.…
Young Adult Fiction: A Moral Development Perspective.
ERIC Educational Resources Information Center
Hiett, Sharon Lee

Developmental theories, especially the moral development theory of Lawrence Kohlberg, can enhance the teaching of adolescent literature. Expanding on J. Piaget's model of moral development, Kohlberg's model consists of three levels--preconventional, conventional, and postconventional--subdivided into six stages: (1) punishment and obedience, (2)…
Moral foundations, worldviews, moral absolutism and belief in conspiracy theories.
PubMed
Leone, Luigi; Giacomantonio, Mauro; Lauriola, Marco
2017-09-05
In the present research, we examined whether individual differences in basic moral concerns might be related to a greater endorsement of conspiracy theories. Building on the notion that conspiracy theories often deal with super-individual relevant events in which a group perspective is central, we proposed that individual differences in moral concerns pertaining to group- and community-concerns (i.e., binding moral foundations) rather than to individual well-being (i.e., individualising moral foundations) would be positively associated with conspiracy beliefs. We further hypothesised that such relations would be totally mediated by beliefs in a dangerous world and by embracing moral absolutism. We found support for these predictions in two community samples (Ns: 319; 514). Theoretical implications were discussed. © 2017 International Union of Psychological Science.
Moral Development at the Crossroads: New Trends and Possible Futures
ERIC Educational Resources Information Center
Lapsley, Daniel; Carlo, Gustavo
2014-01-01
This article introduces a special section on moral development. We claim that the field is now undergoing a resurgence of theoretical and methodological innovation after the eclipse of paradigmatic moral stage theory. Although research on prosocial development, moral emotions, and social domain theory has sustained interest in moral development,…
A subjective utilitarian theory of moral judgment.
PubMed
Cohen, Dale J; Ahn, Minwoo
2016-10-01
Current theories hypothesize that moral judgments are difficult because rational and emotional decision processes compete. We present a fundamentally different theory of moral judgment: the Subjective Utilitarian Theory of moral judgment. The Subjective Utilitarian Theory posits that people try to identify and save the competing item with the greatest "personal value." Moral judgments become difficult only when the competing items have similar personal values. In Experiment 1, we estimate the personal values of 104 items. In Experiments 2-5, we show that the distributional overlaps of the estimated personal values account for over 90% of the variance in reaction times (RTs) and response choices in a moral judgment task. Our model fundamentally restructures our understanding of moral judgments from a competition between decision processes to a competition between similarly valued items. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
How to teach moral theories in applied ethics.
PubMed
Saunders, Ben
2010-10-01
Recent discussion has focused on whether or not to teach moral theories, and, if yes, to what extent. In this piece the author argues that the criticisms of teaching moral theories raised by Rob Lawlor should lead us to reconsider not whether but how to teach moral theories. It seems that most of the problems Lawlor identifies derive from an uncritical, theory-led approach to teaching. It is suggested that we might instead start by discussing practical cases or the desiderata of a successful moral theory, and then build up to comparing theories such as consequentialism, deontology, and so on. In this way, theories are taught but students do not take them to be the alpha and omega of moral thinking.
Moral foundations vignettes: a standardized stimulus database of scenarios based on moral foundations theory.
PubMed
Clifford, Scott; Iyengar, Vijeth; Cabeza, Roberto; Sinnott-Armstrong, Walter
2015-12-01
Research on the emotional, cognitive, and social determinants of moral judgment has surged in recent years. The development of moral foundations theory (MFT) has played an important role, demonstrating the breadth of morality. Moral psychology has responded by investigating how different domains of moral judgment are shaped by a variety of psychological factors. Yet, the discipline lacks a validated set of moral violations that span the moral domain, creating a barrier to investigating influences on judgment and how their neural bases might vary across the moral domain. In this paper, we aim to fill this gap by developing and validating a large set of moral foundations vignettes (MFVs). Each vignette depicts a behavior violating a particular moral foundation and not others. The vignettes are controlled on many dimensions including syntactic structure and complexity making them suitable for neuroimaging research. We demonstrate the validity of our vignettes by examining respondents' classifications of moral violations, conducting exploratory and confirmatory factor analysis, and demonstrating the correspondence between the extracted factors and existing measures of the moral foundations. We expect that the MFVs will be beneficial for a wide variety of behavioral and neuroimaging investigations of moral cognition.
Moral foundations vignettes: a standardized stimulus database of scenarios based on moral foundations theory
PubMed Central
Iyengar, Vijeth; Cabeza, Roberto; Sinnott-Armstrong, Walter
2016-01-01
Research on the emotional, cognitive, and social determinants of moral judgment has surged in recent years. The development of moral foundations theory (MFT) has played an important role, demonstrating the breadth of morality. Moral psychology has responded by investigating how different domains of moral judgment are shaped by a variety of psychological factors. Yet, the discipline lacks a validated set of moral violations that span the moral domain, creating a barrier to investigating influences on judgment and how their neural bases might vary across the moral domain. In this paper, we aim to fill this gap by developing and validating a large set of moral foundations vignettes (MFVs). Each vignette depicts a behavior violating a particular moral foundation and not others. The vignettes are controlled on many dimensions including syntactic structure and complexity making them suitable for neuroimaging research. We demonstrate the validity of our vignettes by examining respondents’ classifications of moral violations, conducting exploratory and confirmatory factor analysis, and demonstrating the correspondence between the extracted factors and existing measures of the moral foundations. We expect that the MFVs will be beneficial for a wide variety of behavioral and neuroimaging investigations of moral cognition. PMID:25582811
Reciprocal Associations between Young Children's Developing Moral Judgments and Theory of Mind
ERIC Educational Resources Information Center
Smetana, Judith G.; Jambon, Marc; Conry-Murray, Clare; Sturge-Apple, Melissa L.
2012-01-01
Associations between young children's developing theory of mind (ToM) and judgments of prototypical moral transgressions were examined 3 times across 1 year in 70 American middle class 2.5- to 4-year-olds. Separate path models controlling for cross-time stability in judgments, within-time associations, and children's age at Wave 1 indicated that…
Analysis and evaluation of the moral distress theory.
PubMed
Wilson, Melissa A
2018-04-01
Moral distress is a pervasive problem in nursing resulting in a detriment to patient care, providers, and organizations. Over a decade ago, the moral distress theory (MDT) was proposed and utilized in multiple research studies. This middle range theory explains and predicts the distress that occurs in a nurse because of moral conflict. The research findings born from this theory have been substantial. Since inception of this theory, moral distress has been extensively examined which has further elaborated its understanding. This paper provides an analysis and evaluation of the MDT according to applicable guidelines. Current understanding of the phenomenon indicates that a new theory may be warranted to better predict, treat, and manage moral distress. © 2017 Wiley Periodicals, Inc.
The development of moral sense and moral thinking.
PubMed
Carpendale, Jeremy I M; Hammond, Stuart I
2016-12-01
The review critically evaluates recent claims that infants have innate knowledge of morality and examines the sources of moral norms. Many studies show that toddlers readily help adults with daily tasks. A more contentious set of studies suggests that young infants prefer actors who help others to those who hinder them. Some researchers have interpreted these findings as indicating that morality is innately present in humans. Others look to alternative explanations in developmental systems theory. Explaining the emergence of morality as innate, or wholly socialized, is problematic; instead morality could emerge in a developmental system in which children's early capacities are shaped by interpersonal engagement. Children's improving ability to coordinate with others at a practical level is later transformed through language and reflective thought, as children gain the ability to talk about what was previously implicit in interaction. Throughout, parents and caregivers have many opportunities to foster children's moral development in daily interactions.
The Role of Gratitude and Moral Elevation in Moral Identity Development
ERIC Educational Resources Information Center
Pohling, Rico; Diessner, Rhett; Strobel, Anja
2018-01-01
Experiencing the moral emotions of gratitude and moral elevation are responses to witnessing virtuous deeds of others. Both emotions have been found to share similar features and behavioral consequences, including the stimulation of personal development. The broaden-and-build theory of positive emotions indicates that gratitude and elevation…
Towards a Theory of Moral Education
ERIC Educational Resources Information Center
Hand, Michael
2014-01-01
In this inaugural lecture, delivered at the University of Birmingham in January 2014, I sketch the outline of a theory of moral education. The theory is an attempt to resolve the tension between two thoughts widely entertained by teachers, policy-makers and the general public. The first thought is that morality must be learned: children must come…
Aggression and Moral Development: Integrating Social Information Processing and Moral Domain Models
ERIC Educational Resources Information Center
Arsenio, William F.; Lemerise, Elizabeth A.
2004-01-01
Social information processing and moral domain theories have developed in relative isolation from each other despite their common focus on intentional harm and victimization, and mutual emphasis on social cognitive processes in explaining aggressive, morally relevant behaviors. This article presents a selective summary of these literatures with…
African and Western moral theories in a bioethical context.
PubMed
Metz, Thaddeus
2010-04-01
The field of bioethics is replete with applications of moral theories such as utilitarianism and Kantianism. For a given dilemma, even if it is not clear how one of these western philosophical principles of right (and wrong) action would resolve it, one can identify many of the considerations that each would conclude is relevant. The field is, in contrast, largely unaware of an African account of what all right (and wrong) actions have in common and of the sorts of factors that for it are germane to developing a sound response to a given bioethical problem. My aim is to help rectify this deficiency by first spelling out a moral theory grounded in the mores of many sub-Saharan peoples, and then applying it to some major bioethical issues, namely, the point of medical treatment, free and informed consent, standards of care and animal experimentation. For each of these four issues, I compare and contrast the implications of the African moral theory with utilitarianism and Kantianism, my overall purposes being to highlight respects in which the African moral theory is distinct and to demonstrate that the field should take it at least as seriously as it does the Western theories.
From Moral Exclusion to Moral Inclusion: Theory for Teaching Peace
ERIC Educational Resources Information Center
Opotow, Susan; Gerson, Janet; Woodside, Sarah
2005-01-01
This article presents Moral Exclusion Theory as a way to systematize the study of complex issues in peace education and to challenge the thinking that supports oppressive social structures. The authors define its 2 key concepts: moral exclusion, the limited applicability of justice underlying destructive conflicts and difficult social problems;…
The Accidental Transgressor: Morally Relevant Theory of Mind
PubMed Central
Killen, Melanie; Mulvey, Kelly Lynn; Richardson, Cameron; Jampol, Noah
2014-01-01
To test young children’s false belief theory of mind in a morally relevant context, two experiments were conducted. In Experiment 1, children (N = 162) at 3.5, 5.5, and 7.5 years of age were administered 3 tasks: prototypic moral transgression task, false belief theory of mind task (ToM), and an “accidental transgressor” task, which measured a morally relevant false belief theory of mind (MoToM). Children who did not pass false belief ToM were more likely to attribute negative intentions to an accidental transgressor than children who passed false belief ToM, and to use moral reasons when blaming the accidental transgressor. In Experiment 2, children (N = 46) who did not pass false belief ToM viewed it as more acceptable to punish the accidental transgressor than did participants who passed false belief ToM. Findings are discussed in light of research on the emergence of moral judgment and theory of mind. PMID:21377148

Philosophy, Casuistry, and Moral Development
ERIC Educational Resources Information Center
Fullinwider, Robert K.
2010-01-01
Moral educators have little to learn from the moral theories in which philosophers routinely trade. These theories--including those by Slote, Hume, and Kant--leave behind the concrete world in which the moral educator labors. As interesting as they may be, they merely devise alternative routes to the same destination--to the main general features…
The Theory of Dyadic Morality: Reinventing Moral Judgment by Redefining Harm.
PubMed
Schein, Chelsea; Gray, Kurt
2018-02-01
The nature of harm-and therefore moral judgment-may be misunderstood. Rather than an objective matter of reason, we argue that harm should be redefined as an intuitively perceived continuum. This redefinition provides a new understanding of moral content and mechanism-the constructionist Theory of Dyadic Morality (TDM). TDM suggests that acts are condemned proportional to three elements: norm violations, negative affect, and-importantly-perceived harm. This harm is dyadic, involving an intentional agent causing damage to a vulnerable patient (A→P). TDM predicts causal links both from harm to immorality (dyadic comparison) and from immorality to harm (dyadic completion). Together, these two processes make the "dyadic loop," explaining moral acquisition and polarization. TDM argues against intuitive harmless wrongs and modular "foundations," but embraces moral pluralism through varieties of values and the flexibility of perceived harm. Dyadic morality impacts understandings of moral character, moral emotion, and political/cultural differences, and provides research guidelines for moral psychology.
Sport, Moral Development, and the Role of the Teacher: Implications for Research and Moral Education.
ERIC Educational Resources Information Center
Arnold, Peter J.
2001-01-01
Examines the inadequacies of some purely justice or moral reasoning approaches to moral development in sport, especially when viewed from the perspective of virtue theory and Aristotelian concepts of phronesis and habituation, arguing that the latter approach provides more complete criteria for formulating a new model of the nature of the moral.…
The effects of moral judgment and moral identity on moral behavior: an empirical examination of the moral individual.
PubMed
Reynolds, Scott J; Ceranic, Tara L

2007-11-01
Recognizing limitations in classic cognitive moral development theory, several scholars have drawn from theories of identity to suggest that moral behavior results from both moral judgments and moral identity. The authors conducted 2 survey-based studies with more than 500 students and managers to test this argument. Results demonstrated that moral identity and moral judgments both independently influenced moral behavior. In addition, in situations in which social consensus regarding the moral behavior was not high, moral judgments and moral identity interacted to shape moral behavior. This interaction effect indicated that those who viewed themselves as moral individuals pursued the most extreme alternatives (e.g., never cheating, regularly cheating)--a finding that affirms the motivational power of a moral identity. The authors conclude by considering the implications of this research for both theory and practice. (c) 2007 APA
Moral Development and Social Worker Ethical Decision-Making
ERIC Educational Resources Information Center
Groessl, Joan
2013-01-01
This study examined both the moral development levels using the Defining Issues Test-2 (DIT--2) and ethical decision-making using the Professional Opinion Scale (POS) of social workers who provide field supervision to students within accredited social work programs in Wisconsin. Using the moral development theory of Kohlberg (1981) which defined…
Ethical theory, "common morality," and professional obligations.
PubMed
Alexandra, Andrew; Miller, Seumas
2009-01-01
We have two aims in this paper. The first is negative: to demonstrate the problems in Bernard Gert's account of common morality, in particular as it applies to professional morality. The second is positive: to suggest a more satisfactory explanation of the moral basis of professional role morality, albeit one that is broadly consistent with Gert's notion of common morality, but corrects and supplements Gert's theory. The paper is in three sections. In the first, we sketch the main features of Gert's account of common morality in general. In the second, we outline Gert's explanation of the source of professional moral rules and demonstrate its inadequacy. In the third section, we provide an account of our own collectivist needs-based view of the source of the role-moral obligations of many professional roles, including those of health care professionals.
The Accidental Transgressor: Morally-Relevant Theory of Mind
ERIC Educational Resources Information Center
Killen, Melanie; Mulvey, Kelly Lynn; Richardson, Cameron; Jampol, Noah; Woodward, Amanda
2011-01-01
To test young children's false belief theory of mind in a morally relevant context, two experiments were conducted. In Experiment 1, children (N=162) at 3.5, 5.5, and 7.5 years of age were administered three tasks: prototypic moral transgression task, false belief theory of mind task (ToM), and an "accidental transgressor" task, which measured a…
Moral judgment and its relation to second-order theory of mind.
PubMed
Fu, Genyue; Xiao, Wen S; Killen, Melanie; Lee, Kang
2014-08-01
Recent research indicates that moral judgment and 1st-order theory of mind abilities are related. What is not known, however, is how 2nd-order theory of mind is related to moral judgment. In the present study, we extended previous findings by administering a morally relevant theory of mind task (an accidental transgressor) to 4- to 7-year-old Chinese children (N = 79) and analyzing connections with 2nd-order theory of mind understanding. Using hierarchical multiple regression analyses, we found that above and beyond age, children's 1st-order theory of mind and 2nd-order theory of mind each significantly and uniquely contributed to children's moral evaluations of the intention in the accidental transgression. These findings highlight the important roles that 1st- and 2nd-order theory of mind play in leading children to make appropriate moral judgments based on an actor's intention in a social situation. PsycINFO Database Record (c) 2014 APA, all rights reserved.
Learning a commonsense moral theory.
PubMed
Kleiman-Weiner, Max; Saxe, Rebecca; Tenenbaum, Joshua B
2017-10-01
We introduce a computational framework for understanding the structure and dynamics of moral learning, with a focus on how people learn to trade off the interests and welfare of different individuals in their social groups and the larger society. We posit a minimal set of cognitive capacities that together can solve this learning problem: (1) an abstract and recursive utility calculus to quantitatively represent welfare trade-offs; (2) hierarchical Bayesian inference to understand the actions and judgments of others; and (3) meta-values for learning by value alignment both externally to the values of others and internally to make moral theories consistent with one's own attachments and feelings. Our model explains how children can build from sparse noisy observations of how a small set of individuals make moral decisions to a broad moral competence, able to support an infinite range of judgments and decisions that generalizes even to people they have never met and situations they have not been in or observed. It also provides insight into the causes and dynamics of moral change across time, including cases when moral change can be rapidly progressive, changing values significantly in just a few generations, and cases when it is likely to move more slowly. Copyright © 2017 Elsevier B.V. All rights reserved.
Moral Judgment and Its Relation to Second-Order Theory of Mind
ERIC Educational Resources Information Center
Fu, Genyue; Xiao, Wen S.; Killen, Melanie; Lee, Kang
2014-01-01
Recent research indicates that moral judgment and 1st-order theory of mind abilities are related. What is not known, however, is how 2nd-order theory of mind is related to moral judgment. In the present study, we extended previous findings by administering a morally relevant theory of mind task (an accidental transgressor) to 4- to 7-year-old…
Moral behavior and the development of verbal regulation
PubMed Central
Hayes, Steven C.; Gifford, Elizabeth V.; Hayes, Gregory J.
1998-01-01
The present paper examines the relationship between the development of moral behavior and the development of verbal regulatory processes. Relational frame theory and the distinctions among pliance, tracking, and augmenting forms of rule governance are applied to the domain of moral behavior and its development, in order to identify the specific social and verbal contingencies that are responsible for an evolving moral repertoire. It is argued that moral behavior is controlled by relational and rule-following repertoires, and that these can be arranged into a rough progression: pliance, tracking, augmenting, social concern for pliance, social concern for tracking, and social concern for augmenting. Congruence with data derived from other research traditions is examined, and applied implications are explored. PMID:22478311
Defining Features of Moral Sensitivity and Moral Motivation: Pathways to Moral Reasoning in Medical Students
ERIC Educational Resources Information Center
Morton, Kelly R.; Worthley, Joanna S.; Testerman, John K.; Mahoney, Marita L.
2006-01-01
Kohlberg's theory of moral development explores the roles of cognition and emotion but focuses primarily on cognition. Contemporary post-formal theories lead to the conclusion that skills resulting from cognitive-affective integration facilitate consistency between moral judgement and moral behaviour. Rest's four-component model of moral…
Construct validity of the Moral Development Scale for Professionals (MDSP)
PubMed Central
Söderhamn, Olle; Bjørnestad, John Olav; Skisland, Anne; Cliffordson, Christina
2011-01-01
The aim of this study was to investigate the construct validity of the Moral Development Scale for Professionals (MDSP) using structural equation modeling. The instrument is a 12-item self-report instrument, developed in the Scandinavian cultural context and based on Kohlberg’s theory. A hypothesized simplex structure model underlying the MDSP was tested through structural equation modeling. Validity was also tested as the proportion of respondents older than 20 years that reached the highest moral level, which according to the theory should be small. A convenience sample of 339 nursing students with a mean age of 25.3 years participated. Results confirmed the simplex model structure, indicating that MDSP reflects a moral construct empirically organized from low to high. A minority of respondents >20 years of age (13.5%) scored more than 80% on the highest moral level. The findings support the construct validity of the MDSP and the stages and levels in Kohlberg’s theory. PMID:21655343
Construct validity of the Moral Development Scale for Professionals (MDSP).
PubMed
Söderhamn, Olle; Bjørnestad, John Olav; Skisland, Anne; Cliffordson, Christina
2011-01-01
The aim of this study was to investigate the construct validity of the Moral Development Scale for Professionals (MDSP) using structural equation modeling. The instrument is a 12-item self-report instrument, developed in the Scandinavian cultural context and based on Kohlberg's theory. A hypothesized simplex structure model underlying the MDSP was tested through structural equation modeling. Validity was also tested as the proportion of respondents older than 20 years that reached the highest moral level, which according to the theory should be small. A convenience sample of 339 nursing students with a mean age of 25.3 years participated. Results confirmed the simplex model structure, indicating that MDSP reflects a moral construct empirically organized from low to high. A minority of respondents >20 years of age (13.5%) scored more than 80% on the highest moral level. The findings support the construct validity of the MDSP and the stages and levels in Kohlberg's theory.
Moral theories in teaching applied ethics.
PubMed
Lawlor, Rob
2007-06-01
It is argued, in this paper, that moral theories should not be discussed extensively when teaching applied ethics. First, it is argued that, students are either presented with a large amount of information regarding the various subtle distinctions and the nuances of the theory and, as a result, the students simply fail to take it in or, alternatively, the students are presented with a simplified caricature of the theory, in which case the students may understand the information they are given, but what they have understood is of little or no value because it is merely a caricature of a theory. Second, there is a methodological problem with appealing to moral theories to solve particular issues in applied ethics. An analogy with science is appealed to. In physics there is a hope that we could discover a unified theory of everything. But this is, of course, a hugely ambitious project, and much harder than, for example, finding a theory of motion. If the physicist wants to understand motion, he should try to do so directly. We would think he was particularly misguided if he thought that, to answer this question, he first needed to construct a unified theory of everything.
Moral theories in teaching applied ethics
PubMed Central
Lawlor, Rob
2007-01-01
It is argued, in this paper, that moral theories should not be discussed extensively when teaching applied ethics. First, it is argued that, students are either presented with a large amount of information regarding the various subtle distinctions and the nuances of the theory and, as a result, the students simply fail to take it in or, alternatively, the students are presented with a simplified caricature of the theory, in which case the students may understand the information they are given, but what they have understood is of little or no value because it is merely a caricature of a theory. Second, there is a methodological problem with appealing to moral theories to solve particular issues in applied ethics. An analogy with science is appealed to. In physics there is a hope that we could discover a unified theory of everything. But this is, of course, a hugely ambitious project, and much harder than, for example, finding a theory of motion. If the physicist wants to understand motion, he should try to do so directly. We would think he was particularly misguided if he thought that, to answer this question, he first needed to construct a unified theory of everything. PMID:17526691
The Moral Self: Applying Identity Theory
ERIC Educational Resources Information Center
Stets, Jan E.; Carter, Michael J.
2011-01-01
This research applies identity theory to understand the moral self. In identity theory, individuals act on the basis of their identity meanings, and they regulate the meanings of their behavior so that those meanings are consistent with their identity meanings. An inconsistency produces negative emotions and motivates individuals to behave…
The development of moral judgments concerning capital punishment.
PubMed
Kohlberg, Lawrence; Elfenbein, Donald
1975-07-01
Data from a 20-year longitudinal study of the development of moral judgment in American males indicate that the most mature stages evince moral condemnation of the death penalty. The authors conclude that American moral standards are evolving towards a view of execution as unjust punishment. They contend that a theory of punishment based on the highest stage of moral reasoning is more valid than lower-stage justifications for capital punishment, and that it provides a rational basis for asserting the immorality--and unconstitutionality--of capital punishment, irrespective of uncertainties as to the deterrent efficacy of the death penalty.
Moral Competence as a Positive Youth Development Construct: A Conceptual Review
PubMed Central
Ma, Hing Keung
2012-01-01
Moral competence refers to the affective orientation to perform altruistic behaviors and the ability to judge moral issues logically. A five-stage theory of moral development is proposed. Both western and Chinese perspectives are incorporated in the elaboration of the characteristics of each stage. A brief review of the antecedents of moral competence is presented. The relationship between moral competence and adolescent developmental outcomes is also discussed. Some practical ways to promote moral competence are suggested. School-based programs may be effective in the promotion of moral competence provided it is based on all-round or whole-person development and the length of the program should be sufficiently long. PMID:22629153
Theory of mind and emotion understanding predict moral development in early childhood.
PubMed
Lane, Jonathan D; Wellman, Henry M; Olson, Sheryl L; LaBounty, Jennifer; Kerr, David C R
2010-11-01
The current study utilized longitudinal data to investigate how theory of mind (ToM) and emotion understanding (EU) concurrently and prospectively predicted young children's moral reasoning and decision making. One hundred twenty-eight children were assessed on measures of ToM and EU at 3.5 and 5.5 years of age. At 5.5 years, children were also assessed on the quality of moral reasoning and decision making they used to negotiate prosocial moral dilemmas, in which the needs of a story protagonist conflict with the needs of another story character. More sophisticated EU predicted greater use of physical- and material-needs reasoning, and a more advanced ToM predicted greater use of psychological-needs reasoning. Most intriguing, ToM and EU jointly predicted greater use of higher-level acceptance-authority reasoning, which is likely a product of children's increasing appreciation for the knowledge held by trusted adults and children's desire to behave in accordance with social expectations.

Theory of Mind and Emotion Understanding Predict Moral Development in Early Childhood
PubMed Central
Lane, Jonathan D.; Wellman, Henry M.; Olson, Sheryl L.; LaBounty, Jennifer; Kerr, David C. R.
2011-01-01
The current study utilized longitudinal data to investigate how theory of mind (ToM) and emotion understanding (EU) concurrently and prospectively predicted young children’s moral reasoning and decision-making. One hundred twenty-eight children were assessed on measures of ToM and EU at 3.5 years- and 5.5 years-of-age. At 5.5 years, children were also assessed on the quality of moral reasoning and decision-making they used to negotiate prosocial moral dilemmas, in which the needs of a story protagonist conflict with the needs of another story character. More sophisticated EU predicted greater use of physical- and material-needs reasoning, and a more advanced ToM predicted greater use of psychological-needs reasoning. Most intriguing, ToM and EU jointly predicted greater use of higher-level acceptance-authority reasoning, which is likely a product of children’s increasing appreciation for the knowledge held by trusted adults and children’s desire to behave in accordance with social expectations. PMID:21121472
Classical and Contemporary Approaches for Moral Development
ERIC Educational Resources Information Center
Cam, Zekeriya; Seydoogullari, Sedef; Cavdar, Duygu; Cok, Figen
2012-01-01
Most of the information in the moral development literature depends on Theories of Piaget and Kohlberg. The theoretical contribution by Gilligan and Turiel are not widely known and not much resource is available in Turkish. For this reason introducing and discussing the theories of Gilligan and Turiel and more comprehensive perspective for moral…
A Comparative Study of Moral Development of Korean and British Children.
ERIC Educational Resources Information Center
Baek, Hye-Jeong
2002-01-01
Explores Lawrence Kohlberg's theory of moral development in relation to Korean and British children. Illustrates cultural differences in moral orientations. Notes it was not possible to match responses from Korean children to Kohlberg's manual. Suggests that interpretation of children's moral reasoning should be based on consideration of cultural…
Beyond Dominance and Competence: A Moral Virtue Theory of Status Attainment.
PubMed
Bai, Feng
2017-08-01
Recognition has grown that moral behavior (e.g., generosity) plays a role in status attainment, yet it remains unclear how, why, and when demonstrating moral characteristics enhances status. Drawing on philosophy, anthropology, psychology, and organizational behavior, I critically review a third route to attaining status: virtue, and propose a moral virtue theory of status attainment to provide a generalized account of the role of morality in status attainment. The moral virtue theory posits that acts of virtue elicit feelings of warmth and admiration (for virtue), and willing deference, toward the virtuous actor. I further consider how the scope and priority of moralities and virtues endorsed by a moral community are bound by culture and social class to affect which moral characteristics enhance status. I end by outlining an agenda for future research into the role of virtue in status attainment.
Moral Development: Making the Connection between Choices, Responsibility and Self-Esteem.
ERIC Educational Resources Information Center
Walsh, Julia A.
This paper discusses strategies and techniques that early childhood educators can use to encourage self-esteem and responsibility in young children. It examines Kohlberg's theory of moral values, which states that children progress through three stages of moral development: (1) the pre-moral stage, based on rewards and punishments; (2) the moral…
Theory of Mind and Emotion Understanding Predict Moral Development in Early Childhood
ERIC Educational Resources Information Center
Lane, Jonathan D.; Wellman, Henry M.; Olson, Sheryl L.; LaBounty, Jennifer; Kerr, David C. R.
2010-01-01
The current study utilized longitudinal data to investigate how theory of mind (ToM) and emotion understanding (EU) concurrently and prospectively predicted young children's moral reasoning and decision making. One hundred twenty-eight children were assessed on measures of ToM and EU at 3.5 and 5.5 years of age. At 5.5 years, children were also…
Moral theories may have some role in teaching applied ethics
PubMed Central
Benatar, D
2007-01-01
In a recent paper, Rob Lawlor argues that moral theories should not be taught in courses on applied ethics. The author contends that Dr Lawlor's arguments overlook at least two important roles that some attention to ethical theories may play in practical ethics courses. The conclusion is not that moral theory must be taught, but rather that there is more to be said for it than Dr Lawlor's arguments reveal. PMID:17971473
Kohlberg for Chaplains: A Theory of Moral Development.
ERIC Educational Resources Information Center
Zappone, Katherine E.
1978-01-01
Explains how Lawrence Kohlberg's cognitive developmental approach to moral education presents military chaplains with a potentially effective method of education. Cautions chaplains to recognize the differences between Kohlberg's philosophical/psychological ethics and Christian morality. Journal availability: see SO 506 875. (DB)
Becoming a nurse as a moral journey: A constructivist grounded theory.
PubMed
Ranjbar, Hadi; Joolaee, Soodabeh; Vedadhir, Abouali; Abbaszadeh, Abbas; Bernstein, Colleen
2017-08-01
Nursing students, during their study, experience significant changes on their journey to become nurses. A major change that they experience is the development of their moral competency. The purpose of this study is to explore the process of moral development in Iranian nursing students. A constructivist grounded theory method was adopted. Twenty-five in-depth, semi-structured, face-to-face intensive interviews with 22 participants were conducted from September 2013 to October 2014. All interviews were audio-taped, transcribed, and analyzed using writing memos and the constant comparative method. Participants and research context: The setting was three major nursing schools within Tehran, the capital of Iran. Nineteen nursing students and three lecturers participated in the study. Ethical considerations: The study was approved by the Tehran University of Medical Sciences Committee for Medical Research Ethics (92/D/130/1781). It was explained to all participants that their responses would be treated with confidentiality and that they would not be identified in any way in the research and any publication ensuing from the research. All participants agreed to be interviewed and signed written consent forms agreeing to the recording and analyses of the interview data gathered. Findings indicated three levels of moral development along with the formation of professional identity. The three levels of moral development, getting to know the identity of nursing (moral transition), accepting nursing identity (moral reconstruction), and professional identity internalization (professional morality), were connected to the levels of professional identity formation. The proposed model added a new insight to professionalism in nursing. From the findings, it was concluded that to enhance higher moral practice, nursing instructors should promote the professional identity of nursing students. Reinforcement of moral characteristics and professional identity within registered nurses
The Interrelationship of Ego, Moral, and Conceptual Development in a College Group.
ERIC Educational Resources Information Center
Lutwak, Nita
1984-01-01
Compared three personality theories (ego development, moral development, and conceptual systems theory) in 102 college students who completed the Sentence Completion Test, This I Believe Test, and Defining Issues Test. Results indicated a significant relationship between all three pairs of theories. (JAC)
The Moral Dimensions of Infrastructure.
PubMed
Epting, Shane
2016-04-01
Moral issues in urban planning involving technology, residents, marginalized groups, ecosystems, and future generations are complex cases, requiring solutions that go beyond the limits of contemporary moral theory. Aside from typical planning problems, there is incongruence between moral theory and some of the subjects that require moral assessment, such as urban infrastructure. Despite this incongruence, there is not a need to develop another moral theory. Instead, a supplemental measure that is compatible with existing moral positions will suffice. My primary goal in this paper is to explain the need for this supplemental measure, describe what one looks like, and show how it works with existing moral systems. The secondary goal is to show that creating a supplemental measure that provides congruency between moral systems that are designed to assess human action and non-human subjects advances the study of moral theory.
Dewey's Theory of Moral (and Political) Deliberation Unfiltered
ERIC Educational Resources Information Center

Ralston, Shane J.
2010-01-01
In this paper, I argue that many recent interpretations of John Dewey's vision of democracy distort that vision by filtering it through the prism of contemporary deliberative democratic theories. An earlier attempt to defend Dewey's theory of moral deliberation is instructive for understanding the nature and function of this filter. In James…
Gender and Moral Education.
ERIC Educational Resources Information Center
Scott, Kathryn P.
Because of widespread acceptance of Kohlberg's theory of moral development other aspects of moral thinking and behavior linked with the feminine voice have not received attention. Four areas of Kohlberg's theory relevant to the gender issue are critiqued, and work by Carol Gilligan, suggesting alternative theories for thinking and behavior, is…
The ABC of moral development: an attachment approach to moral judgment
PubMed Central
Govrin, Aner
2014-01-01
As with other cognitive faculties, the etiology of moral judgment and its connection to early development is complex. Because research is limited, the causative and contributory factors to the development of moral judgment in preverbal infants are unclear. However, evidence is emerging from studies within both infant research and moral psychology that may contribute to our understanding of the early development of moral judgments. Though its finding are preliminary, this proposed paradigm synthesizes these findings to generate an overarching, model of the process that appears to contribute to the development of moral judgment in the first year of life. I will propose that through early interactions with the caregiver, the child acquires an internal representation of a system of rules that determine how right/wrong judgments are to be construed, used, and understood. By breaking moral situations down into their defining features, the attachment model of moral judgment outlines a framework for a universal moral faculty based on a universal, innate, deep structure that appears uniformly in the structure of almost all moral judgments regardless of their content. The implications of the model for our understanding of innateness, universal morality, and the representations of moral situations are discussed. PMID:24478739
Individual Differences in Moral Development: Does Intelligence Really Affect Children's Moral Reasoning and Moral Emotions?
PubMed
Beißert, Hanna M; Hasselhorn, Marcus
2016-01-01
This study investigates the relationship between intelligence and individual differences in children's moral development across a range of different moral transgressions. Taking up prior research that showed morality and intelligence to be related in adolescents and adults, the current study wants to test if these findings can be extended to younger children. The study was designed to address some of the shortcomings in prior research by examining young children aged between 6 years; 4 months and 8 years; 10 months, using a broad concept of moral development including emotional aspects and applying an approach that is closely connected to children's daily lives. Participants ( N = 129) completed a standardized intelligence test and were presented four moral transgression stories to assess moral development. Results demonstrated that findings from prior research with adolescents or adults cannot simply be extended to younger participants. No significant correlations of moral development and intelligence were found for any of the presented stories. This provides first evidence that - at least in middle childhood - moral developmental status seems to be independent from children's general intelligence assessed by figural inductive reasoning tests.
Medical ethics, moral philosophy and moral tradition.
PubMed
Murray, T H
1987-01-01

Medical ethics is commonly assumed to be a form of 'applied moral philosophy' in which practical moral judgments are deduced from moral theories. This account of the relationship between moral theory and moral judgment is inadequate in several reports. The deductivist approach often results in inadequate attention being given to social, historical and developmental contexts. It also fails to explain some common phenomena in practical moral reasoning. In contrast to the emphasis in deductivism, a case-centered or casuistic practical ethics insists on immersion in the particularities of cases and on interpretation of details in light of moral maxims and other mid-level forms of moral reasoning. Two features of casuistics that ought to be distinguished but frequently are not, are: (1) the emphasis on immersion and interpretation, and (2) a claim about the relation between moral judgment and moral theory as sources of moral knowledge. Once we consider case-centered moral judgments as sources of moral knowledge, we must also begin to look critically but open-mindedly to moral traditions which, upon examination, appear to be more dynamic and to have more reformist potential than is commonly assumed.
[Orbitofrontal cortex and morality].
PubMed
Funayama, Michitaka; Mimura, Masaru
2012-10-01
Research on the neural substrates of morality is a recently emerging field in neuroscience. The anatomical structures implicated to play a role in morality include the frontal lobe, temporal lobe, cingulate gyrus, amygdala, hippocampus, and basal ganglia. In particular, the orbitofrontal or ventromedial prefrontal areas are thought to be involved in decision-making, and damage to these areas is likely to cause decision-making deficits and/or problems in impulsive control, which may lead to antisocial and less moral behaviors. In this article, we focus on case presentation and theory development with regard to moral judgment. First, we discuss notable cases and syndromes developing after orbitofrontal/ventromedial prefrontal damage, such as the famous cases of Gage and EVR, cases of childhood orbitofrontal damage, forced collectionism, squalor syndrome, and hypermoral syndrome. We then review the proposed theories and neuropsychological mechanisms underlying decision-making deficits following orbitofrontal/ventromedial prefrontal damage, including the somatic-marker hypothesis, reversal learning, preference judgment, theory of mind, and moral dilemma.
Teaching for Moral Development in the Schools: Reason for Caution but Reason to Proceed: An Editor's Perspective.
ERIC Educational Resources Information Center
Galbraith, Ronald E.
1979-01-01
Although in favor of developmental psychologist Lawrence Kohlberg's theory of moral development, the author cautions about possible results of using moral reasoning discussions in the classroom. These include: (1) indoctrination, (2) moral authoritarianism, (3) relativism, (4) the "morality as medicine" syndrome, (5) and the "doing Kohlberg"…
The Moral Universes of Libertarian Press Theory.
ERIC Educational Resources Information Center
Wuliger, Gregory T.
1991-01-01
Uses Kantian logic to analyze the statement of Libertarian press theory "Truth beats falsehood in a free marketplace of ideas" as a definition, an observation, and a universal truth. Notes three corresponding moral universes, with differing ethical obligations. Discusses strengths and weaknesses of each. Cautions media ethics analysts…
Refining moral agency: Insights from moral psychology and moral philosophy.
PubMed
Milliken, Aimee
2018-01-01
Research in moral psychology has recently raised questions about the impact of context and the environment on the way the human mind works. In a 2012 call to action, Paley wrote: "If some of the conclusions arrived at by moral psychologists are true, they are directly relevant to the way nurses think about moral problems, and present serious challenges to favoured concepts in nursing ethics, such as the ethics of care, virtue, and the unity of the person" (p. 80). He urges nurse ethicists and scholars to evaluate the impact these findings may have for moral theory. In this paper, I review some of Paley's (Nursing Philosophy, 13, 2012, 80) critique, focusing on the argument that theories of nursing ethics have failed to account for the role of context; both in terms of its impact on the way nurses make moral judgements and in terms of the environment's influence on the way the mind works. I then examine nursing literature on moral agency, and focus on the role of the environment and context play within existing theory. I argue that theories of moral agency have often accounted for the role of context on the way nurses make decisions; however, less attention has been paid to its impact on the mind. With this background, I use insights from the fields of moral philosophy and moral psychology to refine the conceptualization of nurse moral agency in a way that is reflective of current cognitive, philosophical and nursing practice-based science. © 2017 John Wiley & Sons Ltd.

A Trans-Actional Approach to Moral Development
ERIC Educational Resources Information Center
Pamental, Matthew
2010-01-01
Among the latest trends in moral educational theory, several authors have suggested that a sociocultural approach to moral education is an improvement over the dominant cognitive-developmental and character educational paradigms. This approach draws its inspiration from the work of the Russian psychologist Lev Vygotsky. In the 1920s, Vygotsky…
Moral consensus theory: paradigm cases of abortion and orthothanasia in Brazil.
PubMed
Miziara, Ivan Dieb; Miziara, Carmen Silvia Molleis Galego
2013-01-01
Bioethics is a relatively new way of thinking about relationships in medical practice. It enables reflection on ethical conflicts, and opens up management options without dictating rules. Despite this historical context, medical ethics has been sidelined in the course of the development of bioethics. Bioethical reflection does not automatically result in changes to conflict resolution in daily doctor-patient relationships. However, these reflections are important because they promote the search for a "moral consensus" that establishes new ethical rules for day-to-day medical practice. We suggest that there is no conflict between bioethics and medical ethics; rather, these areas interact to establish new standards of behaviour among physicians. The legalisation of orthothanasia in Brazil is one example of how this theory of moral consensus might operate. On the other hand, the legal battle on abortion illustrates how the law cannot change without such a moral consensus.
Development of Moral Motivation from Childhood to Early Adulthood
ERIC Educational Resources Information Center
Nunner-Winkler, Gertrud
2007-01-01
Luhmann, a prominent exponent of social systems theory, maintains that in modern, functionally differentiated societies morality is neither possible nor necessary. Against this claim it is argued that democracies want citizens with moral motivation. In contrast to Kohlberg, moral motivation is conceptualised as independent of stage of moral…
The Way of Openness: Moral Sphere Theory, Education, Ethics, and Classroom Management
ERIC Educational Resources Information Center
Bullough, Robert V., Jr.
2014-01-01
Noting the challenges of radical pluralism and uncertainty to ethics and education, the author describes, then explores Moral Sphere Theory (MST) developed by the philosopher Robert Kane and in relationship to insights drawn from American pragmatism. The argument is that MST offers fresh ways for thinking about education and the profound…
Pragmatism, metaphysics, and bioethics: beyond a theory of moral deliberation.
PubMed
Pamental, Matthew
2013-12-01
Pragmatism has been understood by bioethicists as yet another rival in the "methods wars," as yet another theory of moral deliberation. This has led to criticism of pragmatic bioethics as both theoretically and practically inadequate. Pragmatists' responses to these objections have focused mainly on misunderstandings of pragmatism's epistemology. These responses are insufficient. Pragmatism's commitment to radical empiricism gives it theoretical resources unappreciated by critics and defenders alike. Radical empiricism, unlike its more traditional ancestors, undercuts the gaps between theory and practice, and subjective and objective accounts of experience, and in so doing provides the metaphysical and epistemological basis for a thoroughgoing empirical naturalism in ethics. Pragmatism's strength as an approach to moral problems thus emerges as a result of a much wider array of resources than contemporary interpreters have acknowledged, which makes it a richer, deeper framework for understanding moral deliberation in general and bioethical decision making in particular.
Books and Becoming Good: Demonstrating Aristotle's Theory of Moral Development in the Act of Reading
ERIC Educational Resources Information Center
Cain, Amanda
2005-01-01
In the Nicomachean ethics, Aristotle sets down a scattered and fractional account of the development of moral virtue within young people. Philosopher Martha Nussbaum defends Aristotle's neglect of a systematic account of moral development and argues that more complex expressions of character-building, such as learning to expose oneself to proper…
Cognitive Load Selectively Interferes with Utilitarian Moral Judgment

ERIC Educational Resources Information Center
Greene, Joshua D.; Morelli, Sylvia A.; Lowenberg, Kelly; Nystrom, Leigh E.; Cohen, Jonathan D.
2008-01-01
Traditional theories of moral development emphasize the role of controlled cognition in mature moral judgment, while a more recent trend emphasizes intuitive and emotional processes. Here we test a dual-process theory synthesizing these perspectives. More specifically, our theory associates utilitarian moral judgment (approving of harmful actions…
Moral development and reproductive health decisions.
PubMed
McFadden, E A
1996-01-01
This article reviews the concepts of biomedical ethics, the justice perspective, and the care perspective of moral development and moral decision making; integrates key aspects of each to women's reproductive health nursing practice; and gives examples of application of these models to use as a framework for the assessment of moral development in guiding women in making reproductive health decisions. Emphasis is placed on the need for an integrated approach to assessment of the recognition of and response to what an individual identifies as a moral dilemma. Discussion of two different perspectives, justice and caring, is presented with application to women's health concerns. Nurses are encouraged to assess their moral development and appraisal of issues that constitute moral dilemmas and their ensuing decision making processes and those of clients. Techniques for obtaining information about moral reasoning are suggested. Rather than a traditional framework for the assessment of moral development, the uniqueness of individual women's experiences as they pertain to the case context is recommended to assess the client's appraisal of the circumstances of a perceived moral situation from the client's vantage point.
Sexual and moral development of Israeli female adolescents from city and kibbutz: perspectives of Kohlberg and Gilligan.
PubMed
Linn, R
1991-01-01
This paper analyzes real-life moral dilemmas of Israeli city and kibbutz adolescents. The contribution of Gilligan's theory to our knowledge of adolescent moral development as originally conceived by Kohlberg is emphasized. It is suggested that Kohlberg's view of the adolescent as a moral philosopher limits the understanding of the moral development of female adolescents, who use both care and justice in their self-descriptions within existing relationships.
Moral status, justice, and the common morality: challenges for the principlist account of moral change.
PubMed
Hodges, Kevin E; Sulmasy, Daniel P
2013-09-01
The theory of principlism elaborated by Beauchamp and Childress in Principles of Biomedical Ethics has become extremely influential in bioethics. The theory employs the idea of the common morality as a foundation for the principles of autonomy, beneficence, nonmaleficence, and justice. According to this account, the content of the common morality is universal and constant, while variability in morals is due to the fact that the issue of who is included within the scope of moral status evolves over time. This suggests that issues of moral status are not part of the common morality at all, and this presents a conundrum: questions of moral status seem central to any substantive account of justice, and any conception of the common morality that excludes moral status therefore seems inadequate for supporting a robust principle of justice. We argue that proponents of common morality theory are left with four options: (1) making moral status a part of the objective common morality and ignoring evidence that views about moral status do seem to vary over time and place; (2) excluding justice from the substantive content of the common morality; (3) taking common morality to be an imperfect approximation of an independently justified and universal foundationalist ethic against which the common morality is judged; or (4) weakening claims about the universality of common morality, thereby allowing the common morality to support a variety of principles of justice applicable only within particular communities that have specified the scope of moral status. We suspect that proponents of common morality theory will not view any of these options favorably, which raises questions about the ultimate contribution of that account.
Individual Differences in Moral Development: Does Intelligence Really Affect Children’s Moral Reasoning and Moral Emotions?
PubMed Central
Beißert, Hanna M.; Hasselhorn, Marcus
2016-01-01
This study investigates the relationship between intelligence and individual differences in children’s moral development across a range of different moral transgressions. Taking up prior research that showed morality and intelligence to be related in adolescents and adults, the current study wants to test if these findings can be extended to younger children. The study was designed to address some of the shortcomings in prior research by examining young children aged between 6 years; 4 months and 8 years; 10 months, using a broad concept of moral development including emotional aspects and applying an approach that is closely connected to children’s daily lives. Participants (N = 129) completed a standardized intelligence test and were presented four moral transgression stories to assess moral development. Results demonstrated that findings from prior research with adolescents or adults cannot simply be extended to younger participants. No significant correlations of moral development and intelligence were found for any of the presented stories. This provides first evidence that – at least in middle childhood – moral developmental status seems to be independent from children’s general intelligence assessed by figural inductive reasoning tests. PMID:28066287
Children's Understanding of Morals.
ERIC Educational Resources Information Center
Lee, Lee C.
Research efforts in the area of moral development of the child, as based on Piaget's theory, are discussed. Some of the important processes Piaget uses to explain cognitive growth are presented first, followed by his theory of how the individual's capacity for moral judgment evolves. The research discussed tests Piaget's chief underlying…
Moral attentiveness: who pays attention to the moral aspects of life?
PubMed
Reynolds, Scott J
2008-09-01
This research draws from social cognitive theory to develop a construct known as moral attentiveness, the extent to which an individual chronically perceives and considers morality and moral elements in his or her experiences, and proposes that moral attentiveness affects a variety of behaviors. A series of 5 studies with undergraduates, MBA students, and managers were conducted to create and validate a reliable multidimensional scale and to provide evidence that moral attentiveness is associated with (a) the recall and reporting of self- and others' morality-related behaviors, (b) moral awareness, and (c) moral behavior. Results of the studies suggest that moral attentiveness has a significant effect on how individuals understand and act in their moral worlds.
The moral development of the child: an integrated model.
PubMed
Ma, Hing Keung
2013-01-01
Previous theories of moral development such as those by Piaget and Kohlberg usually focused on the cognitive or rational aspect, and seldom included the affective aspect in their construction. The characteristics of the stages of moral development in the present paper are elaborated with special reference to psychological needs, altruism and human relationships, and justice reasoning. The three stages are: (1) Physical Survival, Selfishness, and Obedience, (2) Love Needs, Reciprocal Altruism, and Instrumental Purpose; and (3) Belongingness Needs, Primary Group Altruism, and Mutual Interpersonal Expectations. At Stage 1, a deep and profound attachment to parents, empathy toward the significant others, and obedience to authorities all contribute to the physical survival of a person at this stage. People at Stage 2 are self-protective, dominant, exploitative, and opportunistic. The need to love and to be loved is gratified on the basis of reciprocal altruism. People at Stage 3 have a strong desire to gratify their belongingness needs to a primary group. They are willing to sacrifice for the benefits of the group at great cost. While the psychological needs and altruism are related to the affective aspect of moral development, the justice reasoning is related to the cognitive aspect. The proposed theoretical model attempts to integrate the affective and cognitive aspects of moral development, and prototypic responses to questions related to hypothetical moral dilemmas are presented to substantiate the proposed stage structures. It is hypothesized that the sequence of these three stages is invariant of person and culture.
Development of the promoting teacher attribution model for promoting science teachers' moral and ethical characteristics
NASA Astrophysics Data System (ADS)
Chanprathak, Anusorn; Worakham, Paisan; Suikraduang, Arun
2018-01-01
The promotion science teacher attribution model to develop the moral and ethical characteristics was to analyze, synthesis, and develop the guidelines of the scoping study into concepts, theories and research related about the moral and ethics of characteristically teachers from the resources, including research papers, research articles related research, and interviews with luminaries of 9 members. Using interviews and document analysis, data analysis, content analysis, and present an essay was built. The promoting attributes a teacher, moral principles, concepts and theories involved and guidance of a qualified were developed. The Multiple-Attribute Consensus Reaching (MACR) from 12 educational experts were checked the suitability and feasibility of the model, the possibility of the manual with the research instruments consisted of the promotion model attributes the moral and ethics teacher's characteristics were evaluated, to guide the promotion attributes' model forms were assessed, the first edition of the manual data analysis, information obtained from the evaluation of the suitability and feasibility analysis model and guide for the average were administered. The results have found that; the promoting moral teacher attribute data to their moral and ethical characteristics was divided into two groups, priests and scholars. In both groups, the promotion attributes, focusing on teacher's groups is moral in nature to modify the idea to a change of attitude within the organism. Students got down to real experience; an analysis and synthesis face learning environments that cause cognitive skills to act as a self-realization possibly. The promotion model, moral principles, including the importance of the activities, objectives and evaluation methods were attributed. These core concepts learning theory and social cognitive theory, and integrated learning experience were comprised in five stages and four processes, namely; the intended, memory storage process, the
Teaching ethics in the clinic. The theory and practice of moral case deliberation.
PubMed
Molewijk, A C; Abma, T; Stolper, M; Widdershoven, G
2008-02-01
A traditional approach to teaching medical ethics aims to provide knowledge about ethics. This is in line with an epistemological view on ethics in which moral expertise is assumed to be located in theoretical knowledge and not in the moral experience of healthcare professionals. The aim of this paper is to present an alternative, contextual approach to teaching ethics, which is grounded in a pragmatic-hermeneutical and dialogical ethics. This approach is called moral case deliberation. Within moral case deliberation, healthcare professionals bring in their actual moral questions during a structured dialogue. The ethicist facilitates the learning process by using various conversation methods in order to find answers to the case and to develop moral competencies. The case deliberations are not unique events, but are a structural part of the professional training on the work floor within healthcare institutions. This article presents the underlying theory on (teaching) ethics and illustrates this approach with an example of a moral case deliberation project in a Dutch psychiatric hospital. The project was evaluated using the method of responsive evaluation. This method provided us with rich information about the implementation process and effects the research process itself also lent support to the process of implementation.
Assessing Veterinary and Animal Science Students' Moral Judgment Development on Animal Ethics Issues.
PubMed
Verrinder, Joy M; Phillips, Clive J C
2015-01-01
Little has been done to assess veterinarians' moral judgment in relation to animal ethics issues. Following development of the VetDIT, a new moral judgment measure for animal ethics issues, this study aimed to refine and further validate the VetDIT, and to identify effects of teaching interventions on moral judgment and changes in moral judgment over time. VetDIT-V1 was refined into VetDIT-V2, and V3 was developed as a post-intervention test to prevent repetition. To test these versions for comparability, veterinary and animal science students (n=271) were randomly assigned to complete different versions. The VetDIT discriminates between stages of moral judgment, condensed into three schemas: Personal Interest (PI), Maintaining Norms (MN), and Universal Principles (UP). There were no differences in the scores for MN and UP between the versions, and we equated PI scores to account for differences between versions. Veterinary science students (n=130) who completed a three-hour small-group workshop on moral development theory and ethical decision making increased their use of UP in moral reasoning, whereas students (n=271) who received similar information in a 50-minute lecture did not. A longitudinal comparison of matched first- and third-year students (n=39) revealed no moral judgment development toward greater use of UP. The VetDIT is therefore useful for assessing moral judgment of animal and human ethics issues in veterinary and other animal-related professions. Intensive small-group workshops using moral development knowledge and skills, rather than lectures, are conducive to developing veterinary students' moral judgment.
Cognitive Load Selectively Interferes with Utilitarian Moral Judgment
PubMed Central
Greene, Joshua D.; Morelli, Sylvia A.; Lowenberg, Kelly; Nystrom, Leigh E.; Cohen, Jonathan D.
2008-01-01
Traditional theories of moral development emphasize the role of controlled cognition in mature moral judgment, while a more recent trend emphasizes intuitive and emotional processes. Here we test a dual-process theory synthesizing these perspectives. More specifically, our theory associates utilitarian moral judgment (approving of harmful actions that maximize good consequences) with controlled cognitive processes and associates non-utilitarian moral judgment with automatic emotional responses. Consistent with this theory, we find that a cognitive load manipulation selectively interferes with utilitarian judgment. This interference effect provides direct evidence for the influence of controlled cognitive processes in moral judgment, and utilitarian moral judgment more specifically. PMID:18158145
Handbook of Moral Development
ERIC Educational Resources Information Center
Killen, Melanie; Smetana, Judith
2006-01-01
The psychological study of moral development has expanded greatly, both in terms of the diversity of theoretical perspectives that are represented in the field, as well as in the range of topics that have been studied. This "Handbook of Moral Development" represents the diversity and multidisciplinary influences on current theorizing about the…
Kant's Account of Moral Education
ERIC Educational Resources Information Center
Giesinger, Johannes
2012-01-01

While Kant's pedagogical lectures present an account of moral education, his theory of freedom and morality seems to leave no room for the possibility of an education for freedom and morality. In this paper, it is first shown that Kant's moral philosophy and his educational philosophy are developed within different theoretical paradigms: whereas…

Moralization Through Moral Shock: Exploring Emotional Antecedents to Moral Conviction.
PubMed
Wisneski, Daniel C; Skitka, Linda J
2017-02-01
The current research tested whether exposure to disgusting images increases moral conviction and whether this happens in the presence of incidental disgust cues versus disgust cues relevant to the target of moralization. Across two studies, we exposed participants to one of the four sets of disgusting versus control images to test the moralization of abortion attitudes: pictures of aborted fetuses, animal abuse, non-harm related disgusting images, harm related disgusting images, or neutral pictures, at either sub- or supraliminal levels of awareness. Moral conviction about abortion increased (compared with control) only for participants exposed to abortion-related images at speeds slow enough to allow conscious awareness. Study 2 replicated this finding, and found that the relationship between attitudinally relevant disgust and moral conviction was mediated by disgust, and not anger or harm appraisals. Findings are discussed in terms of their relevance for intuitionist theories of morality and moral theories that emphasize harm.
The Moral Development of the Child: An Integrated Model
PubMed Central
Ma, Hing Keung
2013-01-01
Previous theories of moral development such as those by Piaget and Kohlberg usually focused on the cognitive or rational aspect, and seldom included the affective aspect in their construction. The characteristics of the stages of moral development in the present paper are elaborated with special reference to psychological needs, altruism and human relationships, and justice reasoning. The three stages are: (1) Physical Survival, Selfishness, and Obedience, (2) Love Needs, Reciprocal Altruism, and Instrumental Purpose; and (3) Belongingness Needs, Primary Group Altruism, and Mutual Interpersonal Expectations. At Stage 1, a deep and profound attachment to parents, empathy toward the significant others, and obedience to authorities all contribute to the physical survival of a person at this stage. People at Stage 2 are self-protective, dominant, exploitative, and opportunistic. The need to love and to be loved is gratified on the basis of reciprocal altruism. People at Stage 3 have a strong desire to gratify their belongingness needs to a primary group. They are willing to sacrifice for the benefits of the group at great cost. While the psychological needs and altruism are related to the affective aspect of moral development, the justice reasoning is related to the cognitive aspect. The proposed theoretical model attempts to integrate the affective and cognitive aspects of moral development, and prototypic responses to questions related to hypothetical moral dilemmas are presented to substantiate the proposed stage structures. It is hypothesized that the sequence of these three stages is invariant of person and culture. PMID:24350226
Proximity morality in medical school – medical students forming physician morality "on the job": Grounded theory analysis of a student survey
PubMed Central
Thulesius, Hans O; Sallin, Karl; Lynoe, Niels; Löfmark, Rurik
2007-01-01
Background The value of ethics education have been questioned. Therefore we did a student survey on attitudes about the teaching of ethics in Swedish medical schools. Methods Questionnaire survey on attitudes to ethics education with 409 Swedish medical students participating. We analyzed > 8000 words of open-ended responses and multiple-choice questions using classic grounded theory procedures. Results In this paper we suggest that medical students take a proximity morality stance towards their ethics education meaning that they want to form physician morality "on the job". This involves comprehensive ethics courses in which quality lectures provide "ethics grammar" and together with attitude exercises and vignette reflections nurture tutored group discussions. Goals of forming physician morality are to develop a professional identity, handling diversity of religious and existential worldviews, training students described as ethically naive, processing difficult clinical experiences, and desisting negative role modeling from physicians in clinical or teaching situations, some engaging in "ethics suppression" by controlling sensitive topic discussions and serving students politically correct attitudes. Conclusion We found that medical students have a proximity morality attitude towards ethics education. Rather than being taught ethics they want to form their own physician morality through tutored group discussions in comprehensive ethics courses. PMID:17683618
Development and Evaluation of the Method with an Affective Interface for Promoting Employees' Morale
NASA Astrophysics Data System (ADS)
Fujino, Hidenori; Ishii, Hirotake; Shimoda, Hiroshi; Yoshikawa, Hidekazu
For the sustainable society, organization management not based on the mass production and mass consumption but having the flexibility to meet to various social needs precisely is required. For realizing such management, the emploees' work morale is required. Recently, however, the emploees' work morale is tend to decrease. Therefore, in this study, the authors developed the model of the method for promoting and keeping employees' work morale effectively and efficiently. Especially the authors thought “work morale” of “attitude to the work”. Based on this idea, it could be considered that the theory of the persuasion psychology and various persuasion techniques. Therefore, the model of the method applying the character agent was developed based on the forced compliance which is one of persuasion techniques based on the theory of the cognitive dissonance. By the evaluation experiment using human subjects, it was confirmed that developed method could improve workers' work morle effectively.
Why moral philosophers are not and should not be moral experts.
PubMed
Archard, David
2011-03-01
Professional philosophers are members of bioethical committees and regulatory bodies in areas of interest to bioethicists. This suggests they possess moral expertise even if they do not exercise it directly and without constraint. Moral expertise is defined, and four arguments given in support of scepticism about their possession of such expertise are considered and rejected: the existence of extreme disagreement between moral philosophers about moral matters; the lack of a means clearly to identify moral experts; that expertise cannot be claimed in that which lacks objectivity; and that ordinary people do not follow the advice of moral experts. I offer a better reason for scepticism grounded in the relation between moral philosophy and common-sense morality: namely that modern moral philosophy views even a developed moral theory as ultimately anchored in common-sense morality, that set of basic moral precepts which ordinary individuals have command of and use to regulate their own lives. Even if moral philosophers do nevertheless have a limited moral expertise, in that they alone can fully develop a set of moral judgments, I sketch reasons - grounded in the values of autonomy and of democracy - why moral philosophers should not wish non-philosophers to defer to their putative expertise. © 2009 Blackwell Publishing Ltd.
The Implications of Teachers' Implicit Theories for Moral Education: A Case Study from Finland
ERIC Educational Resources Information Center
Rissanen, Inkeri; Kuusisto, Elina; Hanhimäki, Eija; Tirri, Kirsi
2018-01-01
Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers' practices of teaching morally and in teaching…
Moral Reasoning of Education Students: The Effects of Direct Instruction in Moral Development Theory and Participation in Moral Dilemma Discussion
ERIC Educational Resources Information Center
Cummings, Rhoda; Maddux, Cleborne D.; Richmond, Aaron; Cladianos, Antonia
2010-01-01
Background/Context: Results of the few studies that have investigated moral reasoning in education students suggest that such reasoning may be less advanced for them than for college students with non-education majors and that education students do not appear to advance in moral reasoning from freshman to senior year. Purpose: The purpose of the…
Developing Moral Agency through Narrative
ERIC Educational Resources Information Center
Pasupathi, Monisha; Wainryb, Cecilia
2010-01-01
This paper poses the following question: When, in spite of knowing that it is wrong, people go on to hurt others, what does this mean for the development of moral agency? We begin by defining moral agency and briefly sketching relations between moral agency and other concepts. We then outline what three extant literatures suggest about this…
Striving for the moral self: the effects of recalling past moral actions on future moral behavior.
PubMed
Jordan, Jennifer; Mullen, Elizabeth; Murnighan, J Keith
2011-05-01
People's desires to see themselves as moral actors can contribute to their striving for and achievement of a sense of self-completeness. The authors use self-completion theory to predict (and show) that recalling one's own (im)moral behavior leads to compensatory rather than consistent moral action as a way of completing the moral self. In three studies, people who recalled their immoral behavior reported greater participation in moral activities (Study 1), reported stronger prosocial intentions (Study 2), and showed less cheating (Study 3) than people who recalled their moral behavior. These compensatory effects were related to the moral magnitude of the recalled event, but they did not emerge when people recalled their own positive or negative nonmoral behavior (Study 2) or others' (im)moral behavior (Study 3). Thus, the authors extend self-completion theory to the moral domain and use it to integrate the research on moral cleansing (remunerative moral strivings) and moral licensing (relaxed moral strivings).
Moral Development in Business Education--Social Conditions Influencing Moral Judgement Competence
ERIC Educational Resources Information Center
Bienengräber, Thomas
2014-01-01
Workplace relations like any social relation first and foremost have a moral dimension. Thus, if vocational education sees one of its major goals in helping apprentices to deal with moral issues, one of the core objectives in vocational education is the support of the apprentice's development of moral judgement competence. Since Lawrence Kohlberg…
Critical Listening and the Dialogic Aspect of Moral Education: J. F. Herbart's Concept of the Teacher as Moral Guide
ERIC Educational Resources Information Center
English, Andrea
2011-01-01
In his central educational work, "The Science of Education" (1806), J. F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher-student interaction. Herbart's theory radically calls into…
Undergraduate healthcare ethics education, moral resilience, and the role of ethical theories.
PubMed
Monteverde, Settimio
2014-06-01
This article combines foundational and empirical aspects of healthcare education and develops a framework for teaching ethical theories inspired by pragmatist learning theory and recent work on the concept of moral resilience. It describes an exemplary implementation and presents data from student evaluation. After a pilot implementation in a regular ethics module, the feasibility and acceptance of the novel framework by students were evaluated. In addition to the regular online module evaluation, specific questions referring to the teaching of ethical theories were added using simple (yes/no) and Likert rating answer formats. At the Bern University of Applied Sciences, a total of 93 students from 2 parallel sub-cohorts of the bachelor's program in nursing science were sent the online survey link after having been exposed to the same modular contents. A total of 62% of all students participated in the survey. The survey was voluntary and anonymous. Students were free to write their name and additional comments. Students consider ethical theories-as taught within the proposed framework-as practically applicable, useful, and transferable into practice. Teaching ethical theories within the proposed framework overcomes the shortcomings described by current research. Students do not consider the mutually exclusive character of ethical theories as an insurmountable problem. The proposed framework is likely to promote the effectiveness of healthcare ethics education. Inspired by pragmatist learning theory, it enables students to consider ethical theories as educative playgrounds that help them to "frame" and "name" the ethical issues they encounter in daily practice, which is seen as an expression of moral resilience. Since it does not advocate a single ethical theory, but is open to the diversity of traditions that shape ethical thinking, it promotes a culturally sensitive, ethically reflected healthcare practice. © The Author(s) 2013.
Moral Development and Student Motivation in Moral Education: A Singapore Study
ERIC Educational Resources Information Center
Koh, Caroline
2012-01-01
Recent world events such as the threat of terrorism and the global economic crises have rekindled an interest in ethics and values education. This study, conducted in Singapore, combines a Kohlbergian approach to the assessment of moral judgement with a framework based on the self-determination theory to assess the motivational regulations of…
Constructivist Early Education for Moral Development.
ERIC Educational Resources Information Center
DeVries, Rheta; Hildebrandt, Carolyn; Zan, Betty
2000-01-01
Examines role that constructivist teachers play in fostering moral development in young children. Traces development of perspective taking, autonomy, and self- regulation, and examines effects of different teaching and parenting practices on children's character development. Provides suggestions for teachers to promote optimal moral development by…
A Model of Moral Stages
ERIC Educational Resources Information Center
Reed, Don Collins
2008-01-01
The argument of this paper focuses on the relationship between cognitive structures and structures of interaction. It contends that there is still a place in moral development theory and research for a concept of moral stages. The thesis, in short, is that moral stages are not structures of thought. They are structures of action encoded in…
Mapping the Moral Domain
PubMed Central
Graham, Jesse; Nosek, Brian A.; Haidt, Jonathan; Iyer, Ravi; Koleva, Spassena; Ditto, Peter H.

2010-01-01
The moral domain is broader than the empathy and justice concerns assessed by existing measures of moral competence, and it is not just a subset of the values assessed by value inventories. To fill the need for reliable and theoretically-grounded measurement of the full range of moral concerns, we developed the Moral Foundations Questionnaire (MFQ) based on a theoretical model of five universally available (but variably developed) sets of moral intuitions: Harm/care, Fairness/reciprocity, Ingroup/loyalty, Authority/respect, and Purity/sanctity. We present evidence for the internal and external validity of the scale and the model, and in doing so present new findings about morality: 1. Comparative model fitting of confirmatory factor analyses provides empirical justification for a five-factor structure of moral concerns. 2. Convergent/discriminant validity evidence suggests that moral concerns predict personality features and social group attitudes not previously considered morally relevant. 3. We establish pragmatic validity of the measure in providing new knowledge and research opportunities concerning demographic and cultural differences in moral intuitions. These analyses provide evidence for the usefulness of Moral Foundations Theory in simultaneously increasing the scope and sharpening the resolution of psychological views of morality. PMID:21244182
Explaining Moral Behavior.
PubMed
Osman, Magda; Wiegmann, Alex
2017-03-01
In this review we make a simple theoretical argument which is that for theory development, computational modeling, and general frameworks for understanding moral psychology researchers should build on domain-general principles from reasoning, judgment, and decision-making research. Our approach is radical with respect to typical models that exist in moral psychology that tend to propose complex innate moral grammars and even evolutionarily guided moral principles. In support of our argument we show that by using a simple value-based decision model we can capture a range of core moral behaviors. Crucially, the argument we propose is that moral situations per se do not require anything specialized or different from other situations in which we have to make decisions, inferences, and judgments in order to figure out how to act.
Relativistic Absolutism in Moral Education.
ERIC Educational Resources Information Center
Vogt, W. Paul
1982-01-01
Discusses Emile Durkheim's "Moral Education: A Study in the Theory and Application of the Sociology of Education," which holds that morally healthy societies may vary in culture and organization but must possess absolute rules of moral behavior. Compares this moral theory with current theory and practice of American educators. (MJL)
Moral Development: The Association between Maltreatment and Young Children's Prosocial Behaviors and Moral Transgressions
ERIC Educational Resources Information Center
Koenig, Amy L.; Cicchetti, Dante; Rogosch, Fred A.
2004-01-01
In this investigation, the moral development of physically abused (N = 28), neglected (N = 26), and nonmaltreated (N = 28) five-year-old children from low socioeconomic backgrounds was examined through observational measures of prosocial behaviors, moral transgressions, and emotions associated with moral development. Findings showed that…
Development of moral character in the People's Republic of China: Some implications for educators
NASA Astrophysics Data System (ADS)
Hu, Xiaolu; Korllos, Thomas S.
1995-01-01
This paper presents data gathered from a sample of mainland Chinese university students to test some assumptions about social control theory. According to theory dating back to Durkheim, the most important mechanism for exerting social control in a population is the process of development of moral character. While political socialization is the dominant influence in the People's Republic of China, the family, the media, and particularly the educational system are used to play important roles in the creation of model members of that society. Findings from questions on morality, modernity and the influence of schooling indicate the formation of strong moral views and the apparent absorption of state values. While the limitations of the data do not permit wider generalization, the results suggest the success of the state in transferring central values to at the least the younger age group.

A Mind-Reader Does Not Always Have Deontological Moral Judgments and Prosocial Behavior: A Developmental Perspective.
PubMed
Hao, Jian; Liu, Yanchun
2016-01-01
The rationalistic theories of morality emphasize that reasoning plays an important role in moral judgments and prosocial behavior. Theory of mind as a reasoning ability in the mental domain has been considered a facilitator of moral development. The present study examined whether theory of mind was consistently positively associated with morality from middle childhood to late adulthood. Two hundred and four participants, including 48 elementary school children, 45 adolescents, 62 younger adults, and 49 older adults, completed theory of mind, moral judgment and prosocial behavior tasks. Theory of mind was measured with strange stories that tapped into an understanding of lies, white lies, double bluffs, irony, and persuasion. Moral judgments were measured with variants of the trolley dilemma. Prosocial behavior was measured through participants' performance in an interactive situation in which a helping request was made. The results indicated specific rather than similar developmental trajectories of theory of mind, moral judgments, and prosocial behavior. There was a quadratic trend in theory of mind, a combination of quadratic and cubic trends in deontological moral judgments and a linear decline in helping behavior. It is thus suggested that theory of mind may not be associated with morality in an unchanging way during development. Further results indicated that theory of mind and deontological moral judgments were negatively correlated for children, adolescents, and older adults but positively correlated for younger adults. Theory of mind and helping behavior were positively correlated for children but negatively correlated for adolescents. However, the relationships disappeared in adulthood. In sum, the present study reveals that theory of mind may be a nice tool for its facilitation of deontological moral judgments and prosocial behavior, but it may also be a nasty tool for its blocking of deontological moral judgments and prosocial behavior. Moreover, theory
The Virtues in John Wilson's Approach to Moral Education.
ERIC Educational Resources Information Center
Tobin, Bernadette
2000-01-01
Explores John Wilson's ideas on moral education, arguing against Wilson's criticism of virtue theory. Evaluates Wilson's account of moral education from the perspective of a neo-Aristotelian sense of morality and moral development. Focuses on a part of Wilson's work, "A New Introduction to Moral Education." (CMK)
Why be moral? Children's explicit motives for prosocial-moral action.
PubMed
Sengsavang, Sonia; Willemsen, Kayleen; Krettenauer, Tobias
2015-01-01
Recent research on young children's morality has stressed the autonomous and internal nature of children's moral motivation. However, this research has mostly focused on implicit moral motives, whereas children's explicit motives have not been investigated directly. This study examined children's explicit motives for why they want to engage in prosocial actions and avoid antisocial behavior. A total of 195 children aged 4-12 years were interviewed about their motives for everyday prosocial-moral actions, as well as reported on their relationship with their parents. Children's explicit motives to abstain from antisocial behavior were found to be more external and less other-oriented than their motives for prosocial action. Motives that reflected higher levels of internal motivation became more frequent with age. Moreover, positive parent-child relationships predicted more other-oriented motives and greater explication of moral motives. Overall, the study provides evidence that children's explicit moral motivation is far more heterogeneous than prominent theories of moral development (past and present) suggest.
Why be moral? Children's explicit motives for prosocial-moral action
PubMed Central
Sengsavang, Sonia; Willemsen, Kayleen; Krettenauer, Tobias
2015-01-01
Recent research on young children's morality has stressed the autonomous and internal nature of children's moral motivation. However, this research has mostly focused on implicit moral motives, whereas children's explicit motives have not been investigated directly. This study examined children's explicit motives for why they want to engage in prosocial actions and avoid antisocial behavior. A total of 195 children aged 4–12 years were interviewed about their motives for everyday prosocial-moral actions, as well as reported on their relationship with their parents. Children's explicit motives to abstain from antisocial behavior were found to be more external and less other-oriented than their motives for prosocial action. Motives that reflected higher levels of internal motivation became more frequent with age. Moreover, positive parent-child relationships predicted more other-oriented motives and greater explication of moral motives. Overall, the study provides evidence that children's explicit moral motivation is far more heterogeneous than prominent theories of moral development (past and present) suggest. PMID:25999880
Common sense and the common morality in theory and practice.
PubMed
Daly, Patrick
2014-06-01
The unfinished nature of Beauchamp and Childress's account of the common morality after 34 years and seven editions raises questions about what is lacking, specifically in the way they carry out their project, more generally in the presuppositions of the classical liberal tradition on which they rely. Their wide-ranging review of ethical theories has not provided a method by which to move beyond a hypothetical approach to justification or, on a practical level regarding values conflict, beyond a questionable appeal to consensus. My major purpose in this paper is to introduce the thought of Bernard Lonergan as offering a way toward such a methodological breakthrough. In the first section, I consider Beauchamp and Childress's defense of their theory of the common morality. In the second, I relate a persisting vacillation in their argument regarding the relative importance of reason and experience to a similar tension in classical liberal theory. In the third, I consider aspects of Lonergan's generalized empirical method as a way to address problems that surface in the first two sections of the paper: (1) the structural relation of reason and experience in human action; and (2) the importance of theory for practice in terms of what Lonergan calls "common sense" and "general bias."
An Aristotelian Model of Moral Development
ERIC Educational Resources Information Center
Sanderse, Wouter
2015-01-01
Despite the Aristotelian renaissance in the philosophy of education, the development of virtue has not received much attention. This is unfortunate, because an attempt to draft an Aristotelian model of moral development can help philosophers to evaluate the contribution Aristotelian virtue ethics can make to our understanding of moral development,…
The Development of Generosity and Moral Cognition across Five Cultures
ERIC Educational Resources Information Center
Cowell, Jason M.; Lee, Kang; Malcolm-Smith, Susan; Selcuk, Bilge; Zhou, Xinyue; Decety, Jean
2017-01-01
Morality is an evolved aspect of human nature, yet is heavily influenced by cultural environment. This developmental study adopted an integrative approach by combining measures of socioeconomic status (SES), executive function, affective sharing, empathic concern, theory of mind, and moral judgment in predicting sharing behavior in children (N =…
Moral Development.
ERIC Educational Resources Information Center
Educational Testing Service, Princeton, NJ.
The 1974 Educational Testing Service (ETS) Measurement Award was presented to J.P. Guilford at the ETS Invitational Conference. Irving Kristol, in "Moral and Ethical Development in a Democratic Society," called for the restoration of authority within our major social institutions, especially schools. Martin Trow examined the effects of the college…
Education in Values and Moral Education in Vocational Colleges
ERIC Educational Resources Information Center
Ludecke-Plumer, Sigrid
2007-01-01
On the assumption that education in values and moral education are necessary, moral competence (to make judgments) and the structure and development of the faculty of moral judgment should not be disregarded, even in the vocational education system. The main features of Lawrence Kohlberg's theory of moral development are described as a basis for…
Three Misunderstandings of Plato's Theory of Moral Education
ERIC Educational Resources Information Center
Jonas, Mark E.
2016-01-01
In this essay, Mark Jonas argues that there are three broadly held misconceptions of Plato's philosophy that work against his relevance for contemporary moral education. The first is that he is an intellectualist who is concerned only with the cognitive aspect of moral development and does not sufficiently emphasize the affective and conative…
Moral emotions and moral behavior.
PubMed
Tangney, June Price; Stuewig, Jeff; Mashek, Debra J
2007-01-01
Moral emotions represent a key element of our human moral apparatus, influencing the link between moral standards and moral behavior. This chapter reviews current theory and research on moral emotions. We first focus on a triad of negatively valenced "self-conscious" emotions-shame, guilt, and embarrassment. As in previous decades, much research remains focused on shame and guilt. We review current thinking on the distinction between shame and guilt, and the relative advantages and disadvantages of these two moral emotions. Several new areas of research are highlighted: research on the domain-specific phenomenon of body shame, styles of coping with shame, psychobiological aspects of shame, the link between childhood abuse and later proneness to shame, and the phenomena of vicarious or "collective" experiences of shame and guilt. In recent years, the concept of moral emotions has been expanded to include several positive emotions-elevation, gratitude, and the sometimes morally relevant experience of pride. Finally, we discuss briefly a morally relevant emotional process-other-oriented empathy.
Action Plan for the Development of Civic Morality
ERIC Educational Resources Information Center
Chinese Education and Society, 2006
2006-01-01
This paper discusses the action plan for the development of civic morality. Here, the importance, substance, ideology and policy principles guiding the development of civic morality is elaborated. In order to strengthen the development of civic morality, it is a must to adapt to the requirements of the developing situation; seize good…
Moral Complexity: The Fatal Attraction of Truthiness and the Importance of Mature Moral Functioning.
PubMed
Narvaez, Darcia
2010-03-01
Recently, intuitionist theories have been effective in capturing the academic discourse about morality. Intuitionist theories, like rationalist theories, offer important but only partial understanding of moral functioning. Both can be fallacious and succumb to truthiness: the attachment to one's opinions because they "feel right," potentially leading to harmful action or inaction. Both intuition and reasoning are involved in deliberation and expertise. Both are malleable from environmental and educational influence, making questions of normativity-which intuitions and reasoning skills to foster-of utmost importance. Good intuition and reasoning inform mature moral functioning, which needs to include capacities that promote sustainable human well-being. Individual capacities for habituated empathic concern and moral metacognition-moral locus of control, moral self-regulation, and moral self-reflection-comprise mature moral functioning, which also requires collective capacities for moral dialogue and moral institutions. These capacities underlie moral innovation and are necessary for solving the complex challenges humanity faces. © The Author(s) 2010.
Why (and how) should we study the interplay between emotional arousal, Theory of Mind, and inhibitory control to understand moral cognition?
PubMed
Buon, Marine; Seara-Cardoso, Ana; Viding, Essi
2016-12-01
Findings in the field of experimental psychology and cognitive neuroscience have shed new light on our understanding of the psychological and biological bases of morality. Although a lot of attention has been devoted to understanding the processes that underlie complex moral dilemmas, attempts to represent the way in which individuals generate moral judgments when processing basic harmful actions are rare. Here, we will outline a model of morality which proposes that the evaluation of basic harmful actions relies on complex interactions between emotional arousal, Theory of Mind (ToM) capacities, and inhibitory control resources. This model makes clear predictions regarding the cognitive processes underlying the development of and ability to generate moral judgments. We draw on data from developmental and cognitive psychology, cognitive neuroscience, and psychopathology research to evaluate the model and propose several conceptual and methodological improvements that are needed to further advance our understanding of moral cognition and its development.
Morals matter in economic games.
PubMed
Brodbeck, Felix C; Kugler, Katharina G; Reif, Julia A M; Maier, Markus A
2013-01-01
Contrary to predictions from Expected Utility Theory and Game Theory, when making economic decisions in interpersonal situations, people take the interest of others into account and express various forms of solidarity, even in one-shot interactions with anonymous strangers. Research in other-regarding behavior is dominated by behavioral economical and evolutionary biological approaches. Psychological theory building, which addresses mental processes underlying other-regarding behavior, is rare. Based on Relational Models Theory (RMT, [1]) and Relationship Regulation Theory (RRT, [2]) it is proposed that moral motives influence individuals' decision behavior in interpersonal situations via conscious and unconscious (automatic) processes. To test our propositions we developed the 'Dyadic Solidarity Game' and its solitary equivalent, the 'Self-Insurance Game'. Four experiments, in which the moral motives "Unity" and "Proportionality" were manipulated, support the propositions made. First, it was shown that consciously activated moral motives (via framing of the overall goal of the experiment) and unconsciously activated moral motives (via subliminal priming) influence other-regarding behavior. Second, this influence was only found in interpersonal, not in solitary situations. Third, by combining the analyses of the two experimental games the extent to which participants apply the Golden Rule ("treat others how you wish to be treated") could be established. Individuals with a "Unity" motive treated others like themselves, whereas individuals with a "Proportionality" motive gave others less then they gave themselves. The four experiments not only support the assumption that morals matter in economic games, they also deliver new insights in how morals matter in economic decision making.
Morals Matter in Economic Games
PubMed Central
Brodbeck, Felix C.; Kugler, Katharina G.; Reif, Julia A. M.; Maier, Markus A.
2013-01-01
Contrary to predictions from Expected Utility Theory and Game Theory, when making economic decisions in interpersonal situations, people take the interest of others into account and express various forms of solidarity, even in one-shot interactions with anonymous strangers. Research in other-regarding behavior is dominated by behavioral economical and evolutionary biological approaches. Psychological theory building, which addresses mental processes underlying other-regarding behavior, is rare. Based on Relational Models Theory (RMT, [1]) and Relationship Regulation Theory (RRT, [2]) it is proposed that moral motives influence individuals’ decision behavior in interpersonal situations via conscious and unconscious (automatic) processes. To test our propositions we developed the ‘Dyadic Solidarity Game’ and its solitary equivalent, the ‘Self-Insurance Game’. Four experiments, in which the moral motives “Unity” and “Proportionality” were manipulated, support the propositions made. First, it was shown that consciously activated moral motives (via framing of the overall goal of the experiment) and unconsciously activated moral motives (via subliminal priming) influence other-regarding behavior. Second, this influence was only found in interpersonal, not in solitary situations. Third, by combining the analyses of the two experimental games the extent to which participants apply the Golden Rule (“treat others how you wish to be treated”) could be established. Individuals with a “Unity” motive treated others like themselves, whereas individuals with a “Proportionality” motive gave others less then they gave themselves. The four experiments not only support the assumption that morals matter in economic games, they also deliver new insights in how morals matter in economic decision making. PMID:24358115
Developing and Testing a Scale of Moral Thinking and Communication (MTC) Functioning: A Preliminary Study and Its Implications for Moral Development and Education
ERIC Educational Resources Information Center
Lee, Chi-Ming Angela; Thoma, Stephen J.
2018-01-01
The purpose of this study was to develop and test a scale assessing students' moral thinking and communication (MTC) functioning as well as to explore the implications for moral development and education. The rationale of MTC functioning, including interaction of four independent competencies: moral awareness, moral judgement, moral discourse, and…
A Mind-Reader Does Not Always Have Deontological Moral Judgments and Prosocial Behavior: A Developmental Perspective
PubMed Central
Hao, Jian; Liu, Yanchun
2016-01-01
The rationalistic theories of morality emphasize that reasoning plays an important role in moral judgments and prosocial behavior. Theory of mind as a reasoning ability in the mental domain has been considered a facilitator of moral development. The present study examined whether theory of mind was consistently positively associated with morality from middle childhood to late adulthood. Two hundred and four participants, including 48 elementary school children, 45 adolescents, 62 younger adults, and 49 older adults, completed theory of mind, moral judgment and prosocial behavior tasks. Theory of mind was measured with strange stories that tapped into an understanding of lies, white lies, double bluffs, irony, and persuasion. Moral judgments were measured with variants of the trolley dilemma. Prosocial behavior was measured through participants' performance in an interactive situation in which a helping request was made. The results indicated specific rather than similar developmental trajectories of theory of mind, moral judgments, and prosocial behavior. There was a quadratic trend in theory of mind, a combination of quadratic and cubic trends in deontological moral judgments and a linear decline in helping behavior. It is thus suggested that theory of mind may not be associated with morality in an unchanging way during development. Further results indicated that theory of mind and deontological moral judgments were negatively correlated for children, adolescents, and older adults but positively correlated for younger adults. Theory of mind and helping behavior were positively correlated for children but negatively correlated for adolescents. However, the relationships disappeared in adulthood. In sum, the present study reveals that theory of mind may be a nice tool for its facilitation of deontological moral judgments and prosocial behavior, but it may also be a nasty tool for its blocking of deontological moral judgments and prosocial behavior. Moreover, theory
The Moral Reasoning of Adolescent Boys and Girls in the Light of Gilligan's Theory
ERIC Educational Resources Information Center
Kalsoom, Farhat; Behlol, Malik Ghulam; Kayani, Muhammad Munir; Kaini, Aneesa
2012-01-01
The study was conducted to assess the moral reasoning of adolescent boys and girls in the light of Gilligan theory. The main objectives of the study were to investigate the moral reasoning of adolescent boys and girls with reference to responsibility orientation versus justice orientation and to compare the frequency of adolescent boys and girls…
Managerial Cognitive Moral Development and the Firm's Owners' Salience: Empirical Evidence
ERIC Educational Resources Information Center
Martynov, Aleksey; Logachev, Sergey
2016-01-01
In this paper, we study the agency relationship between the firm's owners and managers. We apply the theory of Cognitive Moral Development (CMD) to answer the question: What factors affect salience of the interests of the firm's owners to the managers? Using a sample of Russian managers, we found that higher levels of CMD weaken the relationship…

Reading and Moral Development: "From a Feminine Perspective."
ERIC Educational Resources Information Center
Kazemek, Francis E.
Literature can be used in an elementary school curriculum to provide sound moral models for children. Through the exploration of moral problems and the adoption of the perspectives of others, children may begin to develop and refine their own morality. A male and a female morality may be identified in literature. The male morality--based on the…
Moral Emotions and Moral Behavior
PubMed Central
Stuewig, Jeff; Mashek, Debra J.
2011-01-01
Moral emotions represent a key element of our human moral apparatus, influencing the link between moral standards and moral behavior. This chapter reviews current theory and research on moral emotions. We first focus on a triad of negatively valenced “self-conscious” emotions—shame, guilt, and embarrassment. As in previous decades, much research remains focused on shame and guilt. We review current thinking on the distinction between shame and guilt, and the relative advantages and disadvantages of these two moral emotions. Several new areas of research are highlighted: research on the domain-specific phenomenon of body shame, styles of coping with shame, psychobiological aspects of shame, the link between childhood abuse and later proneness to shame, and the phenomena of vicarious or “collective” experiences of shame and guilt. In recent years, the concept of moral emotions has been expanded to include several positive emotions—elevation, gratitude, and the sometimes morally relevant experience of pride. Finally, we discuss briefly a morally relevant emotional process—other-oriented empathy. PMID:16953797
Schools as Promoters of Moral Judgment: The Essential Role of Teachers' Encouragement of Critical Thinking
ERIC Educational Resources Information Center
Weinstock, Michael; Assor, Avi; Broide, Galia
2009-01-01
The assumption that high level functioning is characterized by a great deal of autonomy is central to some major theories of moral development [Kohlberg (in T. Lickona (ed.) "Moral development and behavior: Theory, research and social issues," 1976); Piaget ("The moral judgment of the child", 1932)] and to the self-determination theory of…
Moral enhancement requires multiple virtues.
PubMed
Hughes, James J
2015-01-01
Some of the debates around the concept of moral enhancement have focused on whether the improvement of a single trait, such as empathy or intelligence, would be a good in general, or in all circumstances. All virtue theories, however, both secular and religious, have articulated multiple virtues that temper and inform one another in the development of a mature moral character. The project of moral enhancement requires a reengagement with virtue ethics and contemporary moral psychology to develop an empirically grounded model of the virtues and a fuller model of character development. Each of these virtues may be manipulable with electronic, psychopharmaceutical, and genetic interventions. A set of interdependent virtues is proposed, along with some of the research pointing to ways such virtues could be enhanced.
The role of self-regulatory efficacy, moral disengagement and guilt on doping likelihood: A social cognitive theory perspective.
PubMed
Ring, Christopher; Kavussanu, Maria
2018-03-01

Given the concern over doping in sport, researchers have begun to explore the role played by self-regulatory processes in the decision whether to use banned performance-enhancing substances. Grounded on Bandura's (1991) theory of moral thought and action, this study examined the role of self-regulatory efficacy, moral disengagement and anticipated guilt on the likelihood to use a banned substance among college athletes. Doping self-regulatory efficacy was associated with doping likelihood both directly (b = -.16, P < .001) and indirectly (b = -.29, P < .001) through doping moral disengagement. Moral disengagement also contributed directly to higher doping likelihood and lower anticipated guilt about doping, which was associated with higher doping likelihood. Overall, the present findings provide evidence to support a model of doping based on Bandura's social cognitive theory of moral thought and action, in which self-regulatory efficacy influences the likelihood to use banned performance-enhancing substances both directly and indirectly via moral disengagement.
Care theory and the ideal of neutrality in public moral discourse.
PubMed
Groenhout, R
1998-04-01
In this paper I argue that Care theory has the resources to offer an insightful and original theoretical perspective on issues in medical ethics. The paper begins with a discussion of the sort of theory Care is, and argues that it closely resembles virtue theory. After a discussion of common features of Care theories, I respond to a few of the criticisms that have been levied against the theory. The final section of the paper is a discussion of the question of neutrality in public moral discourse. Care theory is not a neutral theory with regard to questions of the nature of the good life for humans, but I argue that this should not preclude Care from playing a part in the public debate over policy decisions.
Some problems in use of the moral judgment test.
PubMed
Villegas de Posada, Cristina
2005-06-01
The Moral Judgment Test has been widely used in evaluation of moral development; however, it presents some problems related to the trait measured, reliability, and validity of its summary score (C-index). This index reflects consistency in moral judgment, but this construct is different from moral development as stated by Kohlberg. Therefore, users interested in the latter evaluation should refer to other indexes derived from the test. Some of the analyzed problems could be partially corrected with more theory and research on moral consistency as a component of moral competence.
How the First Year of College Influences Moral Reasoning Development for Students in Moral Consolidation and Moral Transition
ERIC Educational Resources Information Center
Mayhew, Matthew J.; Seifert, Tricia A.; Pascarella, Ernest T.
2012-01-01
Understanding the developmental issues first-time college students face is critical for scholars and educators interested in learning and development. This purpose of this study was to investigate the differential impact of first-year college experiences on the moral reasoning development of 1,469 students in moral transition versus those in moral…
Moral Development of Solo Juvenile Sex Offenders
ERIC Educational Resources Information Center
Van Vugt, Eveline; Stams, Geert Jan; Dekovic, Maja; Brugman, Daan; Rutten, Esther; Hendriks, Jan
2008-01-01
This study compared the moral development of solo juvenile male sex offenders (n = 20) and juvenile male non-offenders (n = 76), aged 13-19 years, from lower socioeconomic and educational backgrounds. The Moral Orientation Measure (MOM) was used to assess punishment- and victim-based moral orientation in sexual and non-sexual situations. Moral…
Religion as a resource for positive youth development: religion, social capital, and moral outcomes.
PubMed
Ebstyne King, Pamela; Furrow, James L
2004-09-01
Although existing literature demonstrates that developmental benefits are associated with religion for adolescents, little is understood about the dynamics of this relationship. Drawing on social capital theory, this study tested a conceptual model exploring socially embedded religious influences on moral outcomes. A three-dimensional model of social capital demonstrated how social interaction, trust, and shared vision enable social ties associated with religiousness to influence moral behavior. Structural equation modeling was used with data gathered from 735 urban youths to test a proposed model of the effects of religiousness on moral outcomes. Results suggested that religiously active youths report higher levels of social capital resources and that the influence of adolescent religiousness on moral outcomes was mediated through social capital resources. Suggestions for further research and implications for faith-based youth development organizations are considered. Copyright 2004 American Psychological Association
A Historical Overview and Contemporary Expansion of Psychological Theories of Determinism, Probabilistic Causality, Indeterminate Free Will, and Moral and Legal Responsibility
ERIC Educational Resources Information Center
Wilks, Duffy; Ratheal, Juli D'Ann
2009-01-01
The authors provide a historical overview of the development of contemporary theories of counseling and psychology in relation to determinism, probabilistic causality, indeterminate free will, and moral and legal responsibility. They propose a unique model of behavioral causality that incorporates a theory of indeterminate free will, a concept…
Effect of Training on Reasoning in Moral Choice.
ERIC Educational Resources Information Center
Kaplan, Martin F.
Moral development is viewed as a matter of progression in the cognitive reasoning and rationale underlying choices and judgments. Traditionally, retrospective reports of rationales have been used to measure moral development levels, resulting in unreliable information. Information Integration Theory attempts to assess individual differences in…
Moral decision-making and theory of mind in patients with idiopathic Parkinson's disease.
PubMed
Rosen, Jan B; Brand, Matthias; Polzer, Christin; Ebersbach, Georg; Kalbe, Elke
2013-09-01
Cognitive impairments in theory of mind (ToM), executive processing, and decision-making are frequent and highly relevant symptoms in patients with Parkinson's disease (PD). These functions have been related to moral decision-making. Their association to moral decision-making in PD, however, has not been studied yet. It was hypothesized that moral decisions in patients with PD differ from those in healthy control participants, and that more egoistic decisions are related to ToM as well as executive dysfunctions in patients with PD. Nineteen patients with PD and 20 healthy control participants were examined with an everyday moral decision-making task, comprised of 10 low and 10 high emotional forced-choice moral dilemma short stories with egoistic and altruistic options. All participants received an elaborate neuropsychological test battery. Electrodermal skin conductance responses were recorded to examine possible unconscious emotional reactions during moral decision-making. The groups performed comparably in total scores of moral decision-making. Although ToM did not differ between groups, it was inversely related to altruistic moral decisions in the healthy control group, but not in patients with PD. Executive functions were not related to moral decision-making. No differences were found for skin conductance responses, yet they differed from zero in both groups. Our findings indicate that moral decisions do not differ between patients with PD and healthy control participants. However, different underlying processes in both groups can be presumed. While healthy control participants seem to apply ToM to permit egoistic moral decisions in low emotional dilemmas, patients with PD seem to decide independently from ToM. These mechanisms as well as neuropsychological and neurophysiological correlates are discussed.
The moral development of medical students: a pilot study of the possible influence of medical education.
PubMed
Self, D J; Schrader, D E; Baldwin, D C; Wolinsky, F D
1993-01-01
Medicine endorses a code of ethics and encourages a high moral character among doctors. This study examines the influence of medical education on the moral reasoning and development of medical students. Kohlberg's Moral Judgment Interview was given to a sample of 20 medical students (41.7% of students in that class). The students were tested at the beginning and at the end of their medical course to determine whether their moral reasoning scores had increased to the same extent as other people who extend their formal education. It was found that normally expected increases in moral reasoning scores did not occur over the 4 years of medical education for these students, suggesting that their educational experience somehow inhibited their moral reasoning ability rather than facilitating it. With a range of moral reasoning scores between 315 and 482, the finding of a mean increase from first year to fourth year of 18.5 points was not statistically significant at the P < or = 0.05 level. Statistical analysis revealed no significant correlations at the P < or = 0.05 level between the moral reasoning scores and age, gender, Medical College Admission Test scores, or grade point average scores. Along with a brief description of Kohlberg's cognitive moral development theory, some interpretations and explanations are given for the findings of the study.
Children's giving: moral reasoning and moral emotions in the development of donation behaviors.
PubMed
Ongley, Sophia F; Nola, Marta; Malti, Tina
2014-01-01
This study investigated the role of moral reasoning and moral emotions (i.e., sympathy and guilt) in the development of young children's donating behavior (N = 160 4- and 8-year-old children). Donating was measured through children's allocation of resources (i.e., stickers) to needy peers and was framed as a donation to "World Vision." Children's sympathy was measured with both self- and primary caregiver-reports and participants reported their anticipation of guilt feelings following actions that violated prosocial moral norms, specifically the failure to help or share. Participants also provided justifications for their anticipated emotions, which were coded as representing moral or non-moral reasoning processes. Children's moral reasoning emerged as a significant predictor of donating behavior. In addition, results demonstrated significant developmental and gender effects, with 8-year-olds donating significantly more than 4-year-olds and 4-year-old girls making higher value donations than boys of the same age. We discuss donation behaviors within the broader context of giving and highlight the moral developmental antecedents of giving behaviors in childhood.
Impaired theory of mind for moral judgment in high-functioning autism.
PubMed
Moran, Joseph M; Young, Liane L; Saxe, Rebecca; Lee, Su Mei; O'Young, Daniel; Mavros, Penelope L; Gabrieli, John D
2011-02-15
High-functioning autism (ASD) is characterized by real-life difficulties in social interaction; however, these individuals often succeed on laboratory tests that require an understanding of another person's beliefs and intentions. This paradox suggests a theory of mind (ToM) deficit in adults with ASD that has yet to be demonstrated in an experimental task eliciting ToM judgments. We tested whether ASD adults would show atypical moral judgments when they need to consider both the intentions (based on ToM) and outcomes of a person's actions. In experiment 1, ASD and neurotypical (NT) participants performed a ToM task designed to test false belief understanding. In experiment 2, the same ASD participants and a new group of NT participants judged the moral permissibility of actions, in a 2 (intention: neutral/negative) × 2 (outcome: neutral/negative) design. Though there was no difference between groups on the false belief task, there was a selective difference in the moral judgment task for judgments of accidental harms, but not neutral acts, attempted harms, or intentional harms. Unlike the NT group, which judged accidental harms less morally wrong than attempted harms, the ASD group did not reliably judge accidental and attempted harms as morally different. In judging accidental harms, ASD participants appeared to show an underreliance on information about a person's innocent intention and, as a direct result, an overreliance on the action's negative outcome. These findings reveal impairments in integrating mental state information (e.g., beliefs, intentions) for moral judgment.
The Everyday Moral Judge - Autobiographical Recollections of Moral Emotions.
PubMed
Körner, André; Tscharaktschiew, Nadine; Schindler, Rose; Schulz, Katrin; Rudolph, Udo
2016-01-01

Moral emotions are typically elicited in everyday social interactions and regulate social behavior. Previous research in the field of attribution theory identified ought (the moral standard of a given situation or intended goal), goal-attainment (a goal can be attained vs. not attained) and effort (high vs. low effort expenditure) as cognitive antecedents of moral emotions. In contrast to earlier studies, mainly relying on thought experiments, we investigated autobiographical recollections of N = 312 participants by means of an online study. We analyzed a diverse range of moral emotions, i.e., admiration, anger, contempt, indignation, pride, respect, schadenfreude, and sympathy, by using a mixed-method approach. Qualitative and quantitative methods clearly corroborate the important role of ought, goal-attainment, and effort as eliciting conditions of moral emotions. Furthermore, we built categorical systems based on our participants' descriptions of real-life situations, allowing for more fine-grained distinctions between seemingly similar moral emotions. We thus identify additional prerequisites explaining more subtle differences between moral emotion clusters as they emerge from our analyses (i.e., cluster 1: admiration, pride, and respect; cluster 2: anger, contempt, and indignation; cluster 3: schadenfreude and sympathy). Results are discussed in the light of attributional theories of moral emotions, and implications for future research are derived.
Moral awareness and ethical predispositions: investigating the role of individual differences in the recognition of moral issues.
PubMed
Reynolds, Scott J
2006-01-01
The impact of the role of individual ethical predispositions, preferences for utilitarian and formalistic ideals, on managerial moral awareness was examined in 2 studies. Results suggested that a manager's ethical predispositions influence his or her responses to the characteristics of the moral issue. Both utilitarianism and formalism shaped moral awareness, but formalism demonstrated a greater capacity to do so in that formalists recognized both harm and the violation of a behavioral norm as indicators of the moral issue, whereas utilitarians responded only to harm. These findings provide support for the basic arguments underlying theories of moral development and offer several implications for the study and practice of moral awareness in organizations. (c) 2006 APA, all rights reserved.
Moral counselling: a method in development.
PubMed
de Groot, Jack; Leget, Carlo
2011-01-01
This article describes a method of moral counselling developed in the Radboud University Medical Centre Nijmegen (The Netherlands). The authors apply insights of Paul Ricoeur to the non-directive counselling method of Carl Rogers in their work of coaching patients with moral problems in health care. The developed method was shared with other health care professionals in a training course. Experiences in the course and further practice led to further improvement of the method.
Measuring Moral Thinking from a Neo-Kohlbergian Perspective
ERIC Educational Resources Information Center
Thoma, Stephen J.
2014-01-01
The neo-Kohlbergian model revises and extends Lawrence Kohlberg's model of moral reasoning development to better reflect advances in research and theory. In moving from Kohlberg's global stage model to a multi-process description of moral functioning, these modifications are most evident in the ways in which moral thinking is described,…

Moral Development. Proceedings of the 1974 ETS Invitational Conference.
ERIC Educational Resources Information Center
Educational Testing Service, Princeton, NJ.
The proceedings of the 1974 Educational Testing Service Invitational Conference on Moral Development are included in this document. Six presentations cover a wide range of topics concerning the nature of moral development, the predominant educational philosophies in the schools, the distinctions between cognitive understanding of moral dilemmas…
Functional and clinical neuroanatomy of morality.
PubMed
Fumagalli, Manuela; Priori, Alberto
2012-07-01
Morality is among the most sophisticated features of human judgement, behaviour and, ultimately, mind. An individual who behaves immorally may violate ethical rules and civil rights, and may threaten others' individual liberty, sometimes becoming violent and aggressive. In recent years, neuroscience has shown a growing interest in human morality, and has advanced our understanding of the cognitive and emotional processes involved in moral decisions, their anatomical substrates and the neurology of abnormal moral behaviour. In this article, we review research findings that have provided a key insight into the functional and clinical neuroanatomy of the brain areas involved in normal and abnormal moral behaviour. The 'moral brain' consists of a large functional network including both cortical and subcortical anatomical structures. Because morality is a complex process, some of these brain structures share their neural circuits with those controlling other behavioural processes, such as emotions and theory of mind. Among the anatomical structures implicated in morality are the frontal, temporal and cingulate cortices. The prefrontal cortex regulates activity in subcortical emotional centres, planning and supervising moral decisions, and when its functionality is altered may lead to impulsive aggression. The temporal lobe is involved in theory of mind and its dysfunction is often implicated in violent psychopathy. The cingulate cortex mediates the conflict between the emotional and the rational components of moral reasoning. Other important structures contributing to moral behaviour include the subcortical nuclei such as the amygdala, hippocampus and basal ganglia. Brain areas participating in moral processing can be influenced also by genetic, endocrine and environmental factors. Hormones can modulate moral behaviour through their effects on the brain. Finally, genetic polymorphisms can predispose to aggressivity and violence, arguing for a genetic
Moral panic, moral regulation, and the civilizing process.
PubMed
Hier, Sean
2016-09-01
This article compares two analytical frameworks ostensibly formulated to widen the focus of moral panic studies. The comparative analysis suggests that attempts to conceptualize moral panics in terms of decivilizing processes have neither substantively supplemented the explanatory gains made by conceptualizing moral panic as a form of moral regulation nor provided a viable alternative framework that better explains the dynamics of contemporary moral panics. The article concludes that Elias's meta-theory of the civilizing process potentially provides explanatory resources to investigate a possible historical-structural shift towards the so-called age of (a)moral panic; the analytical demands of such a project, however, require a sufficiently different line of inquiry than the one encouraged by both the regulatory and decivilizing perspectives on moral panic. © London School of Economics and Political Science 2016.
Current Research on Moral Education and Development in Europe
ERIC Educational Resources Information Center
Ferguson, Neil
2006-01-01
The Moral and Social Action Interdisciplinary Colloquium (MOSAIC) is an international multidisciplinary network of scholars working within the fields of the philosophy, psychology and sociology of moral development, moral education and moral thought. MOSAIC runs an annual conference, traditionally in June or July. This conference attracts an…
The Relation of Moral Judgment Development and Educational Experience to Recall of Moral Narratives and Expository Texts

ERIC Educational Resources Information Center
Narvaez, Darcia; Gleason, Tracy
2007-01-01
Moral text processing was used as an ecologically valid method for assessing implicit and explicit moral understanding and development. The authors tested undergraduates, seminarians, and graduate students in political science and philosophy for recall of moral narratives and moral expository texts. Multivariate analyses of covariance using…
Common law morality.
PubMed
Arras, John D
1990-01-01
Arras reviews A.R. Jonsen and S. Toulmin's The Abuse of Casuistry: A History of Moral Reasoning (University of California Press; 1988). Jonsen and Toulmin, both of whom worked with the federal National Commission for the Protection of Human Subjects, critique the role of ethical theory in practical deliberation and attack the belief that moral theories are "universal, mutually exclusive sources of...ethical truth." They argue that "all genuine ethics is already concrete and particular," and champion casuistical reasoning with its emphasis on particularity and practical judgment. Arras find The Abuse of Casuistry to be "a fascinating and thought-provoking study of moral methodology that will enrich our understanding of moral reasoning and quicken the ongoing debate over the appropriate role of ethical theory in bioethical analysis." He questions, however, the authors' faith in casuistry as the means to achieve social consensus on biomedical controversies.
Empirical data and moral theory. A plea for integrated empirical ethics.
PubMed
Molewijk, Bert; Stiggelbout, Anne M; Otten, Wilma; Dupuis, Heleen M; Kievit, Job
2004-01-01
Ethicists differ considerably in their reasons for using empirical data. This paper presents a brief overview of four traditional approaches to the use of empirical data: "the prescriptive applied ethicists," "the theorists," "the critical applied ethicists," and "the particularists." The main aim of this paper is to introduce a fifth approach of more recent date (i.e. "integrated empirical ethics") and to offer some methodological directives for research in integrated empirical ethics. All five approaches are presented in a table for heuristic purposes. The table consists of eight columns: "view on distinction descriptive-prescriptive sciences," "location of moral authority," "central goal(s)," "types of normativity," "use of empirical data," "method," "interaction empirical data and moral theory," and "cooperation with descriptive sciences." Ethicists can use the table in order to identify their own approach. Reflection on these issues prior to starting research in empirical ethics should lead to harmonization of the different scientific disciplines and effective planning of the final research design. Integrated empirical ethics (IEE) refers to studies in which ethicists and descriptive scientists cooperate together continuously and intensively. Both disciplines try to integrate moral theory and empirical data in order to reach a normative conclusion with respect to a specific social practice. IEE is not wholly prescriptive or wholly descriptive since IEE assumes an interdepence between facts and values and between the empirical and the normative. The paper ends with three suggestions for consideration on some of the future challenges of integrated empirical ethics.
The Everyday Moral Judge – Autobiographical Recollections of Moral Emotions
PubMed Central
Tscharaktschiew, Nadine; Schindler, Rose; Schulz, Katrin; Rudolph, Udo
2016-01-01
Moral emotions are typically elicited in everyday social interactions and regulate social behavior. Previous research in the field of attribution theory identified ought (the moral standard of a given situation or intended goal), goal-attainment (a goal can be attained vs. not attained) and effort (high vs. low effort expenditure) as cognitive antecedents of moral emotions. In contrast to earlier studies, mainly relying on thought experiments, we investigated autobiographical recollections of N = 312 participants by means of an online study. We analyzed a diverse range of moral emotions, i.e., admiration, anger, contempt, indignation, pride, respect, schadenfreude, and sympathy, by using a mixed-method approach. Qualitative and quantitative methods clearly corroborate the important role of ought, goal-attainment, and effort as eliciting conditions of moral emotions. Furthermore, we built categorical systems based on our participants’ descriptions of real-life situations, allowing for more fine-grained distinctions between seemingly similar moral emotions. We thus identify additional prerequisites explaining more subtle differences between moral emotion clusters as they emerge from our analyses (i.e., cluster 1: admiration, pride, and respect; cluster 2: anger, contempt, and indignation; cluster 3: schadenfreude and sympathy). Results are discussed in the light of attributional theories of moral emotions, and implications for future research are derived. PMID:27977699
Moral agency, moral worth and the question of double standards in medical research in developing countries.
PubMed
Tangwa, G B
2001-11-01
International regulations governing medical research, healthcare and medical practice, are, obviously, meant to be guidelines and not detailed procedural rules of thumb that can be applied unreflectively without any danger of doing moral wrong. Moreover, such regulations are meant to apply internationally, and no set of straight-jacketed rules of thumb can conceivably apply to all societies and communities of the world, extremely diverse and differently situated as they are. The mark of a good international guideline or regulation, in my view, is that it should provide a clear principle of action that applies equally to all global communities and societies without seeking to foist the particular or momentary moral dilemmas, quandaries, obsessions and preoccupations of some on all. In this paper, I propose to argue that, because moral obligations are obligations only from the point of view of a particular moral agent, we should avoid making the peculiar problems of any particular moral agent(s) the obsessive concern of all moral agents, and that we need, in particular, to make appropriate distinctions between the ethics of developed world research in the developing world, collaborative or cooperative research between the developed and developing worlds, developed world research in the developed world and developing world research in the developing world. A consequence of looking at things this way is that, while it should be clear that there are ethical concerns, imperatives and obligations at all levels, different standards may and, in fact, cannot but be applied in different contexts at different levels, without resorting to the use of double standards, which can never be morally justified. Finally, I venture to propose a formula for a solemn pledge of moral integrity and noble intent, from the perspective of the agent, that is to say, the investigator, sponsor and funder of any research, to complement and balance the widely accepted informed consent requirement
Children’s giving: moral reasoning and moral emotions in the development of donation behaviors
PubMed Central
Ongley, Sophia F.; Nola, Marta; Malti, Tina
2014-01-01
This study investigated the role of moral reasoning and moral emotions (i.e., sympathy and guilt) in the development of young children’s donating behavior (N = 160 4- and 8-year-old children). Donating was measured through children’s allocation of resources (i.e., stickers) to needy peers and was framed as a donation to “World Vision.” Children’s sympathy was measured with both self- and primary caregiver-reports and participants reported their anticipation of guilt feelings following actions that violated prosocial moral norms, specifically the failure to help or share. Participants also provided justifications for their anticipated emotions, which were coded as representing moral or non-moral reasoning processes. Children’s moral reasoning emerged as a significant predictor of donating behavior. In addition, results demonstrated significant developmental and gender effects, with 8-year-olds donating significantly more than 4-year-olds and 4-year-old girls making higher value donations than boys of the same age. We discuss donation behaviors within the broader context of giving and highlight the moral developmental antecedents of giving behaviors in childhood. PMID:24904474
Gilligan Revisited: Methodological Issues in the Study of Gender and Moral Development.
ERIC Educational Resources Information Center
Dickey, Barbara; And Others
A study examined Carol Gilligan's theory of moral reasoning, seeking evidence to either support or deny the claim that individuals primarily use one of two different sets of sex-related constructs to arrive at decisions when faced with moral dilemmas. Subjects, 20 young lawyers and psychologists (equally divided as to men and women), were…
Four Levels of Moral Conflict in ISD
NASA Astrophysics Data System (ADS)
Vartiainen, Tero
This study introduces a literature-based classification of moral conflicts in information systems development (ISD). The classification describes what moral conflicts an IS professional confronts in ISD as a whole and includes intentional, functional, managerial, and societal levels. The internal structure of moral conflicts is exemplified by means of a philosophical and a business ethics theory. The limitations of the study are considered and practical implications for the teaching of computer ethics are discussed.
On Shermer on morality.
PubMed
Miller, Christian B
2016-11-01
This is my critical commentary on Michael Shermer's paper "Morality is real, objective, and natural." Shermer and I agree that morality is both real and objective. Here I raise serious reservations about both Shermer's account of where morality comes from and his account of what morality tells us to do. His approach to the foundations of morality would allow some very disturbing behaviors to count as moral, and his approach to what morality says does not provide the action guidance we need from a moral theory. © 2016 New York Academy of Sciences.
The Relationship between Moral Decision Making and Patterns of Consolidation and Transition in Moral Judgment Development.

ERIC Educational Resources Information Center
Thoma, Stephen J.; Rest, James R.
1999-01-01
Assessed the relationship between a measure of consolidation and transition in moral-judgment development and utility of moral concepts in sociomoral decision making in multiple cross-sectional and longitudinal samples. Found that participants' reliance on a Kohlbergian moral framework was highest during periods of consolidation and lowest during…
The dual moral self: moral centrality and internal moral motivation.
PubMed
Krettenauer, Tobias
2011-01-01
In this study, the relationship between two aspects of the moral self, moral centrality and internal moral motivation, was analyzed. It is argued that these 2 aspects are conceptually distinct but nonetheless empirically related. Based on a cross-sectional study of 205 adolescents (M age = 14.83 years, SD = 2.21 years) it was found that moral centrality and internal moral motivation, even though substantially correlated, interacted in predicting moral emotion expectancies. Even though moral centrality was unrelated to adolescents' age it predicted a longitudinal increase in internal moral motivation over a 1-year interval. Overall, the findings call for a differentiation of moral centrality and internal moral motivation as 2 distinct but interrelated aspects of moral self-development that follow different developmental trajectories and are differentially related to age. At the same time, the study points out that adolescence may be less important for the development of the moral self than commonly assumed.
Integrating Moral and Social Development within Middle School Social Studies: A Social Cognitive Domain Approach
ERIC Educational Resources Information Center
Nucci, Larry; Creane, Michael W.; Powers, Deborah W.
2015-01-01
Eleven teachers and 254 urban middle-school students comprised the sample of this study examining the social and moral development outcomes of the integration of social cognitive domain theory within regular classroom instruction. Participating teachers were trained to construct and implement history lessons that stimulated students' moral…
Personality Correlates of Moral Reasoning: A Preliminary Report.
ERIC Educational Resources Information Center
Lifton, Peter D.
Although psychologists often disagree over the definition, underlying process, and methodology associated with the study of moral development, they agree that differences disappear among individuals possessing a similar type of reasoning. To study individual personality differences among people identified as moral by the theories of Kohlberg,…
Exploring the Role of Theory of Mind in Moral Judgment: The Case of Children with Autism Spectrum Disorder.
PubMed
Fadda, Roberta; Parisi, Marinella; Ferretti, Luca; Saba, Gessica; Foscoliano, Maria; Salvago, Azzurra; Doneddu, Giuseppe
2016-01-01
This paper adds to the growing research on moral judgment (MJ) by considering whether theory of mind (ToM) might foster children's autonomous MJ achievement. A group of 30 children with autism spectrum disorder (ASD) was compared in MJ and ToM with 30 typically developing (TD) children. Participants were tested for MJ with a classical Piaget's task and for ToM with a second order False Belief task. In the moral task, children were told two versions of a story: in one version the protagonist acted according to a moral intention but the action resulted in a harmful consequence; in the other version the protagonist acted according to an immoral intention, but the action resulted in a harmless consequence. Children were asked which of the two protagonists was the "naughtier." In line with previous studies, the results indicated that, while the majority of TD participants succeeded in the second order False Belief task, only few individuals with ASD showed intact perspective taking abilities. The analysis of the MJ in relation to ToM showed that children with ASD lacking ToM abilities judged guilty the protagonists of the two versions of the story in the moral task because both of them violated a moral rule or because they considered the consequences of the actions, ignoring any psychological information. These results indicate a heteronomous morality in individuals with ASD, based on the respect of learned moral rules and outcomes rather than others' subjective states.
Toward a Holistic Framework for Moral Education
ERIC Educational Resources Information Center
Clarken, Rodney H.
2007-01-01
Society is in turmoil that can be termed a moral crisis the result of dogmatic materialistic worldviews. A more holistic framework for moral development based on the tripartite theory that considers cognitive, affective and conative domains and capacities is presented along with some guiding principles as an answer to the needs of the modern…
Analyzing Cultural Artifacts for the Introduction, Perpetuation, or Reinforcement of Moral Ideals
ERIC Educational Resources Information Center
Williams, Jennifer
2013-01-01
The development and socialization of morals is a complex concept for students studying ethics. To help students understand the role social learning theory plays in the development of morality, an activity was created focusing on cultural artifacts and their introduction, perpetuation, and/or reinforcement of morality. The aim of this assignment is…

Research ethics and Institutional Review Boards. The influence of moral constraints on emotion research.
PubMed
Sontag, Michael
2012-01-01
Researchers in the twenty-first century face a set of challenges unknown to researchers a half century ago--the need to justify the moral acceptability of their research methods through formal review processes. However, the role that moral constraints play in the development and demise of scientific theories has largely gone unappreciated. The rise of Institutional Review Boards (IRB) in the 1960s compounded the impact of moral constraints on scientific research and on the theories that develop out of such highly monitored research. To demonstrate the effects of moral constraints on scientific theory and research, this paper offers a history and analysis of the interaction between evolving moral standards and twentieth century emotion theory. Recommendations regarding IRB reform are also reviewed. The paper concludes by arguing that, while appropriate IRB reform is important, it cannot eliminate the need for careful reflection on the broader forces that shape scientific practice and understanding.
Wrongness in different relationships: Relational context effects on moral judgment.
PubMed
Simpson, Ain; Laham, Simon M; Fiske, Alan Page
2016-01-01
Morality primarily serves social-relational functions. However, little research in moral psychology investigates how relational factors impact moral judgment, and a theoretically grounded approach to such investigations is lacking. We used Relational Models Theory and Moral Foundations Theory to explore how varying actor-victim relationships impacts judgment of different types of moral violations. Across three studies, using a diverse range of moral violations and varying the experimental design, relational context substantially influenced third-party judgment of moral violations, and typically independent of several factors strongly associated with moral judgment. Results lend novel but mixed support to Relationship Regulation Theory and provide some novel implications for Moral Foundations Theory. These studies highlight the importance of relational factors in moral psychology and provide guidelines for exploring how relational factors might shape moral judgment.
Transformational leadership and moral reasoning.
PubMed
Turner, Nick; Barling, Julian; Epitropaki, Olga; Butcher, Vicky; Milner, Caroline
2002-04-01
Terms such as moral and ethical leadership are used widely in theory, yet little systematic research has related a sociomoral dimension to leadership in organizations. This study investigated whether managers' moral reasoning (n = 132) was associated with the transformational and transactional leadership behaviors they exhibited as perceived by their subordinates (n = 407). Managers completed the Defining Issues Test (J. R. Rest, 1990), whereas their subordinates completed the Multifactor Leadership Questionnaire (B. M. Bass & B. J. Avolio, 1995). Analysis of covariance indicated that managers scoring in the highest group of the moral-reasoning distribution exhibited more transformational leadership behaviors than leaders scoring in the lowest group. As expected, there was no relationship between moral-reasoning group and transactional leadership behaviors. Implications for leadership development are discussed.
Moral Judgment Development across Cultures: Revisiting Kohlberg's Universality Claims
ERIC Educational Resources Information Center
Gibbs, John C.; Basinger, Karen S.; Grime, Rebecca L.; Snarey, John R.
2007-01-01
This article revisits Kohlberg's cognitive developmental claims that stages of moral judgment, facilitative processes of social perspective-taking, and moral values are commonly identifiable across cultures. Snarey [Snarey, J. (1985). "The cross-cultural universality of social-moral development: A critical review of Kohlbergian research."…
Moral Development and Education. Professional Education Series.
ERIC Educational Resources Information Center
Forisha, Bill E.; Forisha, Barbara E.

Problems of providing effective training for moral development are discussed. Intended for teachers, parents, and education students, the book lends itself easily to application in the classroom. The book is presented in three sections. Section I provides a historical and philosophical perspective on the need for moral education and on basic…
Caught in a Narrow Kantian Perception of Prosocial Development: Reactions to Campbell and Christopher's Critique of Moral Development Theory.
ERIC Educational Resources Information Center
Eisenberg, Nancy
1996-01-01
Discusses the limitations of Campbell and Christopher's literature on moral development and altruism, claiming that the authors based some of their conclusions on questionable definitions, incorrect assumptions about others' assertions and beliefs, and reference to a limited portion of prosocial behavior. Suggests that Kantian presuppositions play…
Moral Identity Predicts Doping Likelihood via Moral Disengagement and Anticipated Guilt.
PubMed
Kavussanu, Maria; Ring, Christopher
2017-08-01
In this study, we integrated elements of social cognitive theory of moral thought and action and the social cognitive model of moral identity to better understand doping likelihood in athletes. Participants (N = 398) recruited from a variety of team sports completed measures of moral identity, moral disengagement, anticipated guilt, and doping likelihood. Moral identity predicted doping likelihood indirectly via moral disengagement and anticipated guilt. Anticipated guilt about potential doping mediated the relationship between moral disengagement and doping likelihood. Our findings provide novel evidence to suggest that athletes, who feel that being a moral person is central to their self-concept, are less likely to use banned substances due to their lower tendency to morally disengage and the more intense feelings of guilt they expect to experience for using banned substances.
'Nothing is so soon forgot as pain': Reading Agony in Adam Smith's The Theory of Moral Sentiments.
PubMed
Franson, Craig
2014-01-01
Giving a rigorous philosophical explanation to the imagination's role in sympathy, Adam Smith's The Theory of Moral Sentiments became a central text in Romantic aesthetics. It not only justified the age's vogue for making suffering an object of artistic pleasure, it treated suffering's affectivity as the very foundation of society. Depicting agony as a spectacle to be read by others, Smith transformed morality into rhetoric, making human subjects into readers of a sentimentalised, textual world. Yet Smith's work restricted the bonds of sympathy, too, following established distinctions between mind and body that helped him to exclude physical pain from sympathetic response. This essay looks to Smith's context in the overlapping philosophical and medical discourses of the Scottish Enlightenment, exploring his moral theory's resonance with the nerve theories of Robert Whytt and William Cullen, then the leading figures in Scotland's rising medical community. Deepening our understanding of Smith's probable sources, it reframes Smith's intellectual and ideological legacy, foregrounding some of the ambivalent cultural and political implications of Smith's troubling censure of physical pain.
Motivation, Satisfaction, and Morale in Army Careers: A Review of Theory and Measurement. Final Report.
ERIC Educational Resources Information Center
Motowidlo, Stephan J.; And Others
This report reviews and relates to each other the major concepts and theories that differentiate and define the constructs of motivation, satisfaction, and morale. It also describes and summarizes the potentialities of instruments and methods for measuring these concepts, with the focus on those theories and instruments most likely to be usefully…
Unifying Kohlberg with Information Integration: The Moral Algebra of Recompense and of Kohlbergian Moral Informers
ERIC Educational Resources Information Center
Hommers, Wilfried; Lee, Wha-Yong
2010-01-01
In order to unify two major theories of moral judgment, a novel task is employed which combines elements of Kohlberg's stage theory and of the theory of information integration. In contrast to the format of Kohlberg's moral judgment interview, a nonverbal and quantitative response which makes low demands on verbal facility was used. Moral…
Higher Education, Knowledge for Its Own Sake, and an African Moral Theory
ERIC Educational Resources Information Center
Metz, Thaddeus
2009-01-01

I seek to answer the question of whether publicly funded higher education ought to aim intrinsically to promote certain kinds of "blue-sky" knowledge, knowledge that is unlikely to result in "tangible" or "concrete" social benefits such as health, wealth and liberty. I approach this question in light of an African moral theory, which contrasts…
Common morality: comment on Beauchamp and Childress.
PubMed
Rauprich, Oliver
2008-01-01
The notion of common morality plays a prominent role in some of the most influential theories of biomedical ethics. Here, I focus on Beauchamp and Childress's models in the fourth and fifth edition of Principles of Biomedical Ethics as well as on a revision that Beauchamp proposed in a recent article. Although there are significant differences in these works that require separate analysis, all include a role for common morality as starting point and normative framework for theory construction in combination with a coherence theory of moral justification. I defend to some extent the existence and empirical significance of common morality, as delineated by Beauchamp and Childress in different versions, but criticize its normative role. It is neither convincing as a moral foundation nor well compatible with a standard coherentist justification. I suggest that the authors should give up the foundational account for a more modest account of common morality as resource of well-established moral insights and experiences, which have proved generally valid but neither sufficient nor infallible. Beauchamp's latest proposal appears as a step in this direction; indeed, it may be the beginning of the end of his common-morality theory.
Exploring the Role of Theory of Mind in Moral Judgment: The Case of Children with Autism Spectrum Disorder
PubMed Central
Fadda, Roberta; Parisi, Marinella; Ferretti, Luca; Saba, Gessica; Foscoliano, Maria; Salvago, Azzurra; Doneddu, Giuseppe
2016-01-01
This paper adds to the growing research on moral judgment (MJ) by considering whether theory of mind (ToM) might foster children’s autonomous MJ achievement. A group of 30 children with autism spectrum disorder (ASD) was compared in MJ and ToM with 30 typically developing (TD) children. Participants were tested for MJ with a classical Piaget’s task and for ToM with a second order False Belief task. In the moral task, children were told two versions of a story: in one version the protagonist acted according to a moral intention but the action resulted in a harmful consequence; in the other version the protagonist acted according to an immoral intention, but the action resulted in a harmless consequence. Children were asked which of the two protagonists was the “naughtier.” In line with previous studies, the results indicated that, while the majority of TD participants succeeded in the second order False Belief task, only few individuals with ASD showed intact perspective taking abilities. The analysis of the MJ in relation to ToM showed that children with ASD lacking ToM abilities judged guilty the protagonists of the two versions of the story in the moral task because both of them violated a moral rule or because they considered the consequences of the actions, ignoring any psychological information. These results indicate a heteronomous morality in individuals with ASD, based on the respect of learned moral rules and outcomes rather than others’ subjective states. PMID:27148131
Moral Reasoning and Religious Belief: Does Content Influence Structure?
ERIC Educational Resources Information Center
Norman, Antony D.; Richards, Herbert C.; Bear, George G.
1998-01-01
Studies the inference from Kohlbergian theory that content and structure in moral development are independent. Administered Kohlberg's moral dilemmas of life versus law, punishment versus conscience, and authority versus contract. Finds differences in choices and reasoning between students in private Christian schools and public schools, as well…
Biases in children's and adults' moral judgments.
PubMed
Powell, Nina L; Derbyshire, Stuart W G; Guttentag, Robert E
2012-09-01
Two experiments examined biases in children's (5/6- and 7/8-year-olds) and adults' moral judgments. Participants at all ages judged that it was worse to produce harm when harm occurred (a) through action rather than inaction (omission bias), (b) when physical contact with the victim was involved (physical contact principle), and (c) when the harm was produced as a direct means to an end rather than as an unintended but foreseeable side effect of the action (intention principle). The youngest participants, however, did not incorporate benefit when making judgments about situations in which harm to one individual resulted in benefit to five individuals. Older participants showed some preference for benefit resulting from action (commission) as opposed to inaction (omission). The findings are discussed in the context of the theory that moral judgments result, in part, from the operation of an inherent, intuitive moral faculty compared with the theory that moral judgments require development of necessary cognitive abilities. Copyright © 2012 Elsevier Inc. All rights reserved.
Selective Ethics and Integrity: Moral Development and Prison Education.
ERIC Educational Resources Information Center
Duguid, Stephen
1986-01-01
A case exists for there being a moral dimension to prison education and a case against moral education programs in prison. The argument is made that prisoners are one part of a large group of citizens who suffer from uneven development in the cognitive and moral realms due to biographical and structural factors. (Author/CT)
Moral psychology is relationship regulation: moral motives for unity, hierarchy, equality, and proportionality.
PubMed
Rai, Tage Shakti; Fiske, Alan Page
2011-01-01
Genuine moral disagreement exists and is widespread. To understand such disagreement, we must examine the basic kinds of social relationships people construct across cultures and the distinct moral obligations and prohibitions these relationships entail. We extend relational models theory (Fiske, 1991) to identify 4 fundamental and distinct moral motives. Unity is the motive to care for and support the integrity of in-groups by avoiding or eliminating threats of contamination and providing aid and protection based on need or empathic compassion. Hierarchy is the motive to respect rank in social groups where superiors are entitled to deference and respect but must also lead, guide, direct, and protect subordinates. Equality is the motive for balanced, in-kind reciprocity, equal treatment, equal say, and equal opportunity. Proportionality is the motive for rewards and punishments to be proportionate to merit, benefits to be calibrated to contributions, and judgments to be based on a utilitarian calculus of costs and benefits. The 4 moral motives are universal, but cultures, ideologies, and individuals differ in where they activate these motives and how they implement them. Unlike existing theories (Haidt, 2007; Hauser, 2006; Turiel, 1983), relationship regulation theory predicts that any action, including violence, unequal treatment, and "impure" acts, may be perceived as morally correct depending on the moral motive employed and how the relevant social relationship is construed. This approach facilitates clearer understanding of moral perspectives we disagree with and provides a template for how to influence moral motives and practices in the world.
Moral development in context: Associations of neighborhood and maternal discipline with preschoolers' moral judgments.
PubMed
Ball, Courtney L; Smetana, Judith G; Sturge-Apple, Melissa L; Suor, Jennifer H; Skibo, Michael A
2017-10-01
Associations among moral judgments, neighborhood risk, and maternal discipline were examined in 118 socioeconomically diverse preschoolers (Mage = 41.84 months, SD = 1.42). Children rated the severity and punishment deserved for 6 prototypical moral transgressions entailing physical and psychological harm and unfairness. They also evaluated 3 criteria for assessing maturity in moral judgments: whether acts were considered wrong regardless of rules and wrong independent of authority, as well as whether moral rules were considered unacceptable to alter (collectively called criterion judgments). Mothers reported on their socioeconomic status, neighborhood characteristics and risk, and consistency of discipline; harsh maternal discipline was observed during a mother-child clean-up task. Structural equation modeling indicated that greater neighborhood risk was associated with less mature criterion judgments and ratings that transgressions were less serious and less deserving of punishment, particularly for children who were disciplined less harshly. Although harsh maternal discipline was associated with children's ratings of moral transgressions as more serious and deserving of punishment, this effect for severity judgments was more pronounced when mothers were inconsistent versus consistent in applying harsh discipline. Preschoolers who received consistent harsh discipline had less sophisticated moral criterion judgments than their less consistently or harshly disciplined peers. Results demonstrate the importance of social contexts in preschoolers' developing moral judgments. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Emile's Moral Development. A Rousseauan Perspective on Kohlberg.
ERIC Educational Resources Information Center
Simpson, Evan
1983-01-01
Uses Rousseau's "Emile" to explicate Kohlberg's characterization of moral development and to illuminate several theoretical problems in Kohlberg's cognitive-developmental account. Analysis supports contentions that Kohlberg's concept of morality is unduly narrow and suggests that his one-sidedly rationalistic approach exaggerates the…
Supporting the Moral Development of Medical Students
PubMed Central
Branch, William T
2000-01-01
Philosophers who studied moral development have found that individuals normally progress rapidly in early adulthood from a conventional stage in which they base behavior on the norms and values of those around them to a more principled stage where they identify and attempt to live by personal moral values. Available data suggest that many medical students, who should be in this transition, show little change in their moral development. Possibly, this relates to perceived pressures to conform to the informal culture of the medical wards. Many students experience considerable internal dissidence as they struggle to accommodate personal values related to empathy, care, and compassion to their clinical training. Educational interventions that positively influence this process have established regular opportunities for critical reflection by the students in small groups. Other interventions include faculty development to enhance role modeling and feedback by clinical faculty. The author espouses more widespread adoption of these educational interventions. PMID:10940138

On the Necessary Relation between Moral Development and Worldview
ERIC Educational Resources Information Center
Frisancho, Susana; Delgado, Guillermo Enrique
2016-01-01
In this article we elaborate on the relationship between morality, moral development, moral education and capitalism. Based on Narvaez's (EJ1111256) correct critique of the Western way of life, which is destroying the environment and may one day lead to extinction of life on Earth, we argue that this critique should not be stripped of its…
On Dual Processing and Heuristic Approaches to Moral Cognition
ERIC Educational Resources Information Center
Lapsley, Daniel K.; Hill, Patrick L.
2008-01-01
We examine the implications of dual-processing theories of cognition for the moral domain, with particular emphasis upon "System 1" theories: the Social Intuitionist Model (Haidt), moral heuristics (Sunstein), fast-and-frugal moral heuristics (Gigerenzer), schema accessibility (Lapsley & Narvaez) and moral expertise (Narvaez). We argue that these…
Arrested development: early prefrontal lesions impair the maturation of moral judgement.
PubMed
Taber-Thomas, Bradley C; Asp, Erik W; Koenigs, Michael; Sutterer, Matthew; Anderson, Steven W; Tranel, Daniel
2014-04-01
Learning to make moral judgements based on considerations beyond self-interest is a fundamental aspect of moral development. A deficit in such learning is associated with poor socialization and criminal behaviour. The neural systems required for the acquisition and maturation of moral competency are not well understood. Here we show in a unique sample of neurological patients that focal lesions involving ventromedial prefrontal cortex, acquired during development, result in an abnormally egocentric pattern of moral judgement. In response to simple hypothetical moral scenarios, the patients were more likely than comparison participants to endorse self-interested actions that involved breaking moral rules or physically harming others in order to benefit themselves. This pattern (which we also found in subjects with psychopathy) differs from that of patients with adult-onset ventromedial prefrontal cortex lesions--the latter group showed normal rejection of egocentric rule violations. This novel contrast of patients with ventromedial prefrontal cortex lesions acquired during development versus during adulthood yields new evidence suggesting that the ventromedial prefrontal cortex is a critical neural substrate for the acquisition and maturation of moral competency that goes beyond self-interest to consider the welfare of others. Disruption to this affective neural system early in life interrupts moral development.
Moral Law and Moral Education: Defending Kantian Autonomy
ERIC Educational Resources Information Center
Johnston, James Scott
2007-01-01
In this paper, I examine why Kantian ethics has had such a hard time of it. I look at readings of Kant's moral theory that have had great force in the 20th century and conclude that these have much to do with an ensuing confusion, which has led to charges of rigidity, formality and severity. Then I demonstrate that when we make moral judgements we…
Moral imperialism and multi-centric clinical trials in peripheral countries.
PubMed
Garrafa, Volnei; Lorenzo, Claudio
2008-10-01
Moral imperialism is expressed in attempts to impose moral standards from one particular culture, geopolitical region or culture onto other cultures, regions or countries. Examples of Direct Moral Imperialism can be seen in various recurrent events involving multi-centric clinical trials promoted by developed (central) countries in poor and developing (peripheral) countries, particularly projects related to the theory of double standards in research. After the WMA General Assembly refused to change the Helsinki Declaration - which would have given moral recognition to the above mentioned theory - the USA abandoned the declaration and began to promote regional seminars in peripheral countries with the aim of "training" researchers on ethical perspectives that reflect America's best interests. Individuals who received such training became transmitters of these central countries' ideas across the peripheral countries, representing a form of Indirect Moral Imperialism. The paper proposes the establishment of regulatory and social control systems for clinical trials implemented in peripheral countries, through the formulation of ethical norms that reflect the specific contexts of these countries, along with the drawing up and validation of their own national norms.
Culture and the quest for universal principles in moral reasoning.
PubMed
Sachdeva, Sonya; Singh, Purnima; Medin, Douglas
2011-06-01
The importance of including cultural perspectives in the study of human cognition has become apparent in recent decades, and the domain of moral reasoning is no exception. The present review focuses on moral cognition, beginning with Kohlberg's model of moral development which relies heavily on people's justifications for their judgments and then shifting to more recent theories that rely on rapid, intuitive judgments and see justifications as more or less irrelevant to moral cognition. Despite this dramatic shift, analyses of culture and moral decision-making have largely been framed as a quest for and test of universal principles of moral judgment. In this review, we discuss challenges that remain in trying to understand crosscultural variability in moral values and the processes that underlie moral cognition. We suggest that the universalist framework may lead to an underestimation of the role of culture in moral reasoning. Although the field has made great strides in incorporating more and more cultural perspectives in order to understand moral cognition, theories of moral reasoning still do not allow for substantial variation in how people might conceptualize the domain of the moral. The processes that underlie moral cognition may not be a human universal in any simple sense, because moral systems may play different roles in different cultures. We end our review with a discussion of work that remains to be done to understand cultural variation in the moral domain.
Health and morality: two conceptually distinct categories?
PubMed
Tengland, Per-Anders
2012-03-01
When seeing immoral actions, criminal or not, we sometimes deem the people who perform them unhealthy. This is especially so if the actions are of a serious nature, e.g. involving murder, assault, or rape. We turn our moral evaluation into an evaluation about health and illness. This tendency is partly supported by some diagnoses found in the DMS-IV, such as Antisocial personality disorder, and the ICD-10, such as Dissocial personality disorder. The aim of the paper is to answer the question: How analytically sound is the inclusion of morality into a theory of health? The holistic theory of Lennart Nordenfelt is used as a starting point, and it is used as an example of a theory where morality and health are conceptually distinct categories. Several versions of a pluralistic holistic theory are then discussed in order to see if, and if so, how, morality can be conceptually related to health. It is concluded that moral abilities (and dispositions) can be seen as being part of the individual's health. It is harder to incorporate moral virtues and moral actions into such a theory. However, if immoral actions "cluster" in an individual, and are of a severe kind, causing serious harm to other people, it is more likely that the person, for those reasons only, be deemed unhealthy.
Developing a Self-Scoring Comprehensive Instrument to Measure Rest's Four-Component Model of Moral Behavior: The Moral Skills Inventory.
PubMed
Chambers, David W
2011-01-01
One of the most extensively studied constructs in dental education is the four-component model of moral behavior proposed by James Rest and the set of instruments for measuring it developed by Rest, Muriel Bebeau, and others. Although significant associations have been identified between the four components Rest proposed (called here Moral Sensitivity, Moral Reasoning, Moral Integrity, and Moral Courage) and dental ethics courses and practitioners with disciplined licenses, there is no single instrument that measures all four components, and existing single component instruments require professional scoring. This article describes the development and validation of a short, self-scoring instrument, the Moral Skills Inventory, that measures all four components. Evidence of face validity, test/retest reliability, and concurrent convergent and divergent predictive validity are demonstrated in three populations: dental students, clinical dental faculty members, and regents and officers of the American College of Dentists. Significant issues remain in developing the Rest four-component model for use in dental education and practice. Specifically, further construct validation research is needed to understand the nature of the components. In particular, it remains undetermined whether moral constructs are characteristics of individuals that drive behavior in specific situations or whether particular patterns of moral behavior learned and used in response to individual circumstances are summarized by researchers and then imputed to practitioners.
Moral Communities and Moral Leadership.
PubMed
Chambers, David W
2015-01-01
The American College of Dentists is embarking on a multiyear project to improve ethics in dentistry. Early indications are that the focus will be on actual moral behavior rather than theory, that we will include organizations as ethical units, and that we will focus on building moral leadership. There is little evidence that the "telling individuals how to behave" approach to ethics is having the hoped-for effect. As a profession, dentistry is based on shared trust. The public level of trust in practitioners is acceptable, but could be improved, and will need to be strengthened to reduce the risk of increasing regulation. While feedback from the way dentists and patients view ethics is generally reassuring, dentists are often at odds with patients and their colleagues over how the profesion manages itself. Individuals are an inconsistent mix of good and bad behavior, and it may be more helpful to make small improvements in the habits of all dentists than to try to take a few certifiably dishonest ones off the street. A computer simulation model of dentistry as a moral community suggests that the profession will always have the proportion of bad actors it will tolerate, that moral leadership is a difficult posture to maintain, that massive interventions to correct imbalances through education or other means will be wasted unless the system as a whole is modified, and that most dentists see no compelling benefit in changing the ethical climate of the profession because they are doing just fine. Considering organiza-tions as loci of moral behavior reveals questionable practices that otherwise remain undetected, including moral distress, fragmentation, fictitious dentists, moral fading, decoupling, responsibility shifting, and moral priming. What is most needed is not phillosophy or principles, but moral leadership.
Conceptualizing the Linkages between Diversity Experiences and Moral Development
ERIC Educational Resources Information Center
Engberg, Mark E.; Porter, Kamaria B.
2013-01-01
The purpose of this article is to advance an understanding of how diversity experiences can potentially foster moral development among college students. An overview of the research linking diversity experiences to moral development is discussed, followed by a presentation of a conceptual framework that demonstrates the nuances and challenges in…
The contribution of Kantian moral theory to contemporary medical ethics: a critical analysis.
PubMed
Heubel, Friedrich; Biller-Andorno, Nikola
2005-01-01
Kantian deontology is one of three classic moral theories, among virtue ethics and consequentialism. Issues in medical ethics are frequently addressed within a Kantian paradigm, at least --although not exclusively--in European medical ethics. At the same time, critical voices have pointed to deficits of Kantian moral philosophy which must be examined and discussed. It is argued that taking concrete situations and complex relationships into account is of paramount importance in medical ethics. Encounters between medical or nursing staff and patients are rarely symmetrical relationships between autonomous and rational agents. Kantian ethics, the criticism reads, builds on the lofty ideal of such a relationship. In addition to the charge of an individualist and rationalist focus on autonomy, Kantian ethics has been accused of excluding those not actually in possession of these properties or of its rigorism. It is said to be focussed on laws and imperatives to an extent that it cannot appreciate the complex nuances of real conflicts. As a more detailed analysis will show, these charges are inadequate in at least some regards. This will be demonstrated by drawing on the Kantian notion of autonomy, the role of maxims and judgment and the conception of duties, as well as the role of emotions. Nevertheless the objections brought forward against Kantian moral theory can help determine, with greater precision, its strengths and shortcomings as an approach to current problems in medical ethics.
What Happens When We Use Kohlberg? His Troubling Functionalism and the Potential of Pragmatism in Moral Education.
ERIC Educational Resources Information Center
Henry, Sue Ellen
2001-01-01
Exposes the structural-functionalist roots of Kohlberg's theory of moral development, questioning the application of Kohlberg's ideas in the classroom, reviewing Kohlberg's Just Community model, examining Durkheim's and Dreeben's theories and their similarity to Kohlberg's moral theory, critiquing Kohlberg's conception of the Just Community…
The rise of moral cognition.
PubMed
Greene, Joshua D
2015-02-01
The field of moral cognition has grown rapidly in recent years thanks in no small part to Cognition. Consistent with its interdisciplinary tradition, Cognition encouraged the growth of this field by supporting empirical research conducted by philosophers as well as research native to neighboring fields such as social psychology, evolutionary game theory, and behavioral economics. This research has been exceptionally diverse both in its content and methodology. I argue that this is because morality is unified at the functional level, but not at the cognitive level, much as vehicles are unified by shared function rather than shared mechanics. Research in moral cognition, then, has progressed by explaining the phenomena that we identify as "moral" (for high-level functional reasons) in terms of diverse cognitive components that are not specific to morality. In light of this, research on moral cognition may continue to flourish, not as the identification and characterization of distinctive moral processes, but as a testing ground for theories of high-level, integrative cognitive function. Copyright © 2014 Elsevier B.V. All rights reserved.
Sociology as Moral Philosophy (and Vice Versa).
PubMed
Vandenberghe, Frédéric
2017-11-01
In this article, I want to make an attempt to reconnect sociology to moral philosophy and moral philosophy to sociology. The thesis I want to defend is that sociology continues by other means the venerable tradition of practical and moral philosophy. Like its forebears, it stands and falls with a defense of "practical wisdom" (Aristotle) and "practical reason" (Kant). The development of a moral sociology presupposes, however, that one recognizes and rejects Max Weber's theory of axiological neutrality as an extremist position and that one carefully articulates prescriptive and descriptive, internal and external, as well as observer and actor positions. © 2017 Canadian Sociological Association/La Société canadienne de sociologie.
Identity as a Source of Moral Motivation
ERIC Educational Resources Information Center
Hardy, Sam A.; Carlo, Gustavo
2005-01-01
Theory and research regarding moral motivation has focused for decades on the roles of moral reasoning and, to some extent, moral emotion. Recently, however, several models of morality have positioned identity as an additional important source of moral motivation. An individual has a moral identity to the extent that he or she has constructed his…
Toward a methodology for moral decision making in medicine.
PubMed
Kushner, T; Belliotti, R A; Buckner, D
1991-12-01
The failure of medical codes to provide adequate guidance for physicians' moral dilemmas points to the fact that some rules of analysis, informed by moral theory, are needed to assist in resolving perplexing ethical problems occurring with increasing frequency as medical technology advances. Initially, deontological and teleological theories appear more helpful, but criticisms can be lodged against both, and neither proves to be sufficient in itself. This paper suggests that to elude the limitations of previous approaches, a method of moral decision making must be developed incorporating both coherence methodology and some independently supported theoretical foundations. Wide Reflective Equilibrium is offered, and its process described along with a theory of the person which is used to animate the process. Steps are outlined to be used in the process, leading to the application of the method to an actual case.
Shifting Liberal and Conservative Attitudes Using Moral Foundations Theory
PubMed Central
Day, Martin V.; Fiske, Susan T.; Downing, Emily L.; Trail, Thomas E.
2016-01-01
People’s social and political opinions are grounded in their moral concerns about right and wrong. We examine whether five moral foundations—harm, fairness, ingroup, authority, and purity—can influence political attitudes of liberals and conservatives across a variety of issues. Framing issues using moral foundations may change political attitudes in at least two possible ways: 1. Entrenching: relevant moral foundations will strengthen existing political attitudes when framing pro-attitudinal issues (e.g., conservatives exposed to a free-market economic stance). 2. Persuasion: mere presence of relevant moral foundations may also alter political attitudes in counter-attitudinal directions (e.g., conservatives exposed to an economic regulation stance). Studies 1 and 2 support the entrenching hypothesis. Relevant moral foundation-based frames bolstered political attitudes for conservatives (Study 1) and liberals (Study 2). Only Study 2 partially supports the persuasion hypothesis. Conservative-relevant moral frames of liberal issues increased conservatives’ liberal attitudes. PMID:25286912
From ethics of care to psychology of care: reconnecting ethics of care to contemporary moral psychology
PubMed Central
Govrin, Aner

2014-01-01
Moral psychology once regarded ethics of care as a promising theory. However, there is evidence to suggest that nowadays moral psychology completely ignores ethics of care’s various insights. Moreover, ethics of care’s core concepts – compassion, dependence, and the importance of early relations to moral development– are no longer considered to be relevant to the development of new theories in the field. In this paper, I will firstly discuss some of the reasons which, over recent years, have contributed to the marginalization of the role of ethics of care in moral psychology. Next, I will show that ethics of care’s most promising idea centered on the care given to an infant and the importance of that care to the development of moral thinking. In this context, I will be describing the implications of John Bowlby’s attachment theories, infant research, findings in moral psychology and neuroscience. I will argue that ethics of care needs to be radically re-thought and replaced by a psychology of care, an attachment approach to moral judgment, which would establish the centrality of the caregiver’s role in moral development. The philosophical implications of this approach to the understanding of the “rationalists” and “intuitionists” debate about the true nature of moral judgment is also discussed. PMID:25368588
Returning to Roots: On Social Information Processing and Moral Development
ERIC Educational Resources Information Center
Dodge, Kenneth A.; Rabiner, David L.
2004-01-01
Social information processing theory has been posited as a description of how mental operations affect behavioral responding in social situations. Arsenio and Lemerise (this issue) proposed that consideration of concepts and methods from moral domain models could enhance this description. This paper agrees with their proposition, although it…
Towards a Postmodern Theory of Moral Education. Part I: Clearing the Terrain.
ERIC Educational Resources Information Center
Stams, Geert-Jan J. M.; Biesta, Gert J. J.
This paper offers an overview of current debates on moral development and education, focusing on the relationship between empirical and theoretical research and raising four issues that are central to current research: (1) demarcation of the moral domain; (2) the gap between "is" and "ought," between facts and values; (3) moral…

Felt Moral Obligation and the Moral Judgement-Moral Action Gap: Toward a Phenomenology of Moral Life
ERIC Educational Resources Information Center
Williams, Richard N.; Gantt, Edwin E.
2012-01-01
The step-off point for this article is the problem of the "moral judgement-moral action gap" as found in contemporary literature of moral education and moral development. We argue that this gap, and the conceptual problems encountered by attempts to bridge it, reflects the effect of a different, deeper and more problematic conceptual gap: the…
Interactive Links between Relational Aggression, Theory of Mind, and Moral Disengagement among Early Adolescents
ERIC Educational Resources Information Center
Kokkinos, Constantinos M.; Voulgaridou, Ioanna; Mandrali, Marianna; Parousidou, Chrysoula
2016-01-01
The aim of this study was to investigate possible interactive links between theory of mind (ToM), moral disengagement and relational aggression, using a moderated mediation analysis, with gender as a moderator, in a sample of 120 Greek preadolescents. Results indicated that relational aggression was significantly positively associated with moral…
The Zero-Reject Policy in Special Education: A Moral Analysis
ERIC Educational Resources Information Center
Ladenson, Robert F.
2005-01-01
This article analyzes the zero-reject policy at the core of American special education law from the standpoint of morality, by examining the policy in terms of the following three moral theories: utilitarianism, Rawlsian Kantianism (justice as fairness) and neo-Aristotelianism, as developed recently by Martha Nussbaum in her capabilities account…
Education without Moral Worth? Kantian Moral Theory and the Obligation to Educate Others
ERIC Educational Resources Information Center
Martin, Christopher
2011-01-01
This article examines the possibility of a Kantian justification of the intrinsic moral worth of education. The author critiques a recent attempt to secure such justification via Kant's notion of the Kingdom of Ends. He gives four reasons why such an account would deny any intrinsic moral worth to education. He concludes with a tentative…
The Trouble with Moral Citizens: A Response to "Moral-Character Development for Teacher Education" by Daniel Lapsley and Ryan Woodbury
ERIC Educational Resources Information Center
Westheimer, Joel
2016-01-01
In "Moral-Character Development for Teacher Education," Daniel Lapsley and Ryan Woodbury argue that teacher education licensure and accreditation standards largely ignore matters of values, character, and morality. "The moral-character formation of children," they note, "is the instructional objective that dare not speak…
Vitamin D supplementation in young children: associations with Theory of Planned Behaviour variables, descriptive norms, moral norms and habits.
PubMed
de Nooijer, Jascha; Onnink, Monique; van Assema, Patricia
2010-08-01
In the Netherlands, a supplementation of 10 microg vitamin D is recommended for children (aged 0-4 years), given that vitamin D contributes to the development of healthy bones and deficiency during childhood is a risk factor for osteoporosis at a later age. However, only 60 % of the Dutch children receive sufficient vitamin D supplementation a day. In order to develop interventions to improve supplementation intake, it is necessary to gain insight into the behaviour of parents in giving their children vitamin D supplementation and its association with variables of the Theory of Planned Behaviour, moral and descriptive norms and habits. A cross-sectional survey to assess present supplementation-related behaviour, knowledge, received information, intention, attitude, subjective norm, perceived behavioural control, moral norm, descriptive norm and habit. Data obtained from a representative Internet Panel by means of electronic questionnaires. Parents (n 270) of children aged 0-4 years. Half of the parents (48.9 %) gave their child sufficient vitamin D supplementation. Giving the supplement at a fixed time, a positive intention and habit were significantly associated with actual behaviour. The higher age of the child, first-born status, a fixed time for taking vitamin supplementation, descriptive norm and moral obligation were significantly associated with intention. These results indicate that because many parents do not give their children adequate vitamin D supplementation, the promotion of supplementation during the first years of life is a necessity. Effective yet simple strategies should be developed, focused on improving moral obligation, descriptive norms and habit formation.
Children's moral emotions and moral cognition: towards an integrative perspective.
PubMed
Malti, Tina; Latzko, Brigitte
2010-01-01
This chapter presents a brief introduction to the developmental and educational literature linking children's moral emotions to cognitive moral development. A central premise of the chapter is that an integrative developmental perspective on moral emotions and moral cognition provides an important conceptual framework for understanding children's emerging morality and designing developmentally sensitive moral intervention strategies. The subsequent chapters present promising conceptual approaches and empirical evidence linking children's moral emotions to moral cognition. Examples of integrated educational interventions intended to enhance children's moral development are presented and discussed. © Wiley Periodicals, Inc.
Moral Education in an Age of Globalization
ERIC Educational Resources Information Center
Noddings, Nel
2010-01-01
Care theory is used to describe an approach to global ethics and moral education. After a brief introduction to care ethics, the theory is applied to global ethics. The paper concludes with a discussion of moral education for personal, political, and global domains.
A Health System-wide Moral Distress Consultation Service: Development and Evaluation.
PubMed
Hamric, Ann B; Epstein, Elizabeth G
2017-06-01
Although moral distress is now a well-recognized phenomenon among all of the healthcare professions, few evidence-based strategies have been published to address it. In morally distressing situations, the "presenting problem" may be a particular patient situation, but most often signals a deeper unit- or system-centered issue. This article describes one institution's ongoing effort to address moral distress in its providers. We discuss the development and evaluation of the Moral Distress Consultation Service, an interprofessional, unit/system-oriented approach to addressing and ameliorating moral distress.
Comparison of elicitation methods for moral and affective beliefs in the theory of planned behaviour.
PubMed
Dean, M; Arvola, A; Vassallo, M; Lähteenmäki, L; Raats, M M; Saba, A; Shepherd, R
2006-09-01
Although the theory of planned behaviour (TPB) has been applied successfully in the area of food choice, it has been criticized for its pure utilitarian approach to the factors determining behaviour. Despite the increase in predictive power of the model with added components such as affective attitude and moral and ethical concerns, in most studies the elicitation process still only addresses people's utilitarian beliefs about the behaviour with little attention paid to other aspects. This study compares the traditional method of elicitation of advantages and disadvantages with two other methods (word association and open-ended) in the elicitations of beliefs, attitudes and moral concerns in relation to the consumption of organic foods. Results show the traditional method to be best for eliciting cognitive beliefs, open-ended emotion task for eliciting emotional beliefs and open-ended beliefs task best for moral concerns. The advantages and disadvantages of each method are discussed.
Conceptual overlap between moral norms and anticipated regret in the prediction of intention: implications for theory of planned behaviour research.
PubMed
Newton, Joshua D; Newton, Fiona J; Ewing, Michael T; Burney, Sue; Hay, Margaret
2013-01-01
Moral norms and anticipated regret are widely used extensions to the theory of planned behaviour, yet there is some evidence to suggest that these constructs may conceptually overlap as predictors of intention. Two health-related behaviours with distinct moral implications (Study 1: organ donation registration, N = 352 and Study 2: condom usage, N = 1815) were therefore examined to ascertain whether moral norms and anticipated regret are indeed conceptually distinct. While evidence consistent with conceptual overlap was identified in Study 1, the evidence for such overlap in Study 2 was more ambiguous. In Study 3, a meta-analysis of existing literature revealed that the relationship between moral norms and anticipated regret was moderated by the extent of the moral implications arising from the behaviour under examination. Taken together, these findings suggest that conceptual overlap between moral norms and anticipated regret is more likely to occur among behaviours with obvious moral implications. Researchers wishing to examine the predictive utility of moral norms and anticipated regret among such behaviours would therefore be advised to aggregate these measures to form a composite variable (personal norms).
A longitudinal study on the development of moral judgement in Korean nursing students.
PubMed
Kim, Yong-Soon; Park, Jee-Won; Son, Youn-Jung; Han, Sung-Suk
2004-01-01
This longitudinal study examined the development of moral judgement in 37 nursin students attending a university in Suwon, Korea. The participants completed the Korean version of the Defining Issues Test to allow analysis of their level of moral judgement. The development of moral judgement was quantified using 'the moral development score' at each stage (i.e. the six stages detailed by Kohlberg) and the 'P(%) score' (a measure of the overall moral judgement level). The results were as follows: (1) the moral development score for stage 5A was consistently the highest across the four years of the students' course, showing significant differences in some sociodemographic factors including home, birth order and monthly income; and (2) the P(%) score was higher in fourth-year (47.47 +/- 11.21) than in first-year (46.13 +/- 9.73) students. There was no significant difference in the P(%) score according to sociodemographic factors. Further studies will examine in detail the correlation between curriculum and moral judgement development. We suggest that courses in ethics education should be made more relevant.
The Moral in Paulo Freire's Educational Work: What Moral Education Can Learn from Paulo Freire
ERIC Educational Resources Information Center
Veugelers, Wiel
2017-01-01
The Brazilian pedagogue Paulo Freire had a great influence on theory and practice of education across the world. Freire presented his theory and work as educational and political, not as moral. In this article, the legacy of Paulo Freire will be analysed from a moral education perspective. Nine pedagogical principles will be presented and the…
The Challenge of Watergate to American Schools: Fostering the Moral Development of Children.
ERIC Educational Resources Information Center
Lickona, Thomas
This paper discusses moral development and illustrates ways that it can be fostered in children both in the home and in the classroom. Moral education is discussed in terms of four basic questions: (1) Is there a need for it? (2) If so, is it the job of the schools to teach morality? (3) What is moral development? and (4) If fostering moral…
Testing the Moral Algebra of Two Kohlbergian Informers
ERIC Educational Resources Information Center
Hommers, Wilfried; Lewand, Martin; Ehrmann, Dominic
2012-01-01
This paper seeks to unify two major theories of moral judgment: Kohlberg's stage theory and Anderson's moral information integration theory. Subjects were told about thoughts of actors in Kohlberg's classic altruistic Heinz dilemma and in a new egoistical dilemma. These actors's thoughts represented Kohlberg's stages I (Personal Risk) and IV…
Sentient Being, Moral Agent.
ERIC Educational Resources Information Center
Kitwood, Tom
1988-01-01
Presents an image of the person as a sentient being to illustrate several problem areas in moral psychology: the theory of social action, gender differences, the nature of moral knowledge, and behavioral consistency. Describes the sentient being relative to three "levels" of psychic activity: conscious, preconscious, and unconscious.…
Some Moral Dimensions of Administrative Theory and Practice.
ERIC Educational Resources Information Center
Raywid, Mary Anne
1986-01-01
Examines management approaches in ethical terms, arriving at numerous criteria applicable to educational administration. Discusses scientific management, morally neutral concepts, hyperrationalization, tightening of controls, and the business/industry model as having eclipsed or confused the moral dimensions of education. Calls for enlarged moral…
The Modification of Age-Specific Expectations of Piaget's Theory of Development of Intentionality in Moral Judgments of Four- to Seven-Year Old Children in Relation to Use of Puppets in a Social (Imitative) Learning Paradigm.
ERIC Educational Resources Information Center
Reeves, John M.; Michael, William B.
The purpose of this investigation was to ascertain whether the age specific expectations of Piaget's theory (1965) regarding the development of moral judgment in children from four to seven years of age were modifiable through use of a certain adaptation of Bandura and McDonald's imitative learning paradigm which had utilized adult models. In this…
Kantian Model of Moral Development.
ERIC Educational Resources Information Center
Yun, Hyun Sub
A Kantian model of moral development already tested on adolescents was further tested on normal and delinquent Korean adults. The model, based on the philosophy of Kant, starts its causality from the self, moves from the self to parental images, advances from parental images to duty and legality, and moves from duty and legality to a moral…
Moral individualism and elective death.
PubMed
Prado, C G
2013-01-01
Moral individualism (Brooks, 2011; Smith, 2011) is a contemporary interpretation of morality as entirely a matter of personal choice. It is a popular rather than theory-based interpretation and has a number of social generative sources related to present-day preoccupation with individuality and personal distinctiveness. A key generative source is popularization of postmodernism, which prioritizes self-reinvention and provides moral individualism with the appearance of intellectual legitimacy. Moral individualism is a deeply flawed misconception of morality because it abolishes moral communality. My concern in this paper is that in doing so, it seriously jeopardizes productive discussion of the moral permissibility of elective death or choosing to die in despairingly and dire circumstances. Copyright © 2013 Elsevier Ltd. All rights reserved.

(Im)moral Education in South Australia.
ERIC Educational Resources Information Center
Partington, Geoffrey
1984-01-01
Moral relativism, spearheaded by values clarification techniques, has transformed the ethos of South Australian schools. The theory and practice of innovative pedagogy in the realm of moral values is critiqued. Suggestions as to how a secular system of education can avoid moral anarchy without relapsing into ideological indoctrination are made.…
Moral Psychology Is Relationship Regulation: Moral Motives for Unity, Hierarchy, Equality, and Proportionality
ERIC Educational Resources Information Center
Rai, Tage Shakti; Fiske, Alan Page
2011-01-01
Genuine moral disagreement exists and is widespread. To understand such disagreement, we must examine the basic kinds of social relationships people construct across cultures and the distinct moral obligations and prohibitions these relationships entail. We extend relational models theory (Fiske, 1991) to identify 4 fundamental and distinct moral…
Reconciling the Self and Morality: An Empirical Model of Moral Centrality Development
ERIC Educational Resources Information Center
Frimer, Jeremy A.; Walker, Lawrence J.
2009-01-01
Self-interest and moral sensibilities generally compete with one another, but for moral exemplars, this tension appears to not be in play. This study advances the "reconciliation model", which explains this anomaly within a developmental framework by positing that the relationship between the self's interests and moral concerns ideally transforms…
Stage Structure of Moral Development: A Comparison of Alternative Models.
ERIC Educational Resources Information Center
Hau, Kit-Tai
This study evaluated the stage structure of several quasi-simplex and non-simplex models of moral development in two domains of moral development in a British and a Chinese sample. Analyses were based on data reported by Sachs (1992): the Chinese sample consisted of 1,005 students from grade 9 to post-college, and the British sample consisted of…
Intellectual, Psychosocial, and Moral Development in College: Four Major Theories. Revised.
ERIC Educational Resources Information Center
Kurfiss, Joanne
Four models are discussed with which to view students, educational goals, and learning environments. Each of the four theories emphasizes a unique aspect of the total development process. Piaget's model describes the development of structures and processes which characterize mature logical thinking. Perry provides a closer look at students'…
Growing Pains: A Theory of Stress and Moral Conflict.
ERIC Educational Resources Information Center
Blakeney, Ronnie Ann; Blakeney, Charles David
1992-01-01
Outlines relationship between crises that create stress in one's life and periods of instability in moral development. Suggests that stressful issues are more difficult to resolve during periods of developmental instability and that, when problems are most stressful, people often experience impact of stress physiologically. Reconstructs stress and…
Transforming Faith: H. Richard Niebuhr and Paulo Freire on Moral Education
ERIC Educational Resources Information Center
Daniel, Joshua Leonard
2013-01-01
Through a contextual comparison of the theological ethics of H. Richard Niebuhr and the educational theory of Paulo Freire, I argue that socialization, while an essential task of moral education, is an insufficient aim. The proper aim of moral education is individual development. The intention of my argument is address tendencies towards…
How Moral Threat Shapes Laypersons' Engagement With Science.
PubMed
Bender, Jens; Rothmund, Tobias; Nauroth, Peter; Gollwitzer, Mario
2016-12-01
Laypersons' engagement with science has grown over the last decade, especially in Internet environments. While this development has many benefits, scientists also face the challenge of devaluation and public criticism by laypersons. Embedding this phenomenon in social-psychological theories and research on value-behavior correspondence, we investigated moral threat as a factor influencing laypersons' engagement with science. Across three studies, we hypothesized and found that moral values shape the way laypersons evaluate and communicate about science when these values are threatened in a given situation and central to people's self-concept. However, prior research on the underlying mechanism of moral threat effects cannot fully rule out value salience as an alternative explanation. To close this gap, we situationally induced value salience while varying the degree of moral threat (Study 3). Our findings indicate that moral threat amplifies the influence of moral values on laypersons' evaluation of science above and beyond value salience. © 2016 by the Society for Personality and Social Psychology, Inc.
A person-centered approach to moral judgment.
PubMed
Uhlmann, Eric Luis; Pizarro, David A; Diermeier, Daniel
2015-01-01
Both normative theories of ethics in philosophy and contemporary models of moral judgment in psychology have focused almost exclusively on the permissibility of acts, in particular whether acts should be judged on the basis of their material outcomes (consequentialist ethics) or on the basis of rules, duties, and obligations (deontological ethics). However, a longstanding third perspective on morality, virtue ethics, may offer a richer descriptive account of a wide range of lay moral judgments. Building on this ethical tradition, we offer a person-centered account of moral judgment, which focuses on individuals as the unit of analysis for moral evaluations rather than on acts. Because social perceivers are fundamentally motivated to acquire information about the moral character of others, features of an act that seem most informative of character often hold more weight than either the consequences of the act or whether a moral rule has been broken. This approach, we argue, can account for numerous empirical findings that are either not predicted by current theories of moral psychology or are simply categorized as biases or irrational quirks in the way individuals make moral judgments. © The Author(s) 2014.
Dogs and Monsters: Moral Status Claims in the Fiction of Dean Koontz.
PubMed
Smith, Stephen W
2016-03-01
This article explores conceptions of moral status in the work of American thriller author Dean Koontz. It begins by examining some of the general theories of moral status used by philosophers to determine whether particular entities have moral status. This includes both uni-criterial theories and multi-criterial theories of moral status. After this examination, the article argues for exploring bioethics conceptions in popular fiction. Popular fiction is considered a rich source for analysis because it provides not only a good approximation of the beliefs of ordinary members of the moral community, but also explores important issues in a context where ordinary individuals are likely to encounter them. Following on from this, the article then explores theories of moral status in the context of Koontz's novels. In particular, the article focuses on the novel Watchers and Koontz's Frankenstein series. Through these works, Koontz indicates that entities have moral status for a variety of reasons and thus presumably, he is a proponent of multi-criterial theories of moral status. The article concludes with an examination of what this might mean for our understanding of moral status claims generally.
The relevance of Noddings' ethics of care to the moral education of nurses.
PubMed
Crowley, M A
1994-02-01
Noddings' ethics of care is proposed as a model for moral education in nursing. A discussion of Noddings' moral theory is followed by a review of significant criticisms of her theory and her response to these criticisms. Finally, the usefulness of her moral theory as a guide to moral education in nursing is explored.
Developing Moral Responsibleness through Professional Education.
ERIC Educational Resources Information Center
Strom, Sharon M.; Tennyson, W. Wesley
1989-01-01
Argues that more attention must be given in counselor preparation and practice to developing critical reflectiveness about valued ends when making professional judgments. Describes and evaluates an instructional model designed to further students' capacities and motivations for making rational moral judgments in counseling. (Author/TE)
School Management and Moral Literacy: A Conceptual Analysis of the Model
ERIC Educational Resources Information Center
Sagnak, Mesut
2012-01-01
The aim of this study is to analyze the moral literacy model developed by Tuana; discuss the superiorities and limitations, and constitute the theoretical conditions of a new model by utilizing previous researches and theories asserted about this subject. The model has stated that moral literacy is composed of three main components as ethics…
Distributed Cognition and Distributed Morality: Agency, Artifacts and Systems.
PubMed
Heersmink, Richard
2017-04-01
There are various philosophical approaches and theories describing the intimate relation people have to artifacts. In this paper, I explore the relation between two such theories, namely distributed cognition and distributed morality theory. I point out a number of similarities and differences in these views regarding the ontological status they attribute to artifacts and the larger systems they are part of. Having evaluated and compared these views, I continue by focussing on the way cognitive artifacts are used in moral practice. I specifically conceptualise how such artifacts (a) scaffold and extend moral reasoning and decision-making processes, (b) have a certain moral status which is contingent on their cognitive status, and (c) whether responsibility can be attributed to distributed systems. This paper is primarily written for those interested in the intersection of cognitive and moral theory as it relates to artifacts, but also for those independently interested in philosophical debates in extended and distributed cognition and ethics of (cognitive) technology.
Is Teaching Neoclassical Economics as "the" Science of Economics Moral?
ERIC Educational Resources Information Center
Parvin, Manoucher
1992-01-01
Discusses the morality of teaching neoclassical theory as the only science of economics. Argues that the teaching of neoclassical theory violates moral principles unless each and every attribute of neoclassical theory is proven superior to corresponding attributes of competing theories. Criticizes neoclassical economics for teaching what rather…
An expanded model of the moral self: Beyond care and justice.
PubMed
Miles, Andrew; Upenieks, Laura
2018-05-01
Most research on moral identities conceptualizes morality exclusively in terms of care and justice, but work from across the social sciences indicates that these represent only a corner of the moral landscape. Emphasizing care and justice alone severely restricts the scope of moral identity models, and risks under-estimating the influence of moral self-processes. To address this, we develop and validate measures of moral identity focused on group loyalty, authority, and purity, three additional facets of morality highlighted in Moral Foundations Theory. Although the loyalty identity is remarkably similar to the care/justice identity, the authority and purity identities are distinct, and demonstrate adequate convergent, divergent, and nomological validity. These identities also predict a wide range of behaviors that traditional care/justice focused moral identities miss. Taken together, our work indicates that the moral self is more complex - and has a much wider scope of influence - than previously supposed. Copyright © 2018 Elsevier Inc. All rights reserved.
A defense of the common morality.
PubMed
Beauchamp, Tom L
2003-09-01
Phenomena of moral conflict and disagreement have led writers in ethics to two antithetical conclusions: Either valid moral distinctions hold universally or they hold relative to a particular and contingent moral framework, and so cannot be applied with universal validly. Responding to three articles in this issue of the Journal that criticize his previously published views on the common morality, the author maintains that one can consistently deny universality to some justified moral norms and claim universality for others. Universality is located on the common morality and nonuniversality in other parts of the moral life, called "particular moralities." The existence of universal moral standards is defended in terms of: (1) a theory of the objectives of morality, (2) an account of the norms that achieve those objectives, and (3) an account of normative justification (both pragmatic and coherentist).
Moral competence as a positive youth development construct: conceptual bases and implications for curriculum development.
PubMed
Ma, Hing Keung
2006-01-01
Moral competence refers to the orientation to perform altruistic behavior and the ability to judge moral issues logically, consistently and at an advanced level of development. A brief review of the concepts of altruism and justice is presented. The gender and cultural issues are also discussed. The contents of moral competence program units include four major topics: (1) Fairness, (2) Proper conduct (mainly altruistic and prosocial orientation), (3) Responsibility and altruistic orientation, and (4) Integrity and fairness. The general goal is to help students to develop an altruistic orientation and a judgment structure of a high level of justice. This paper is part of the development of the positive youth development program in Hong Kong.
Selective Activation and Disengagement of Moral Control.
ERIC Educational Resources Information Center
Bandura, Albert
1990-01-01
Analyzes psychological mechanisms by which moral control is selectively disengaged from inhumane conduct in ordinary and unusual circumstances. Explores the symptoms of moral exclusion as described in the literature. Presents categories that unify theory on moral exclusion and contribute practical classifications for use in empirical studies. (JS)
The development of generosity and moral cognition across five cultures.
PubMed
Cowell, Jason M; Lee, Kang; Malcolm-Smith, Susan; Selcuk, Bilge; Zhou, Xinyue; Decety, Jean
2017-07-01

Morality is an evolved aspect of human nature, yet is heavily influenced by cultural environment. This developmental study adopted an integrative approach by combining measures of socioeconomic status (SES), executive function, affective sharing, empathic concern, theory of mind, and moral judgment in predicting sharing behavior in children (N = 999) from the age of 5 to 12 in five large-scale societies: Canada, China, Turkey, South Africa, and the USA. Results demonstrate that age, gender, SES, culture, and social cognitive mechanisms explain over 20% of the variance worldwide in children's resource allocation. These findings are discussed in reference to standard cultural comparisons (individualist/collectivist), as well as the degree of market integration, and highlight continuities and discontinuities in children's generosity across urban contexts. © 2016 John Wiley & Sons Ltd.

Neural development of mentalizing in moral judgment from adolescence to adulthood.
PubMed
Harenski, Carla L; Harenski, Keith A; Shane, Matthew S; Kiehl, Kent A
2012-01-01
The neural mechanisms underlying moral judgment have been extensively studied in healthy adults. How these mechanisms evolve from adolescence to adulthood has received less attention. Brain regions that have been consistently implicated in moral judgment in adults, including the superior temporal cortex and prefrontal cortex, undergo extensive developmental changes from adolescence to adulthood. Thus, their role in moral judgment may also change over time. In the present study, 51 healthy male participants age 13–53 were scanned with functional magnetic resonance imaging (fMRI) while they viewed pictures that did or did not depict situations considered by most individuals to represent moral violations, and rated their degree of moral violation severity. Consistent with predictions, a regression analysis revealed a positive correlation between age and hemodynamic activity in the temporo-parietal junction when participants made decisions regarding moral severity.This region is known to contribute to mentalizing processes during moral judgment in adults and suggests that adolescents use these types of inferences less during moral judgment than do adults. A positive correlation with age was also present in the posterior cingulate. Overall, the results suggest that the brain regions utilized in moral judgment change over development.
Inference of trustworthiness from intuitive moral judgments.
PubMed
Everett, Jim A C; Pizarro, David A; Crockett, M J
2016-06-01
Moral judgments play a critical role in motivating and enforcing human cooperation, and research on the proximate mechanisms of moral judgments highlights the importance of intuitive, automatic processes in forming such judgments. Intuitive moral judgments often share characteristics with deontological theories in normative ethics, which argue that certain acts (such as killing) are absolutely wrong, regardless of their consequences. Why do moral intuitions typically follow deontological prescriptions, as opposed to those of other ethical theories? Here, we test a functional explanation for this phenomenon by investigating whether agents who express deontological moral judgments are more valued as social partners. Across 5 studies, we show that people who make characteristically deontological judgments are preferred as social partners, perceived as more moral and trustworthy, and are trusted more in economic games. These findings provide empirical support for a partner choice account of moral intuitions whereby typically deontological judgments confer an adaptive function by increasing a person's likelihood of being chosen as a cooperation partner. Therefore, deontological moral intuitions may represent an evolutionarily prescribed prior that was selected for through partner choice mechanisms. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
Moral Development, Ego Autonomy and Questions of Practicality in the Critical Theory of Schooling.
ERIC Educational Resources Information Center
Young, R. E.
1988-01-01
This article summarizes Habermas' critical theory of education, examines relevant features of the development of children's capacity to enter into rational argumentation, and examines the significance of this development for a critical theory of schooling. (IAH)
Moral Education and the Perils of Developmentalism.
ERIC Educational Resources Information Center
Carr, David
2002-01-01
Discusses conception of moral formation. Traces progress to moral maturity through well defined stages of cognitive, conative, and/or affective growth. Explains that logical status of developmental theories are not clear. Argues that the accounts are more evaluative than descriptive. Explores the problematic moral educational implications of this…
Optimal Developmental Outcomes for the Child Aged Six to Twelve: Social, Moral, Cognitive, and Emotional Dimensions.
ERIC Educational Resources Information Center
Baker, Kay
2001-01-01
Discusses Montessori theories for development of social, moral, cognitive, and emotional dimensions of the human personality during the second plane of development--age six to puberty--as these theories relate to the theory of optimal experience. (JPB)
Development of Moral Emotions and Decision-Making from Childhood to Young Adulthood
ERIC Educational Resources Information Center
Hasegawa, Mari
2016-01-01
This study investigated the development of moral decision-making and moral emotion attributions in antisocial behavior and peer relationship dilemma scenarios. Participants were 540 school- and college-aged students, who were asked to explain their moral decision-making, subsequent emotions, and reasoning in regard to the scenarios. We combined…
Berkeley's moral philosophy.
PubMed Central
Warnock, G
1990-01-01
Berkeley held that the moral duty of mankind was to obey God's laws; that--since God was a benevolent Creator--the object of His laws must be to promote the welfare and flourishing of mankind; and that, accordingly, humans could identify their moral duties by asking what system of laws for conduct would in fact tend to promote that object. This position--which is akin to that of 'rule' Utilitarianism--is neither unfamiliar nor manifestly untenable. He was surely mistaken, however, in his further supposition that, if this theory were accepted, the resolution of all (or most) particular moral dilemmas would be simple and straightforward. PMID:2181141
Predicting intentions to purchase organic food: the role of affective and moral attitudes in the Theory of Planned Behaviour.
PubMed
Arvola, A; Vassallo, M; Dean, M; Lampila, P; Saba, A; Lähteenmäki, L; Shepherd, R
2008-01-01
This study examined the usefulness of integrating measures of affective and moral attitudes into the Theory of Planned Behaviour (TPB)-model in predicting purchase intentions of organic foods. Moral attitude was operationalised as positive self-rewarding feelings of doing the right thing. Questionnaire data were gathered in three countries: Italy (N=202), Finland (N=270) and UK (N=200) in March 2004. Questions focussed on intentions to purchase organic apples and organic ready-to-cook pizza instead of their conventional alternatives. Data were analysed using Structural Equation Modelling by simultaneous multi-group analysis of the three countries. Along with attitudes, moral attitude and subjective norms explained considerable shares of variances in intentions. The relative influences of these variables varied between the countries, such that in the UK and Italy moral attitude rather than subjective norms had stronger explanatory power. In Finland it was other way around. Inclusion of moral attitude improved the model fit and predictive ability of the model, although only marginally in Finland. Thus the results partially support the usefulness of incorporating moral measures as well as affective items for attitude into the framework of TPB.
The justificatory power of moral experience.
PubMed
van Thiel, G J M W; van Delden, J J M

2009-04-01
A recurrent issue in the vast amount of literature on reasoning models in ethics is the role and nature of moral intuitions. In this paper, we start from the view that people who work and live in a certain moral practice usually possess specific moral wisdom. If we manage to incorporate their moral intuitions in ethical reasoning, we can arrive at judgements and (modest) theories that grasp a moral experience that generally cannot be found outside the practice. Reflective equilibrium (RE) provides a framework for balancing moral intuitions, ethical principles and general theories. Nevertheless, persisting problems associated with the use of intuitions need to be addressed. One is the objection that moral intuitions lack the credibility necessary to guide moral reasoning. Ethicists have tried to solve this problem by formulating criteria to separate the "bad" intuitions from the "good" ones at the beginning of the reasoning process. We call this the credible input-justified outcome strategy. An example is the appeal to the common morality by Beauchamp and Childress. We think this approach is unsuccessful. As an alternative, we outline the good reasoning-justified outcome strategy. It connects to a variant of RE in which intuitions from different sources are incorporated. We argue that the elements of RE have different levels of justificatory power at the start of reasoning. In our strategy, each element can gain or lose justificatory power when it is tested in a reasoning process that meets several criteria.
Examining the Link between Organizational Democracy and Employees' Moral Development
ERIC Educational Resources Information Center
Pircher Verdorfer, Armin; Weber, Wolfgang G.
2016-01-01
While much is understood about the role of the family context and educational experiences for moral development, less attention has been devoted to the occupational context. In this research, we used Kohlberg's approach of moral education as a framework and investigated the relationship between structurally anchored organizational democracy and…
Moral Enhancement Meets Normative and Empirical Reality: Assessing the Practical Feasibility of Moral Enhancement Neurotechnologies.
PubMed
Dubljević, Veljko; Racine, Eric
2017-06-01
Moral enhancement refers to the possibility of making individuals and societies better from a moral standpoint. A fierce debate has emerged about the ethical aspects of moral enhancement, notably because steering moral enhancement in a particular direction involves choosing amongst a wide array of competing options, and these options entail deciding which moral theory or attributes of the moral agent would benefit from enhancement. Furthermore, the ability and effectiveness of different neurotechnologies to enhance morality have not been carefully examined. In this paper, we assess the practical feasibility of moral enhancement neurotechnologies. We reviewed the literature on neuroscience and cognitive science models of moral judgment and analyzed their implications for the specific target of intervention (cognition, volition or affect) in moral enhancement. We also reviewed and compared evidence on available neurotechnologies that could serve as tools of moral enhancement. We conclude that the predictions of rationalist, emotivist, and dual process models are at odds with evidence, while different intuitionist models of moral judgment are more likely to be aligned with it. Furthermore, the project of moral enhancement is not feasible in the near future as it rests on the use of neurointerventions, which have no moral enhancement effects or, worse, negative effects. © 2017 John Wiley & Sons Ltd.
Towards a Dynamic Systems Approach to Moral Development and Moral Education: A Response to the "JME" Special Issue, September 2008
ERIC Educational Resources Information Center
Kim, Minkang; Sankey, Derek
2009-01-01
Is "development" a concept that properly belongs to mind and morality and, if it does, what account can we give of moral development now that Piagetian and Kohlbergian models are increasingly being abandoned in developmental psychology? In addressing this central issue, it is hoped that the paper will contribute to the quest for a new integrated…
Moral dilemmas in females: children are more utilitarian than adults
PubMed Central
Bucciarelli, Monica
2015-01-01
Influential theories on moral judgments propose that they rely either on emotions or on innate moral principles. In contrast, the mental model theory postulates that moral judgments rely on reasoning, either intuition or deliberation. The theory allows for the possibility that intuitions lead to utilitarian judgments. This paper reports two experiments involving fifth-grade children, adolescents, and adults; the results revealed that children reason intuitively to resolve moral dilemmas in which action and inaction lead to different outcomes. In particular, the results showed female children to be more utilitarian than female adults in resolving classical moral dilemmas: they preferred an action that achieved a good outcome for a greater number of people. Within the mental model theory's framework there is no reason to expect that females and males differ in their ability to reason, but at the moment the results for females cannot be generalized to males who were not properly represented in the adults groups of the two experiments. The result revealing that (female) children are more utilitarian than (female) adults, which is hard to explain via many current theories, was predicted by the mental model theory. PMID:26441722
Ensuring Moral Development in Physical Education
ERIC Educational Resources Information Center
Schwamberger, Benjamin; Wahl-Alexander, Zachary; Ressler, James
2017-01-01
The physical education setting offers a unique opportunity to educate the whole student. It would seem appropriate then, that physical education teachers place strong emphasis on the aspect of moral development and character building, however, this can be a challenging task. To accomplish this, the purpose of this article is to provide strategies…
Human Self-Development: Our Moral Heritage.
ERIC Educational Resources Information Center
Department of the Army, Washington, DC.
An instructor's guide and lesson plans for classroom instruction of women in the Army's Human Self-Development Program are provided. The topic of this pamphlet is "Our Moral Heritage." Each of the six chapters of the guide have the same format, as follows: Outline, Instructor's Resource Material, Lesson Plan, and Instructional Aids. The…
Moral Development in the Information Age.
ERIC Educational Resources Information Center
Willard, Nancy
This paper presents a preliminary overview of moral development issues that are raised when young people interact in cyberspace. A preliminary classification system of Internet ethics issues that parents and educators must address includes: (1) respect for property, (2) respect for territory and privacy, (3) respect for others and common courtesy,…
Temperament, Parenting, and Moral Development: Specificity of Behavior and Context.
PubMed
Augustine, Mairin E; Stifter, Cynthia A
2015-05-01
This longitudinal study highlights the role of specific parenting behaviors in specific contexts when predicting moral development in children of varying temperament types. A sample of mother-child dyads took part in a competing demands task involving differing "do" and "don't" contextual demands when the child was 2 years of age. Child temperament was also assessed at this time, yielding inhibited, exuberant, and low-reactive temperament groups. Children's moral behavior was assessed at 5.5 years of age. Models examining the interaction of temperament and mother behaviors in each context indicated that mother's reasoning/explanation and ignoring in the "do" context predicted later moral behavior in inhibited children, whereas redirection and commands in the "don't" context predicted moral behavior in exuberant children.
Interpreting Measures of Moral Development to Individuals.
ERIC Educational Resources Information Center
Lutwak, Nita; Hennessy, James
1985-01-01
Examined the interpretation of measures of moral development to individuals from three phases of test interpretation. Interpretations based on the meaning of the scale, the meaning of the score, and specific meaning to the individual are explored. (Author)
Moral Motivation, Moral Judgment, and Antisocial Behavior
ERIC Educational Resources Information Center
Brooks, Jeff; Bock, Tonia; Narvaez, Darcia
2013-01-01
The link between judgment and action is weak throughout psychology, including moral psychology. That is, people often do not act in accordance with their reasoning. Might moral judgment development be better viewed as a capacity that inhibits "immoral" behavior? One model that helps account for the moral judgment-action gap is Rest's…
Moral Learning: Conceptual foundations and normative relevance.
PubMed
Railton, Peter
2017-10-01
What is distinctive about a bringing a learning perspective to moral psychology? Part of the answer lies in the remarkable transformations that have taken place in learning theory over the past two decades, which have revealed how powerful experience-based learning can be in the acquisition of abstract causal and evaluative representations, including generative models capable of attuning perception, cognition, affect, and action to the physical and social environment. When conjoined with developments in neuroscience, these advances in learning theory permit a rethinking of fundamental questions about the acquisition of moral understanding and its role in the guidance of behavior. For example, recent research indicates that spatial learning and navigation involve the formation of non-perspectival as well as ego-centric models of the physical environment, and that spatial representations are combined with learned information about risk and reward to guide choice and potentiate further learning. Research on infants provides evidence that they form non-perspectival expected-value representations of agents and actions as well, which help them to navigate the human environment. Such representations can be formed by highly-general mental processes such as causal and empathic simulation, and thus afford a foundation for spontaneous moral learning and action that requires no innate moral faculty and can exhibit substantial autonomy with respect to community norms. If moral learning is indeed integral with the acquisition and updating of casual and evaluative models, this affords a new way of understanding well-known but seemingly puzzling patterns in intuitive moral judgment-including the notorious "trolley problems." Copyright © 2016 The Author. Published by Elsevier B.V. All rights reserved.

Emotion-based learning systems and the development of morality.
PubMed
Blair, R J R
2017-10-01
In this paper it is proposed that important components of moral development and moral judgment rely on two forms of emotional learning: stimulus-reinforcement and response-outcome learning. Data in support of this position will be primarily drawn from work with individuals with the developmental condition of psychopathy as well as fMRI studies with healthy individuals. Individuals with psychopathy show impairment on moral judgment tasks and a pronounced increased risk for instrumental antisocial behavior. It will be argued that these impairments are developmental consequences of impaired stimulus-aversive conditioning on the basis of distress cue reinforcers and response-outcome learning in individuals with this disorder. Copyright © 2017. Published by Elsevier B.V.
Considering Moral Intelligence as Part of a Holistic Education
ERIC Educational Resources Information Center
Clarken, Rodney H.
2010-01-01
Morality and moral intelligence are important in our society and schools. Moral intelligence is discussed in the context of Gardener's theory of multiple intelligences. Moral intelligence helps apply ethical principles to personal goals, values and actions. It consists of four competencies related to integrity, three to responsibility, two to…
Effects of brain lesions on moral agency: ethical dilemmas in investigating moral behavior.
PubMed
Christen, Markus; Müller, Sabine
2015-01-01
Understanding how the "brain produces behavior" is a guiding idea in neuroscience. It is thus of no surprise that establishing an interrelation between brain pathology and antisocial behavior has a long history in brain research. However, interrelating the brain with moral agency--the ability to act in reference to right and wrong--is tricky with respect to therapy and rehabilitation of patients affected by brain lesions. In this contribution, we outline the complexity of the relationship between the brain and moral behavior, and we discuss ethical issues of the neuroscience of ethics and of its clinical consequences. First, we introduce a theory of moral agency and apply it to the issue of behavioral changes caused by brain lesions. Second, we present a typology of brain lesions both with respect to their cause, their temporal development, and the potential for neural plasticity allowing for rehabilitation. We exemplify this scheme with case studies and outline major knowledge gaps that are relevant for clinical practice. Third, we analyze ethical pitfalls when trying to understand the brain-morality relation. In this way, our contribution addresses both researchers in neuroscience of ethics and clinicians who treat patients affected by brain lesions to better understand the complex ethical questions, which are raised by research and therapy of brain lesion patients.
The Forms and Functions of Real-Life Moral Decision-Making.
ERIC Educational Resources Information Center
Krebs, Dennis L.; Denton, Kathy; Wark, Gillian
1997-01-01
Observes that the Kohlbergian model of morality does not give a good account of the ways in which people make moral decisions in their everyday lives. Argues that a functional model of moral judgment and moral behavior derived from evolutionary theory may supply a better account of real-life morality. (DSK)
Children's Moral Emotions and Moral Cognition: Towards an Integrative Perspective
ERIC Educational Resources Information Center
Malti, Tina; Latzko, Brigitte
2010-01-01
This chapter presents a brief introduction to the developmental and educational literature linking children's moral emotions to cognitive moral development. A central premise of the chapter is that an integrative developmental perspective on moral emotions and moral cognition provides an important conceptual framework for understanding children's…
Enhancing moral agency: clinical ethics residency for nurses.
PubMed
Robinson, Ellen M; Lee, Susan M; Zollfrank, Angelika; Jurchak, Martha; Frost, Debra; Grace, Pamela
2014-09-01
One antidote to moral distress is stronger moral agency-that is, an enhanced ability to act to bring about change. The Clinical Ethics Residency for Nurses, an educational program developed and run in two large northeastern academic medical centers with funding from the Health Resources and Services Administration, intended to strengthen nurses' moral agency. Drawing on Improving Competencies in Clinical Ethics Consultation: An Education Guide, by the American Society for Bioethics and Humanities, and on the goals of the nursing profession, CERN sought to change attitudes, increase knowledge, and develop skills to act on one's knowledge. One of the key insights the faculty members brought to the design of this program is that knowledge of clinical ethics is not enough to develop moral agency. In addition to lecture-style classes, CERN employed a variety of methods based in adult learning theory, such as active application of ethics knowledge to patient scenarios in classroom discussion, simulation, and the clinical practicum. Overwhelmingly, the feedback from the participants (sixty-seven over three years of the program) indicated that CERN achieved transformative learning. © 2014 by The Hastings Center.
Development and validation of a questionnaire to measure moral distress in community pharmacists.
PubMed
Astbury, Jayne L; Gallagher, Cathal T
2017-02-01
Background Pharmacists work within a highly-regulated occupational sphere, and are bound by strict legal frameworks and codes of professional conduct. This regulatory environment creates the potential for moral distress to occur due to the limitations it places on acting in congruence with moral judgements. Very little research regarding this phenomenon has been undertaken in pharmacy: thus, prominent research gaps have arisen for the development of a robust tool to measure and quantify moral distress experienced in the profession. Objective The aim of this study was to develop an instrument to measure moral distress in community pharmacists. Setting Community pharmacies in the United Kingdom. Method This study adopted a three-phase exploratory sequential mixed-method design. Three semi-structured focus groups were then conducted to allow pharmacists to identify and explore scenarios that cause moral distress. Each of the identified scenarios were developed into a statement, which was paired with twin seven-point Likert scales to measure the frequency and intensity of the distress, respectively. Content validity, reliability, and construct validity were all tested, and the questionnaire was refined. Main outcome measure The successful development of the valid instrument for use in the United Kingdom. Results This research has led to the development of a valid and reliable instrument to measure moral distress in community pharmacists in the UK. The questionnaire has already been distributed to a large sample of community pharmacists. Conclusion Results from this distribution will be used to inform the formulation of coping strategies for dealing with moral distress.
Human altruism, evolution and moral philosophy
PubMed Central
2017-01-01
This paper has two central aims. The first is to explore philosophical complications that arise when we move from (i) explaining the evolutionary origins of genetically influenced traits associated with human cooperation and altruism, to (ii) explaining present manifestations of human thought, feeling and behaviour involving cooperation and altruism. While the former need only appeal to causal factors accessible to scientific inquiry, the latter must engage also with a distinctive form of explanation, i.e. reason-giving explanation, which in turn raises important philosophical questions, the answers to which will affect the nature of the ultimate explanations of our moral beliefs and related actions. On one possibility I will explore, this explanatory project cannot avoid engaging with first-order ethical theory. The second aim is to apply lessons from these explanatory complications to the critique of ‘evolutionary debunking arguments’, which seek to debunk morality, or at least objective construals of it (i.e. moral realism), by appeal to allegedly scientific debunking explanations of our moral beliefs that would defeat our justification for them. The explanatory complications brought out in the first half raise difficulties for such debunking arguments. If we avoid begging central philosophical questions then such debunking arguments pose little threat of saddling us with moral scepticism or subjectivism, though they do pose an important challenge for those developing a moral realist view. PMID:28878990
Ethics and Morality in Software Development: A Developer's Perspective
ERIC Educational Resources Information Center
Stephenson, James H.
2010-01-01
Computers and other digital devices have become ubiquitous in our lives. Almost all aspects of our lives are in part or wholly impacted by computers and the software that runs on them. Unknowingly, we are placing our livelihoods and even our lives in the hands unknown software developers. Ethical and moral decisions made during software…
Moral reasoning among professional caregivers in nursing homes.
PubMed
Mattiasson, A C; Andersson, L
1995-06-01
This article examines the responses from a sample of Swedish nursing home staff workers to a hypothetical ethical conflict highlighting the issue of restraint. The responses were analyzed in two ways: first, Piaget's theory of moral development was used to differentiate between "autonomous" and "heteronomous" awareness, and second, the responses were analyzed from the perspective of ethical principles, that is, autonomy, beneficence, nonmaleficence, and justice. The findings indicate that autonomous ethical awareness took precedence over heteronomous ethical awareness. The dominant moral values were the principle of beneficence, followed by the principle of autonomy.
Medical ethics research between theory and practice.
PubMed
ten Have, H A; Lelie, A
1998-06-01
The main object of criticism of present-day medical ethics is the standard view of the relationship between theory and practice. Medical ethics is more than the application of moral theories and principles, and health care is more than the domain of application of moral theories. Moral theories and principles are necessarily abstract, and therefore fail to take account of the sometimes idiosyncratic reality of clinical work and the actual experiences of practitioners. Suggestions to remedy the illness of contemporary medical ethics focus on re-establishing the connection between the internal and external morality of medicine. This article discusses the question how to develop a theoretical perspective on medical ethical issues that connects philosophical reflection with the everyday realities of medical practice. Four steps in a comprehensive approach of medical ethics research are distinguished: (1) examine health care contexts in order to obtain a better understanding of the internal morality of these practices; this requires empirical research; (2) analyze and interpret the external morality governing health care practices; sociological study of prevalent values, norms, and attitudes concerning medical-ethical issues is required; (3) creation of new theoretical perspectives on health care practices; Jensen's theory of healthcare practices will be useful here; (4) develop a new conception of bioethics that illuminates and clarifies the complex interaction between the internal and external morality of health care practices. Hermeneutical ethics can be helpful for integrating the experiences disclosed in the empirical ethical studies, as well as utilizing the insights gained from describing the value-contexts of health care practices. For a critical and normative perspective, hermeneutical ethics has to examine and explain the moral experiences uncovered, in order to understand what they tell us.
The Development of Children's Orientations toward Moral, Social, and Personal Orders: More than a Sequence in Development
ERIC Educational Resources Information Center
Turiel, Elliot
2008-01-01
Lawrence Kohlberg first published details of his research on the development of moral judgments in "Vita Humana" (later titled "Human Development"). Along with a series of other articles and essays, he greatly influenced research on moral development. He was instrumental in moving the field out of the narrow confines of analyses of psychological…
The Quest for Moral Order; Emile Durkheim on Education
ERIC Educational Resources Information Center
Peterson, H. L.
1974-01-01
Durkheim's treatment of the nature of morality and of moral education is examined. Three elements in his moral theory, namely the spirit of discipline, attachment to social groups, and autonomy or self-determination, are examined in turn and discussed. (Editor)
Toward a procedure for integrating moral issues in health technology assessment.
PubMed
Hofmann, Bjørn
2005-01-01
Although ethics has been on the agenda in health technology assessment (HTA) since its inception, the integration of moral issues is still not standard and is performed in a vast variety of ways. Therefore, there is a need for a procedure for integrating moral issues in HTA. Literature review of existing approaches together with application of various theories in moral philosophy and axiology. The article develops a set of questions that addresses a wide range of moral issues related to the assessment and implementation of health technology. The issues include general moral issues and moral issues related to stakeholders, methodology, characteristics of technology, and to the HTA process itself. The questions form a kind of checklist for use in HTAs. The presented approach for integrating moral issues in HTA has a broad theoretical foundation and has shown to be useful in practice. Integrating ethical issues in HTAs can be of great importance with respect to the dissemination of HTA results and in efficient health policy making.
Sex Differences in the Development of Moral Reasoning: A Rejoinder to Baumrind.
ERIC Educational Resources Information Center
Walker, Lawrence J.
1986-01-01
Addresses the criticisms of Diana Baumrind's review of his research on sex differences in moral reasoning development. Discusses issues such as the nature of moral development, the focus on adulthood, the choice of statistics, the effect of differing sample sizes and scoring systems, and the role of sexual experiences in explaining variability in…
Deviance and exit: The organizational costs of job insecurity and moral disengagement.
PubMed
Huang, Guo-Hua; Wellman, Ned; Ashford, Susan J; Lee, Cynthia; Wang, Li
2017-01-01
This study examines why and when employees might respond to job insecurity by engaging in workplace deviance and developing intentions to leave-2 activities that are costly for organizations. Drawing on social exchange theory and the theory of moral disengagement, we propose that job insecurity increases workplace deviance and intentions to leave by encouraging employees to morally disengage. We further propose that the strength of the positive association between job insecurity, moral disengagement, and these outcomes is contingent upon 2 aspects of the situation-employees' perceived employment opportunities outside the organization and the quality of the exchange relationship they have developed with their supervisors (leader-member exchange, or LMX). Two time-lagged studies of Chinese workers provide support for the hypothesized 1st-stage moderated mediation model. Specifically, the indirect effect of job insecurity on organizational and interpersonal deviance and intentions to leave via moral disengagement was positive and significant when individuals had more employment opportunities or when LMX was lower but not when they had fewer employment opportunities or when LMX was higher. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
A Critical Comparison of Classical and Domain Theory: Some Implications for Character Education
ERIC Educational Resources Information Center
Keefer, Matthew Wilks
2006-01-01
Contemporary approaches to moral education are influenced by the "domain theory" approach to understanding moral development (Turiel, 1983; 1998; Nucci, 2001). Domain theory holds there are distinct conventional, personal and moral domains; each constituting a cognitive "structured-whole" with its own normative source and sphere of influence. One…
Moral Understanding in the Psychopath*
PubMed Central
Malatesti, Luca
2010-01-01
A pressing and difficult practical problem concerns the general issue of the right social response to offenders classified as having antisocial personality disorder. This paper approaches this general problem by focusing, from a philosophical perspective, on the still relevant but more approachable question whether psychopathic offenders are morally responsible. In particular, I investigate whether psychopaths possess moral understanding. A plausible way to approach the last question requires a satisfactory philosophical interpretation of the empirical evidence that appears to show that psychopaths fail to draw the distinction between conventional and moral norms. Specifically, I will consider a recent philosophical debate polarized between supporters of rationalist and sentimentalist accounts of moral understanding. These opponents have discussed whether the case of psychopathy offers empirical support for their account and undermine the rival view. I will argue that the available empirical data leave the outcome of this discussion indeterminate. However, this implies that both these principal theories of moral understanding, if independently motivated, would imply that psychopaths have certain deficits that might affect their moral understanding and, consequently, their moral responsibility. PMID:21151766
Moral Identity as Moral Ideal Self: Links to Adolescent Outcomes
ERIC Educational Resources Information Center
Hardy, Sam A.; Walker, Lawrence J.; Olsen, Joseph A.; Woodbury, Ryan D.; Hickman, Jacob R.
2014-01-01
The purposes of this study were to conceptualize moral identity as moral ideal self, to develop a measure of this construct, to test for age and gender differences, to examine links between moral ideal self and adolescent outcomes, and to assess purpose and social responsibility as mediators of the relations between moral ideal self and outcomes.…
Theological ethics, moral philosophy, and public moral discourse.
PubMed
Jonsen, Albert R
1994-03-01
The advent and growth of bioethics in the United States in the late 1960s and early 1970s precipitated an era of public moral discourse, that is, the deliberate attempt to analyze and formulate moral argument for use in public policy. The language for rational discussion of moral matters evolved from the parent disciplines of moral philosophy and theological ethics, as well as from the idioms of a secular, pluralistic world that was searching for policy answers to difficult bioethical questions. This article explores the basis and content of the unique contributions of both theological and philosophical ethics to the development of public moral discourse.

Influences of Technology-Related Playful Activity and Thought on Moral Development

ERIC Educational Resources Information Center
Bergen, Doris; Davis, Darrel
2011-01-01
Many early developmental theorists such as Freud, Erikson, Piaget, and Vygotsky suggested that play--which the authors of this article define as both playful activity and playful thought--had the power to influence the moral emotions, behaviors, and reasoning of children. More recent researchers have also found evidence of moral development in…
Moral Development and Behaviour under the Spotlight of the Neurobiological Sciences
ERIC Educational Resources Information Center
Narvaez, Darcia; Vaydich, Jenny L.
2008-01-01
With the aid of techniques such as functional magnetic resonance imaging, neuroscience is providing a new perspective on human behaviour. Many areas of psychology have recognised and embraced the new technologies, methodologies and relevant findings. But how do the tools of neuroscience affect the fields of moral development and moral education?…
The Emotional Foundations of High Moral Intelligence
ERIC Educational Resources Information Center
Narvaez, Darcia
2010-01-01

Moral intelligence is grounded in emotion and reason. Neuroscientific and clinical research illustrate how early life co-regulation with caregivers influences emotion, cognition, and moral character. Triune ethics theory (Narvaez, 2008) integrates neuroscientific, evolutionary, and developmental findings to explain differences in moral…
An Application of Kohlberg's Moral Reasoning Theory to Understanding Problems of Marital and Family Communication.
ERIC Educational Resources Information Center
Winsor, Jerry L.; Lower, Frank J.
The concepts of moral reasoning developed by Lawrence Kohlberg can be applied to the analysis of communication in intimate relationships in an attempt to deal with the high rate of marital dissolution. Kohlberg has identified three levels of moral reasoning: (1) preconventional, in which a person reasons in terms of punishment, reward, or exchange…
Moral Intuitions, Moral Expertise and Moral Reasoning
ERIC Educational Resources Information Center
Musschenga, Albert W.
2009-01-01
In this article I examine the consequences of the dominance of intuitive thinking in moral judging and deciding for the role of moral reasoning in moral education. I argue that evidence for the reliability of moral intuitions is lacking. We cannot determine when we can trust our intuitive moral judgements. Deliberate and critical reasoning is…
The role of moral utility in decision making: an interdisciplinary framework.
PubMed
Tobler, Philippe N; Kalis, Annemarie; Kalenscher, Tobias
2008-12-01
What decisions should we make? Moral values, rules, and virtues provide standards for morally acceptable decisions, without prescribing how we should reach them. However, moral theories do assume that we are, at least in principle, capable of making the right decisions. Consequently, an empirical investigation of the methods and resources we use for making moral decisions becomes relevant. We consider theoretical parallels of economic decision theory and moral utilitarianism and suggest that moral decision making may tap into mechanisms and processes that have originally evolved for nonmoral decision making. For example, the computation of reward value occurs through the combination of probability and magnitude; similar computation might also be used for determining utilitarian moral value. Both nonmoral and moral decisions may resort to intuitions and heuristics. Learning mechanisms implicated in the assignment of reward value to stimuli, actions, and outcomes may also enable us to determine moral value and assign it to stimuli, actions, and outcomes. In conclusion, we suggest that moral capabilities can employ and benefit from a variety of nonmoral decision-making and learning mechanisms.
A Review of Research Supporting the Development of Moral Identity in Youth
ERIC Educational Resources Information Center
Imbriaco, Joseph J.
2017-01-01
How can we inspire our youth to consistently do what is right? Lectures and readings on ethics could help, but are unlikely to spur intrinsic motivation. A more comprehensive option is to aid in the development of a characterbased moral identity which will stay with them as they grow. The development of a moral identity is desirable because it can…
Teaching Moral Theories Using "Lone Survivor"
ERIC Educational Resources Information Center
Boyd, Barry L.
2015-01-01
Four members of SEAL Team 10 faced a moral dilemma during Operation Redwings in 2005. Their mission was compromised when three goat herders discovered their position. They had to decide if they should kill the herders and continue their mission or release them, thus terminating their mission unsuccessfully. Students in an applied ethics class were…
Religion as a Resource for Positive Youth Development: Religion, Social Capital, and Moral Outcomes
ERIC Educational Resources Information Center
King, Pamela Ebstyne; Furrow, James L.
2004-01-01
Although existing literature demonstrates that developmental benefits are associated with religion for adolescents, little is understood about the dynamics of this relationship. Drawing on social capital theory, this study tested a conceptual model exploring socially embedded religious influences on moral outcomes. A three-dimensional model of…
The moral relevance of addiction.
PubMed
Husak, Douglas N
2004-02-01
I attempt to understand and assess the widespread belief that addiction is relevant to morality. I examine several accounts of how addiction might be significant from a moral point of view. Although I briefly discuss theories of virtue, I focus on three possible ways addiction might be relevant to moral blame. First, blame might be imposed for the act of using addictive drugs. Second, blame might be imposed for the condition of being addicted. Third, blame might be imposed for further risks persons are likely to undertake once they have become addicts. I conclude that each of these accounts has some plausibility, but none is entirely unproblematic. Addiction probably is relevant to morality, although its degree of importance is not as great as some commentators appear to believe. The moral relevance of addiction does not appear to rise to whatever level would justify a punitive response to addictive drug users.
Liberia: National Security Interests in Transformational Development
DTIC Science & Technology
2008-03-25
can take advantage of their needy and impressionable stage of development. Lawrence Kohlberg advanced the theory that moral development and moral... Kohlberg , Essays on Moral Development: Vol. 2. The Philosophy of Moral Development (San Francisco: Harper & Row, 1984). 47 For more information on
Moral satisficing: rethinking moral behavior as bounded rationality.
PubMed
Gigerenzer, Gerd
2010-07-01
What is the nature of moral behavior? According to the study of bounded rationality, it results not from character traits or rational deliberation alone, but from the interplay between mind and environment. In this view, moral behavior is based on pragmatic social heuristics rather than moral rules or maximization principles. These social heuristics are not good or bad per se, but solely in relation to the environments in which they are used. This has methodological implications for the study of morality: Behavior needs to be studied in social groups as well as in isolation, in natural environments as well as in labs. It also has implications for moral policy: Only by accepting the fact that behavior is a function of both mind and environmental structures can realistic prescriptive means of achieving moral goals be developed. Copyright © 2010 Cognitive Science Society, Inc.
Moral-Character Development for Teacher Education
ERIC Educational Resources Information Center
Lapsley, Daniel; Woodbury, Ryan
2016-01-01
In this article the authors accept the common view that moral-character education is immanent to the life of classroom and schools and inevitable even when remanded to the hidden curriculum. Most schools claim to address the moral formation of students, and many educators enter the profession for values-laden reasons. Yet the language of values,…
Stages of Ethical Reasoning and Moral Norms of Carib Youths
ERIC Educational Resources Information Center
Gorsuch, Richard L.; Barnes, M. Louise
1973-01-01
Ethical development was investigated in a cross-cultural context by examining both the cognitive structure of ethical reasoning and the content of perceived moral norms in black Carib boys of British Honduras in the framework of stage theory. (Author/JM)
Protection as care: moral reasoning and moral orientation among ethnically and socioeconomically diverse older women.
PubMed
Dakin, Emily
2014-01-01
This study examined moral reasoning among ethnically and socioeconomically diverse older women based on the care and justice moral orientations reflecting theoretical frameworks developed by Carol Gilligan and Lawrence Kohlberg, respectively. A major gap in this area of research and theory development has been the lack of examination of moral reasoning in later life. This study addressed this gap by assessing socioeconomically and ethnically diverse older women's reasoning in response to ethical dilemmas showing conflict between autonomy, representative of Kohlberg's justice orientation, and protection, representative of Gilligan's care orientation. The dilemmas used in this study came from adult protective services (APS), the U.S. system that investigates and intervenes in cases of elder abuse and neglect. Subjects were 88 African American, Latina, and Caucasian women age 60 or over from varying socioeconomic status backgrounds who participated in eight focus groups. Overall, participants favored protection over autonomy in responding to the case scenarios. Their reasoning in responding to these dilemmas reflected an ethic of care and responsibility and a recognition of the limitations of autonomy. This reasoning is highly consistent with the care orientation. Variations in the overall ethic of care and responsibility based on ethnicity and SES also are discussed. Copyright © 2013. Published by Elsevier Inc.
Murphy's Moral Economy of Labor.
ERIC Educational Resources Information Center
Masters, Roger D.
1996-01-01
Praises and summarizes James Bernard Murphy's "The Moral Economy of Labor: Aristotelian Themes in Economic Theory." Linking economic theories from Adam Smith to Karl Marx, Murphy criticizes traditional economic and social thinking regarding the division of labor. He proposes an integration of conceptualization and execution to humanize…
The Application of Kohlberg's Moral Development Model to College Students' Technology Ethics Decisions
ERIC Educational Resources Information Center
Kiser, Angelina I. T.; Morrison, Eileen E.; Craven, Annette
2009-01-01
This study examined undergraduate university students' (n=121) responses to six ethical dilemmas within the realm of information technology (IT). Using a framework based on Kohlberg's stages of moral development, the study evaluated the level of moral development as demonstrated in these responses. An apriori coding system was used to analyze the…
How Not to Evaluate a Psychological Measure: Rebuttal to Criticism of the Defining Issues Test of Moral Judgment Development by Curzer and Colleagues
ERIC Educational Resources Information Center
Thoma, Stephen J.; Bebeau, Muriel J.; Narvaez, Darcia
2016-01-01
In a 2014 paper in "Theory and Research in Education," Howard Curzer and colleagues critique the Defining Issues Test of moral judgment development according to eight criteria that are described as difficulties any measure of educational outcomes must address. This article highlights how Curzer et al. do not consult existing empirical…
At the heart of morality lies neuro-visceral integration: lower cardiac vagal tone predicts utilitarian moral judgment
PubMed Central
Kappes, Andreas; Rho, Yeojin; Van Bavel, Jay J.
2016-01-01
To not harm others is widely considered the most basic element of human morality. The aversion to harm others can be either rooted in the outcomes of an action (utilitarianism) or reactions to the action itself (deontology). We speculated that the human moral judgments rely on the integration of neural computations of harm and visceral reactions. The present research examined whether utilitarian or deontological aspects of moral judgment are associated with cardiac vagal tone, a physiological proxy for neuro-visceral integration. We investigated the relationship between cardiac vagal tone and moral judgment by using a mix of moral dilemmas, mathematical modeling and psychophysiological measures. An index of bipolar deontology-utilitarianism was correlated with resting heart rate variability (HRV)—an index of cardiac vagal tone—such that more utilitarian judgments were associated with lower HRV. Follow-up analyses using process dissociation, which independently quantifies utilitarian and deontological moral inclinations, provided further evidence that utilitarian (but not deontological) judgments were associated with lower HRV. Our results suggest that the functional integration of neural and visceral systems during moral judgments can restrict outcome-based, utilitarian moral preferences. Implications for theories of moral judgment are discussed. PMID:27317926
Developing a basis for moral thinking
NASA Astrophysics Data System (ADS)
Cowell, Barbara
1995-01-01
Writing from the standpoint of mother and teacher, the author asks from where we can start to find a basis of moral education. She rejects simply exchanging one basis for another. We need to agree upon principles which would enable us to judge what constitutes a right basis, rather than concentrating on the content of particular beliefs. She identifies four qualities that children need to be equipped with in order to act reasonably in situations where moral choice is required: recognition of the validity of others as equals; requisite emotional insight; factual knowledge; and a capacity to make, and act upon, principles formulated by using the above equipment. These "high-level" principles should take precedence over any creed — sacred or secular; to make this shift has become crucial on a national and international level. The general preconditions and practical possibilities for the implementation of moral education are then specified. Finally, the author questions why so few researchers and teachers are working on this basis — concluding that what hinders us is our tendency to see morality as derived from authority, instead of being "a form of thought in its own right'.

Binding Moral Foundations and the Narrowing of Ideological Conflict to the Traditional Morality Domain.
PubMed
Malka, Ariel; Osborne, Danny; Soto, Christopher J; Greaves, Lara M; Sibley, Chris G; Lelkes, Yphtach
2016-09-01
Moral foundations theory (MFT) posits that binding moral foundations (purity, authority, and ingroup loyalty) are rooted in the need for groups to promote order and cohesion, and that they therefore underlie political conservatism. We present evidence that binding foundations (and the related construct of disgust sensitivity) are associated with lower levels of ideological polarization on political issues outside the domain of moral traditionalism. Consistent support for this hypothesis was obtained from three large American Internet-based samples and one large national sample of New Zealanders (combined N = 7,874). We suggest that when political issues do not have inherent relevance to moral traditionalism, binding foundations promote a small centrist shift away from ideologically prescribed positions, and that they do so out of desire for national uniformity and cohesion. © 2016 by the Society for Personality and Social Psychology, Inc.
The Virtues and Vices of Moral Development Theorists.
ERIC Educational Resources Information Center
Helwig, Charles C.; And Others
1996-01-01
Claims that Campbell and Christopher's literature on moral development construes the cognitive-developmental and domain approaches too narrowly, overinterprets the influence of Kant, excludes other equally important non-Kantian philosophical influences, and ignores much of the research evidence. Describes the need for drawing distinctions in…
The neuropathology of morality: Germany 1930-1960.
PubMed
Schirmann, Felix
2014-01-01
This article analyzes brain scientists' attempts to trace morality in the brain in Germany from 1930 to 1960. The debate around Karl Kleist's localization of the Gemeinschafts-Ich [community-I] in the 1930s is depicted in order to illustrate the central arguments for and against localizations of morality. The focus of this article is on the period 1936-1960 in which experts put forth specific ideas on morality's cerebral underpinnings that mirror the larger theoretical shift from strict localization doctrine to a more holistic understanding of the brain. As a result of this shift, experts avoided exact localizations of morality. Instead, they posited correlations between brain areas and morality. The analysis illustrates the dependence of neuropathological research on morality on general theories of brain functioning and marks a first contribution to the history of the neuroscience of morality for the time after 1930.
The neural bases of cognitive conflict and control in moral judgment.
PubMed
Greene, Joshua D; Nystrom, Leigh E; Engell, Andrew D; Darley, John M; Cohen, Jonathan D
2004-10-14
Traditional theories of moral psychology emphasize reasoning and "higher cognition," while more recent work emphasizes the role of emotion. The present fMRI data support a theory of moral judgment according to which both "cognitive" and emotional processes play crucial and sometimes mutually competitive roles. The present results indicate that brain regions associated with abstract reasoning and cognitive control (including dorsolateral prefrontal cortex and anterior cingulate cortex) are recruited to resolve difficult personal moral dilemmas in which utilitarian values require "personal" moral violations, violations that have previously been associated with increased activity in emotion-related brain regions. Several regions of frontal and parietal cortex predict intertrial differences in moral judgment behavior, exhibiting greater activity for utilitarian judgments. We speculate that the controversy surrounding utilitarian moral philosophy reflects an underlying tension between competing subsystems in the brain.
Virtual Morality: Transitioning from Moral Judgment to Moral Action?
PubMed Central
Francis, Kathryn B.; Howard, Charles; Howard, Ian S.; Gummerum, Michaela; Ganis, Giorgio; Anderson, Grace; Terbeck, Sylvia
2016-01-01
The nature of moral action versus moral judgment has been extensively debated in numerous disciplines. We introduce Virtual Reality (VR) moral paradigms examining the action individuals take in a high emotionally arousing, direct action-focused, moral scenario. In two studies involving qualitatively different populations, we found a greater endorsement of utilitarian responses–killing one in order to save many others–when action was required in moral virtual dilemmas compared to their judgment counterparts. Heart rate in virtual moral dilemmas was significantly increased when compared to both judgment counterparts and control virtual tasks. Our research suggests that moral action may be viewed as an independent construct to moral judgment, with VR methods delivering new prospects for investigating and assessing moral behaviour. PMID:27723826
Insights From the Defining Issues Test on Moral Reasoning Competencies Development in Community Pharmacists.
PubMed
Roche, Cicely; Thoma, Steve
2017-10-01
Objective. To investigate whether a profession-specific educational intervention affected the development of moral reasoning competencies in community pharmacists, as measured by the Defining Issues Test (DIT2). Methods. This research used a repeated measures pre-post educational intervention design as a quasi-randomized, controlled, crossover study to evaluate changes in the moral reasoning scores of 27 volunteer community pharmacists in Ireland. Results. Changes in pharmacists' moral reasoning competencies development, as reported by P-Scores and N2-Scores, were found to be significant. In addition, interaction effects were observed between developmental scores on the DIT2 and whether participants were determined to be consolidated in their reasoning pre- and post-engagement with the educational intervention. Conclusion. Short profession-specific educational interventions have the potential to positively affect the development of moral reasoning competencies of community pharmacists.
The Consolidation/Transition Model in Moral Reasoning Development.
ERIC Educational Resources Information Center
Walker, Lawrence J.; Gustafson, Paul; Hennig, Karl H.
2001-01-01
This longitudinal study with 62 children and adolescents examined the validity of the consolidation/transition model in the context of moral reasoning development. Results of standard statistical and Bayesian techniques supported the hypotheses regarding cyclical patterns of change and predictors of stage transition, and demonstrated the utility…
The Role of Moral Emotions in the Development of Children's Sharing Behavior
ERIC Educational Resources Information Center

Ongley, Sophia F.; Malti, Tina
2014-01-01
This study investigated the role of moral emotions in the development of children's sharing behavior (N = 244 4-, 8-, and 12-year-old children). Children's sympathy was measured with both self- and primary caregiver-reports, and participants anticipated their negatively and positively valenced moral emotions (i.e., feeling guilty, sad, or bad; and…
Moral Education Technologies in Pedagogical Theory and Practice of Poland and Ukraine
ERIC Educational Resources Information Center

Yankovych, Iryna
2014-01-01
The comparative analysis of theoretical bases and the practice of moral education technologies implementation in Polish and Ukrainian pedagogy has been made. There has been stated that moral education technology in Ukrainian pedagogical science can be interpreted as a moral education system, the constituent parts of which are the following: aims,…
* Ethical Issues in the Use of Animal Models for Tissue Engineering: Reflections on Legal Aspects, Moral Theory, Three Rs Strategies, and Harm-Benefit Analysis.
PubMed
Liguori, Gabriel R; Jeronimus, Bertus F; de Aquinas Liguori, Tácia T; Moreira, Luiz Felipe P; Harmsen, Martin C
2017-12-01
Animal experimentation requires a solid and rational moral foundation. Objective and emphatic decision-making and protocol evaluation by researchers and ethics committees remain a difficult and sensitive matter. This article presents three perspectives that facilitate a consideration of the minimally acceptable standard for animal experiments, in particular, in tissue engineering (TE) and regenerative medicine. First, we review the boundaries provided by law and public opinion in America and Europe. Second, we review contemporary moral theory to introduce the Neo-Rawlsian contractarian theory to objectively evaluate the ethics of animal experiments. Third, we introduce the importance of available reduction, replacement, and refinement strategies, which should be accounted for in moral decision-making and protocol evaluation of animal experiments. The three perspectives are integrated into an algorithmic and graphic harm-benefit analysis tool based on the most relevant aspects of animal models in TE. We conclude with a consideration of future avenues to improve animal experiments.
Moral identity as moral ideal self: links to adolescent outcomes.
PubMed
Hardy, Sam A; Walker, Lawrence J; Olsen, Joseph A; Woodbury, Ryan D; Hickman, Jacob R
2014-01-01
The purposes of this study were to conceptualize moral identity as moral ideal self, to develop a measure of this construct, to test for age and gender differences, to examine links between moral ideal self and adolescent outcomes, and to assess purpose and social responsibility as mediators of the relations between moral ideal self and outcomes. Data came from a local school sample (Data Set 1: N = 510 adolescents; 10-18 years of age) and a national online sample (Data Set 2: N = 383 adolescents; 15-18 years of age) of adolescents and their parents. All outcome measures were parent-report (Data Set 1: altruism, moral personality, aggression, and cheating; Data Set 2: environmentalism, school engagement, internalizing, and externalizing), whereas other variables were adolescent-report. The 20-item Moral Ideal Self Scale showed good reliability, factor structure, and validity. Structural equation models demonstrated that, even after accounting for moral identity internalization, in Data Set 1 moral ideal self positively predicted altruism and moral personality and negatively predicted aggression, whereas in Data Set 2 moral ideal self positively predicted environmentalism and negatively predicted internalizing and externalizing symptoms. Further, purpose and social responsibility mediated most relations between moral ideal self and the outcomes in Data Set 2. Moral ideal self was unrelated to age but differentially predicted some outcomes across age. Girls had higher levels of moral ideal self than boys, although moral identity did not differentially predict outcomes between genders. Thus, moral ideal self is a salient element of moral identity and may play a role in morally relevant adolescent outcomes. PsycINFO Database Record (c) 2014 APA, all rights reserved.
Psychosocial and Moral Development of PTSD-Diagnosed Combat Veterans
ERIC Educational Resources Information Center
Taylor, John G.; Baker, Stanley B.
2007-01-01
Two related studies were conducted in order to investigate whether psychosocial and moral development appeared to have been disrupted and arrested in veterans diagnosed as having posttraumatic stress disorder (PTSD). Study 1 was devoted to developing a measure of late adolescence, early adulthood, and adulthood stages of psychosocial…
Does ethical membership matter? Moral identification and its organizational implications.
PubMed
May, Douglas R; Chang, Young K; Shao, Ruodan
2015-05-01
This research meaningfully connects the literatures on identification and business ethics by proposing the new construct of moral identification. Moral identification is defined here as the perception of oneness or belongingness associated with an organization that exhibits ethical traits (e.g., care, kindness, and compassion), which also involves a deliberate concern of the membership with an ethical organization. Integrating social identity theory with theory on the moral self, this research examines an overall theoretical model where moral identification plays a significant role in explaining employee attraction, motivation, and retention (i.e., 3 components of the overall theoretical framework). These components were examined separately in 3 empirical studies and findings from these studies first revealed that moral identification explained why job seekers with strong (vs. weak) moral identities were more attracted to a socially responsible organization (Study 1). Second, moral identification was associated with lower employee unethical proorganizational behavior (Study 2). Finally, moral identification was negatively related to employees' turnover intentions. Organizations' legal compliance moderated this relation such that it was stronger when organizations have higher (vs. lower) levels of legal compliance (Study 3). Taken together, these studies suggest that moral identification offers new insights in explaining both potential and current employees' behaviors when morality is contextually relevant and subjectively meaningful. Theoretical contributions and practical implications are discussed. (c) 2015 APA, all rights reserved.
Bioethics education in clinical settings: theory and practice of the dilemma method of moral case deliberation.
PubMed
Stolper, Margreet; Molewijk, Bert; Widdershoven, Guy
2016-07-22

Moral Case Deliberation is a specific form of bioethics education fostering professionals' moral competence in order to deal with their moral questions. So far, few studies focus in detail on Moral Case Deliberation methodologies and their didactic principles. The dilemma method is a structured and frequently used method in Moral Case Deliberation that stimulates methodological reflection and reasoning through a systematic dialogue on an ethical issue experienced in practice. In this paper we present a case-study of a Moral Case Deliberation with the dilemma method in a health care institution for people with an intellectual disability, describing the theoretical background and the practical application of the dilemma method. The dilemma method focuses on moral experiences of participants concerning a concrete dilemma in practice. By an in-depth description of each of the steps of the deliberation process, we elucidate the educational value and didactics of this specific method. The didactics and methodical steps of the dilemma method both supported and structured the dialogical reflection process of the participants. The process shows that the participants learned to recognize the moral dimension of the issue at stake and were able to distinguish various perspectives and reasons in a systematic manner. The facilitator played an important role in the learning process of the participants, by assisting them in focusing on and exploring moral aspects of the case. The reflection and learning process, experienced by the participants, shows competency-based characteristics. The role of the facilitator is that of a Socratic teacher with specific knowledge and skills, fostering reflection, inquiry and dialogue. The specific didactics of the dilemma method is well suited for teaching bioethics in clinical settings. The dilemma method follows an inductive learning approach through a dialogical moral inquiry in which participants develop not only knowledge but also skills
Hierarchical structure of moral stages assessed by a sorting task.
PubMed
Boom, J; Brugman, D; van der Heijden, P G
2001-01-01
Following criticism of Kohlberg's theory of moral judgment, an empirical re-examination of hierarchical stage structure was desirable. Utilizing Piaget's concept of reflective abstraction as a basis, the hierarchical stage structure was investigated using a new method. Study participants (553 Dutch university students and 196 Russian high school students) sorted statements in terms of moral sophistication. These statements were typical for the different stages of moral development as defined in Colby and Kohlberg. The rank ordering performed by participants confirmed the hypotheses. First, despite large individual variation, the ordering of the statements that gave the best fit revealed that each consecutive Kohlbergian stage was perceived to be more morally sophisticated. Second, the lower the stage as represented by the items, the higher the agreement among the participants in their ranking; and the higher the stage as represented by the items, the lower the agreement among the participants in the rankings. Moreover, the pivotal point depended on the developmental characteristics of the sample, which demonstrated a developmental effect: The ordering of statements representative of moral stages below one's own current stage was straightforward, whereas the ordering of statements above one's own stage was difficult. It was concluded that the Piagetian idea of reflective abstraction can be used successfully to operationalize and measure the hierarchical nature of moral development.
The role of emotions in moral case deliberation: theory, practice, and methodology.
PubMed
Molewijk, Bert; Kleinlugtenbelt, Dick; Widdershoven, Guy
2011-09-01
In clinical moral decision making, emotions often play an important role. However, many clinical ethicists are ignorant, suspicious or even critical of the role of emotions in making moral decisions and in reflecting on them. This raises practical and theoretical questions about the understanding and use of emotions in clinical ethics support services. This paper presents an Aristotelian view on emotions and describes its application in the practice of moral case deliberation. According to Aristotle, emotions are an original and integral part of (virtue) ethics. Emotions are an inherent part of our moral reasoning and being, and therefore they should be an inherent part of any moral deliberation. Based on Aristotle's view, we examine five specific aspects of emotions: the description of emotions, the attitude towards emotions, the thoughts present in emotions, the reliability of emotions, and the reasonable principle that guides an emotion. We then discuss three ways of dealing with emotions in the process of moral case deliberation. Finally, we present an Aristotelian conversation method, and present practical experiences using this method. © 2011 Blackwell Publishing Ltd.
Morality, Culture and the Dialogic Self: Taking Cultural Pluralism Seriously
ERIC Educational Resources Information Center
Haste, Helen; Abrahams, Salie
2008-01-01
This paper explores moral reasoning within the framework of contemporary cultural theory, in which moral functioning is action mediated by tools (such as socially available discourses) within a social and cultural context. This cultural model of a "dialogic moral self" challenges many of the assumptions inherent in the individualistic Kantian…
A Qualitative Survey Examining the Moral Identities of Young Adults
ERIC Educational Resources Information Center
Onat Kocabiyik, Oya; Kulaksizoglu, Adnan
2014-01-01
Moral identity can orient one's behaviors when exhibiting any kind of moral behavior. In this study, the moral identities of young adults are analyzed to a certain extent. For this purpose, the "interpretative phenomenological pattern" and "grounded theory" models are used as qualitative survey models. The study group for…
Cognitive-Developmental Approaches to Moral Education: A Social Ethical Analysis.
ERIC Educational Resources Information Center
Orr, John B.
This essay critically views the prescriptions of Jean Piaget and Lawrence Kohlberg concerning moral education within the public schools. Piaget's paradigm of the moral life is elaborated, and his prescriptive theories for the schools are presented. In contrast to Durkheim, Piaget argues that schools should resist adult-imposed moral rules whenever…
Moral vindications.
PubMed
Kumar, Victor
2017-10-01
Psychologists and neuroscientists have recently been unearthing the unconscious processes that give rise to moral intuitions and emotions. According to skeptics like Joshua Greene, what has been found casts doubt on many of our moral beliefs. However, a new approach in moral psychology develops a learning-theoretic framework that has been successfully applied in a number of other domains. This framework suggests that model-based learning shapes intuitions and emotions. Model-based learning explains how moral thought and feeling are attuned to local material and social conditions. Philosophers can draw on these explanations, in some cases, in order to vindicate episodes of moral change. Explanations can support justifications by showing that they are not mere rationalizations. In addition, philosophical justifications are a fertile source for empirical hypotheses about the rational learning mechanisms that shape moral intuitions and emotions. Copyright © 2017 Elsevier B.V. All rights reserved.

Moral Expertise in the Clinic: Lessons Learned from Medicine and Science
PubMed Central
McClimans, Leah; Slowther, Anne
2016-01-01
Philosophers and others have questioned whether or not expertise in morality is possible. This debate is not only theoretical, but also affects the perceived legitimacy of clinical ethicists. One argument against moral expertise is that in a pluralistic society with competing moral theories no one can claim expertise regarding what another ought morally to do. There are simply too many reasonable moral values and intuitions that affect theory choice and its application; expertise is epistemically uniform. In this article, we discuss how similar concerns have recently threatened to undermine expertise in medicine and science. In contrast, we argue that the application of values is needed to exercise medical, scientific, and moral expertise. As long as these values are made explicit, worries about a pretense to authority in the context of a liberal democracy are ill-conceived. In conclusion, we argue for an expertise that is epistemically diverse. PMID:27302969
Overcoming the Discontinuity of Patriotic Education and Moral Development by Means of Regional Culture
ERIC Educational Resources Information Center
Tikhonova, Anna U.
2016-01-01
The paper analyzes studies on continuing education, explains the concept of "continuity of patriotic education and moral development by means of regional culture", determines the uniqueness of regional culture as the core of patriotic education and moral development, and characterizes the model of continuity of patriotic education and…
Reader's Response: Response to K. Hornsby's "Developing and Assessing Undergraduate Students' Moral Reasoning Skills"
ERIC Educational Resources Information Center
Payne, Carla
2008-01-01
In this brief response, Carla Payne comments on Karen Hornsby's "Developing and Assessing Undergraduate Students' Moral Reasoning Skills" (EJ1137006). Payne agrees with Hornsby's statement that the development of "moral reasoning skills" is a very desirable outcome for an ethics course, yet takes issue with Hornsby not sticking…
Improving epistemological beliefs and moral judgment through an STS-based science ethics education program.
PubMed
Han, Hyemin; Jeong, Changwoo
2014-03-01
This study develops a Science-Technology-Society (STS)-based science ethics education program for high school students majoring in or planning to major in science and engineering. Our education program includes the fields of philosophy, history, sociology and ethics of science and technology, and other STS-related theories. We expected our STS-based science ethics education program to promote students' epistemological beliefs and moral judgment development. These psychological constructs are needed to properly solve complicated moral and social dilemmas in the fields of science and engineering. We applied this program to a group of Korean high school science students gifted in science and engineering. To measure the effects of this program, we used an essay-based qualitative measurement. The results indicate that there was significant development in both epistemological beliefs and moral judgment. In closing, we briefly discuss the need to develop epistemological beliefs and moral judgment using an STS-based science ethics education program.
Situational variation in moral judgment: In a stage or on a stage?
PubMed
Carpendale, J I; Krebs, D L
1992-04-01
Two issues were examined in this study-the consistency of moral judgment across different types of dilemma and different social contexts, and the relationship between the structure (stage) of moral judgment and the content of moral decisions. Forty subjects were given two hypothetical dilemmas about business decisions and two standard Kohlberg dilemmas. Half the subjects directed their responses to a business audience, half to a philosophical audience. Responses to the moral dilemmas were scored in accordance with the Colby and Kohlberg (1987) scoring manual. Stage of moral reasoning was found to be significantly higher on the Kohlberg dilemmas than on the business dilemmas. A significant interaction between type of dilemma and audience was attributed to the tendency of subjects directing their responses to a business audience to interpret one of the business dilemmas in terms of the moral order of business, but for subjects directing their responses to a philosophy audience to treat it as a philosophical dilemma. The other business dilemma evoked uniformly low-level moral judgments. The amount of selfishness intrinsic in subjects' moral choices on the business dilemmas was significantly negatively correlated with moral maturity on the business dilemmas, but not with their moral maturity on Kohlberg's test. These results are interpreted as more consistent with models of moral development such as those advanced by C. G. Levine ([1979] "Stage Acquisition and Stage Use: An Appraisal of Stage Displacement Explanations of Variation in Moral Reasoning, " Human Development, Vol. 22, pp. 145-164), J. Rest ([1983] "Morality," in: P. H. Mussen [ed.], J. H. Flavell and E. Markman [Vol. eds.], Handbook of Child Psychology [Vol. 3, 4th ed.], John Wiley & Sons, New York), and R. Harré ([1984]) Personal Being: A Theory for Individual Psychology, Harvard University Press, Cambridge, Massachusetts), which posit a relatively wide range of within-person stage use and emphasize the
At the heart of morality lies neuro-visceral integration: lower cardiac vagal tone predicts utilitarian moral judgment.
PubMed
Park, Gewnhi; Kappes, Andreas; Rho, Yeojin; Van Bavel, Jay J
2016-10-01
To not harm others is widely considered the most basic element of human morality. The aversion to harm others can be either rooted in the outcomes of an action (utilitarianism) or reactions to the action itself (deontology). We speculated that the human moral judgments rely on the integration of neural computations of harm and visceral reactions. The present research examined whether utilitarian or deontological aspects of moral judgment are associated with cardiac vagal tone, a physiological proxy for neuro-visceral integration. We investigated the relationship between cardiac vagal tone and moral judgment by using a mix of moral dilemmas, mathematical modeling and psychophysiological measures. An index of bipolar deontology-utilitarianism was correlated with resting heart rate variability (HRV)-an index of cardiac vagal tone-such that more utilitarian judgments were associated with lower HRV. Follow-up analyses using process dissociation, which independently quantifies utilitarian and deontological moral inclinations, provided further evidence that utilitarian (but not deontological) judgments were associated with lower HRV. Our results suggest that the functional integration of neural and visceral systems during moral judgments can restrict outcome-based, utilitarian moral preferences. Implications for theories of moral judgment are discussed. © The Author (2016). Published by Oxford University Press. For Permissions, please email: .
Teaching Ethical Reflexivity in Information Systems: How to Equip Students to Deal with Moral and Ethical Issues of Emerging Information and Communication Technologies
ERIC Educational Resources Information Center
Stahl, Bernd Carsten
2011-01-01
Teaching ethics to students of information systems (IS) raises a number of conceptual and content-related issues. The present paper starts out by developing a conceptual framework of moral and ethical issues that distinguishes between moral intuition, explicit morality, ethical theory and meta-ethical reflection. This conceptual framework…
Moral Education, Habituation, and Divine Assistance in View of Ghazali
ERIC Educational Resources Information Center
Attaran, Mohammad
2015-01-01
This article describes the concept of moral education and its foundation according to Abu Hamid Ghazali as one of the most influential scholars in the world of Islam. Ghazali equates moral education with habituation. Causality holds a prominent place in philosophical foundations of his theory of moral education. Even though Ghazali recommends…
Stress alters personal moral decision making.
PubMed
Youssef, Farid F; Dookeeram, Karine; Basdeo, Vasant; Francis, Emmanuel; Doman, Mekaeel; Mamed, Danielle; Maloo, Stefan; Degannes, Joel; Dobo, Linda; Ditshotlo, Phatsimo; Legall, George
2012-04-01
While early studies of moral decision making highlighted the role of rational, conscious executive processes involving frontal lobe activation more recent work has suggested that emotions and gut reactions have a key part to play in moral reasoning. Given that stress can activate many of the same brain regions that are important for and connected to brain centres involved in emotional processing we sought to evaluate if stress could influence moral decision making. Sixty-five undergraduate volunteers were randomly assigned to control (n=33) and experimental groups (n=32). The latter underwent the Trier Social Stress Test (TSST) and induction of stress was assessed by measurement of salivary cortisol levels. Subjects were then required to provide a response to thirty moral dilemmas via a computer interface that recorded both their decision and reaction time. Three types of dilemmas were used: non-moral, impersonal moral and personal moral. Using a binary logistic model there were no significant predicators of utilitarian response in non-moral and impersonal moral dilemmas. However the stressed group and females were found to predict utilitarian responses to personal moral dilemmas. When comparing percentage utilitarian responses there were no significant differences noted for the non-moral and impersonal moral dilemmas but the stressed group showed significantly less utilitarian responses compared to control subjects. The stress response was significantly negatively correlated with utilitarian responses. Females also showed significantly less utilitarian responses than males. We conclude that activation of the stress response predisposed participants to less utilitarian responses when faced with high conflict personal moral dilemmas and suggest that this offers further support for dual process theory of moral judgment. We also conclude that females tend to make less utilitarian personal moral decisions compared to males, providing further evidence that there are
Socio-economic factors related to moral reasoning in childhood and adolescence: the missing link between brain and behavior
PubMed Central

Caravita, Simona C. S.; Giardino, Simona; Lenzi, Leonardo; Salvaterra, Mariaelena; Antonietti, Alessandro
2012-01-01
Neuroscientific and psychological research on moral development has until now developed independently, referring to distinct theoretical models, contents, and methods. In particular, the influence of socio-economic and cultural factors on morality has been broadly investigated by psychologists but as yet has not been investigated by neuroscientists. The value of bridging these two areas both theoretically and methodologically has, however, been suggested. This study aims at providing a first connection between neuroscientific and psychological literature on morality by investigating whether socio-economic dimensions, i.e., living socio-geographic/economic area, immigrant status and socio-economic status (SES), affect moral reasoning as operationalized in moral domain theory (a seminal approach in psychological studies on morality) and in Greene et al. (2001) perspective (one of the main approaches in neuroethics research). Participants were 81 primary school (M = 8.98 years; SD = 0.39), 72 middle school (M = 12.14 years; SD = 0.61), and 73 high school (M = 15.10 years; SD = 0.38) students from rural and urban areas. Participants' immigrant status (native vs. immigrant) and family SES level were recorded. Moral reasoning was assessed by means of a series of personal and impersonal dilemmas based on Greene et al. (2001) neuroimaging experiment and a series of moral and socio-conventional rule dilemmas based on the moral domain theory. Living socio-geographic/economic area, immigrant status and SES mainly affected evaluations of moral and, to a higher extent, socio-conventional dilemmas, but had no impact on judgment of personal and impersonal dilemmas. Results are mainly discussed from the angle of possible theoretical links and suggestions emerging for studies on moral reasoning in the frameworks of neuroscience and psychology. PMID:23015787
The use of moral dilemmas for teaching agricultural engineers.
PubMed
Lozano, J Félix; Palau-Salvador, Guillermo; Gozálvez, Vincent; Boni, Alejandra
2006-04-01
Agricultural engineers' jobs are especially related to sustainability and earth life issues. They usually work with plants or animals, and the aim of their work is often linked to producing food to allow people to improve their quality of life. Taking into account this dual function, the moral requirements of their day-to-day professional practice are arguably greater than those of other professions. Agricultural engineers can develop their ability to live up to this professional responsibility by receiving ethical training during their university studies, not only by taking courses specifically devoted to ethics, but also by having to deal with moral questions that are integrated into their technical courses through a program of Ethics Across the Curriculum (EAC). The authors feel that a suitable pedagogical technique for achieving this goal is the use of moral dilemmas, following Kohlberg's theory of levels of morality (1981), with the final objective of attaining a post-conventional level. This paper examines the possibilities and limitations of using moral dilemmas as a pedagogical technique for training agricultural engineers. The cases, discussions, and evaluation used in the Agricultural Engineering Department of the Technical University of Valencia (Spain) are also presented.
Popper's Third World: Moral Habits, Moral Habitat and Their Maintenance
ERIC Educational Resources Information Center
Ozolins, Janis Talivaldis
2010-01-01
If we accept Popper's idea that the human habitat is described in terms of three worlds, and that there are overlaps between these three worlds, our moral actions and values will also be subject to the same kinds of consideration as a repertoire of behaviours exhibited in a physical environment. We will develop moral habits in a moral habitat and…
A moral house divided: How idealized family models impact political cognition.
PubMed
Feinberg, Matthew; Wehling, Elisabeth
2018-01-01
People's political attitudes tend to fall into two groups: progressive and conservative. Moral Politics Theory asserts that this ideological divide is the product of two contrasting moral worldviews, which are conceptually anchored in individuals' cognitive models about ideal parenting and family life. These models, here labeled the strict and nurturant models, serve as conceptual templates for how society should function, and dictate whether one will endorse more conservative or progressive positions. According to Moral Politics Theory, individuals map their parenting ideals onto the societal domain by engaging the nation-as-family metaphor, which facilitates reasoning about the abstract social world (the nation) in terms of more concrete world experience (family life). In the present research, we conduct an empirical examination of these core assertions of Moral Politics Theory. In Studies 1-3, we experimentally test whether family ideals directly map onto political attitudes while ruling out alternative explanations. In Studies 4-5, we use both correlational and experimental methods to examine the nation-as-family metaphor's role in facilitating the translation of family beliefs into societal beliefs and, ultimately, political attitudes. Overall, we found consistent support for Moral Politics Theory's assertions that family ideals directly impact political judgment, and that the nation-as-family metaphor serves a mediating role in this phenomenon.
Moral sensitivity and moral distress in Iranian critical care nurses.
PubMed
Borhani, Fariba; Abbaszadeh, Abbas; Mohamadi, Elham; Ghasemi, Erfan; Hoseinabad-Farahani, Mohammad Javad
2017-06-01
Moral sensitivity is the foremost prerequisite to ethical performance; a review of literature shows that nurses are sometimes not sensitive enough for a variety of reasons. Moral distress is a frequent phenomenon in nursing, which may result in paradoxes in care, dealing with patients and rendering high-quality care. This may, in turn, hinder the meeting of care objectives, thus affecting social healthcare standards. The present research was conducted to determine the relationship between moral sensitivity and moral distress of nurses in intensive care units. This study is a descriptive-correlation research. Lutzen's moral sensitivity questionnaire and Corley Moral Distress Questionnaire were used to gather data. Participants and research context: A total of 153 qualified nurses working in the hospitals affiliated to Shahid Beheshti University of Medical Sciences were selected for this study. Subjects were selected by census method. Ethical considerations: After explaining the objectives of the study, all the participants completed and signed the written consent form. To conduct the study, permission was obtained from the selected hospitals. Nurses' average moral sensitivity grade was 68.6 ± 7.8, which shows a moderate level of moral sensitivity. On the other hand, nurses also experienced a moderate level of moral distress (44.8 ± 16.6). Moreover, there was no meaningful statistical relationship between moral sensitivity and moral distress (p = 0.26). Although the nurses' moral sensitivity and moral distress were expected to be high in the intensive care units, it was moderate. This finding is consistent with the results of some studies and contradicts with others. As moral sensitivity is a crucial factor in care, it is suggested that necessary training be provided to develop moral sensitivity in nurses in education and practical environments. Furthermore, removing factors that contribute to moral distress may help decrease it in nurses.
The Social Mediation of a Moral Dilemma: Appropriating the Moral Tools of Others
ERIC Educational Resources Information Center
Turner, Val D.; Chambers, Elisha A.
2006-01-01
Much effort, on a philosophical and a research basis, has been applied to the subject of moral development framed within a constructivist, Piagetian stage-type format. These efforts have focused on the process of the individual's construction of a moral base and the individual's corresponding level of moral development. At this point in time,…
The Socio-Moral Image Database (SMID): A novel stimulus set for the study of social, moral and affective processes
PubMed Central
Bode, Stefan; Murawski, Carsten; Laham, Simon M.
2018-01-01
A major obstacle for the design of rigorous, reproducible studies in moral psychology is the lack of suitable stimulus sets. Here, we present the Socio-Moral Image Database (SMID), the largest standardized moral stimulus set assembled to date, containing 2,941 freely available photographic images, representing a wide range of morally (and affectively) positive, negative and neutral content. The SMID was validated with over 820,525 individual judgments from 2,716 participants, with normative ratings currently available for all images on affective valence and arousal, moral wrongness, and relevance to each of the five moral values posited by Moral Foundations Theory. We present a thorough analysis of the SMID regarding (1) inter-rater consensus, (2) rating precision, and (3) breadth and variability of moral content. Additionally, we provide recommendations for use aimed at efficient study design and reproducibility, and outline planned extensions to the database. We anticipate that the SMID will serve as a useful resource for psychological, neuroscientific and computational (e.g., natural language processing or computer vision) investigations of social, moral and affective processes. The SMID images, along with associated normative data and additional resources are available at https://osf.io/2rqad/. PMID:29364985
The Socio-Moral Image Database (SMID): A novel stimulus set for the study of social, moral and affective processes.
PubMed
Crone, Damien L; Bode, Stefan; Murawski, Carsten; Laham, Simon M
2018-01-01
A major obstacle for the design of rigorous, reproducible studies in moral psychology is the lack of suitable stimulus sets. Here, we present the Socio-Moral Image Database (SMID), the largest standardized moral stimulus set assembled to date, containing 2,941 freely available photographic images, representing a wide range of morally (and affectively) positive, negative and neutral content. The SMID was validated with over 820,525 individual judgments from 2,716 participants, with normative ratings currently available for all images on affective valence and arousal, moral wrongness, and relevance to each of the five moral values posited by Moral Foundations Theory. We present a thorough analysis of the SMID regarding (1) inter-rater consensus, (2) rating precision, and (3) breadth and variability of moral content. Additionally, we provide recommendations for use aimed at efficient study design and reproducibility, and outline planned extensions to the database. We anticipate that the SMID will serve as a useful resource for psychological, neuroscientific and computational (e.g., natural language processing or computer vision) investigations of social, moral and affective processes. The SMID images, along with associated normative data and additional resources are available at https://osf.io/2rqad/.
The role of moral emotions in the development of children's sharing behavior.
PubMed
Ongley, Sophia F; Malti, Tina
2014-04-01
This study investigated the role of moral emotions in the development of children's sharing behavior (N = 244 4-, 8-, and 12-year-old children). Children's sympathy was measured with both self- and primary caregiver-reports, and participants anticipated their negatively and positively valenced moral emotions (i.e., feeling guilty, sad, or bad; and feeling proud, happy, or good) following actions that either violated or upheld moral norms. Sharing was measured through children's allocation of resources in the dictator game. Children's self-reported sympathy emerged as a significant predictor of sharing in early childhood. For children with low levels of sympathy, sharing was also predicted by negatively valenced moral emotions following the failure to perform prosocial actions. In addition, results demonstrated an age-related increase in sharing for boys between ages 4 and 8 and a decrease in sharing for boys between ages 8 and 12. We discuss the findings in relation to the emergence of 2 compensatory emotional pathways to sharing, 1 via sympathy and 1 via negatively valenced moral emotions. PsycINFO Database Record (c) 2014 APA, all rights reserved.
Hegelians Axel Honneth and Robert Williams on the Development of Human Morality
ERIC Educational Resources Information Center
Huttunen, Rauno
2012-01-01
An individual is in the lowest phase of moral development if he thinks only of his own personal interest and has only his own selfish agenda in his mind as he encounters other humans. This lowest phase corresponds well with sixteenth century British moral egoism which reflects the rise of the new economic order. Adam Smith (1723-1790) wanted to…
Punishing hypocrisy: the roles of hypocrisy and moral emotions in deciding culpability and punishment of criminal and civil moral transgressors.
PubMed
Laurent, Sean M; Clark, Brian A M; Walker, Stephannie; Wiseman, Kimberly D
2014-01-01
Three experiments explored how hypocrisy affects attributions of criminal guilt and the desire to punish hypocritical criminals. Study 1 established that via perceived hypocrisy, a hypocritical criminal was seen as more culpable and was punished more than a non-hypocritical criminal who committed an identical crime. Study 2 expanded on this, showing that negative moral emotions (anger and disgust) mediated the relationships between perceived hypocrisy, criminal guilt, and punishment. Study 3 replicated the emotion finding from Study 2 using new scenarios where group agents were clearly aware of the hypocrisy of their actions, yet acted anyway. Again, perceived hypocrisy worked through moral emotions to affect criminal guilt and punishment. The current studies provide empirical support for theories relating hypocrisy and moral transgressions to moral emotions, also informing the literature on the role of moral emotions in moral reasoning and legal decision making.

Social policy and mental illness in England in the 1990s: violence, moral panic and critical discourse.
PubMed
Paterson, B; Stark, C
2001-06-01
Violence perpetrated by people experiencing mental illness poses a continuing challenge to practitioners and policy makers in the mental health field. It has been suggested, however, that policy developments in England during the period 1990--2000 became unduly dominated by the perceived need to prevent such violence and in particular that a 'moral panic' occurred following a series of high profile homicides perpetrated by people experiencing mental illness. This paper critically examines the ability of the moral panic theory to offer a cogent explanation of the relationship between media representations, public perceptions and developments in both social policy and legislation during the last decade. Its conclusions, however, suggest that the evidence does not support assertions of a moral panic and that of moral panic theory itself has serious flaws. Ultimately the paper suggests that we must look elsewhere, particularly to Foucault's conceptualization of discourse and to the work of Birkland, an American political theorist, in our search for an understanding of the relationship between events, ideas and social policy.
Charles Darwin's Theory of Moral Sentiments: What Darwin's Ethics Really Owes to Adam Smith.
PubMed
Priest, Greg
2017-01-01
When we read the Origin, we cannot help but hear echoes of the Wealth of Nations. Darwin's "economy of nature" features a "division of labour" that leads to complexity and productivity. We should not, however, analyze Darwin's ethics through this lens. Darwin did not draw his economic ideas from Smith, nor did he base his ethics on an economic foundation. Darwin's ethics rest on Smith's notion from the Theory of Moral Sentiments of an innate human faculty of sympathy. Darwin gave this faculty an evolutionary interpretation and built on this foundation an ethics far removed from what is commonly supposed.
The development of moral emotions and decision-making from adolescence to early adulthood: a 6-year longitudinal study.
PubMed
Krettenauer, Tobias; Colasante, Tyler; Buchmann, Marlis; Malti, Tina
2014-04-01
Adolescents' emotions in the context of moral decision-making repeatedly have been shown to predict actual behaviour. However, little systematic information on developmental change regarding these emotion expectancies has been available thus far. This longitudinal study investigated anticipated moral emotions and decision-making between the ages of 15 and 21 in a representative sample of Swiss adolescents (N = 1,258; 54 % female; M = 15.30 years). Anticipated moral emotions and decision-making were assessed through a semi-structured interview procedure. Using Bernoulli hierarchical linear modeling, it was found that positive feelings after a moral transgression (i.e., "happy victimizer" responses) decreased over time, whereas positive feelings after a moral decision (i.e., "happy moralist" responses) increased. However, this pattern was contingent upon the moral scenario presented. Systematic relationships between anticipated moral emotions and moral personality characteristics of sympathy, conscientiousness, and agreeableness were found, even when controlling for socio-demographic characteristics and cognitive ability. Overall, this study demonstrates that the development of anticipated moral emotions is not limited to childhood. Furthermore, our findings suggest that moral emotions serve as an important link between moral personality development and decision-making processes that are more proximal to everyday moral behavior.
Common morality and moral reform.
PubMed
Wallace, K A
2009-01-01
The idea of moral reform requires that morality be more than a description of what people do value, for there has to be some measure against which to assess progress. Otherwise, any change is not reform, but simply difference. Therefore, I discuss moral reform in relation to two prescriptive approaches to common morality, which I distinguish as the foundational and the pragmatic. A foundational approach to common morality (e.g., Bernard Gert's) suggests that there is no reform of morality, but of beliefs, values, customs, and practices so as to conform with an unchanging, foundational morality. If, however, there were revision in its foundation (e.g., in rationality), then reform in morality itself would be possible. On a pragmatic view, on the other hand, common morality is relative to human flourishing, and its justification consists in its effectiveness in promoting flourishing. Morality is dependent on what in fact does promote human flourishing and therefore, could be reformed. However, a pragmatic approach, which appears more open to the possibility of moral reform, would need a more robust account of norms by which reform is measured.
Sentimentalist Moral Education
ERIC Educational Resources Information Center
Slote, Michael
2010-01-01
Care ethics, and moral sentimentalism more generally, have not developed a picture of moral education that is comparable in scope or depth to the rationalist/Kantian/Rawlsian account of moral education that has been offered by Lawrence Kohlberg. But it is possible to do so if one borrows from the work of Martin Hoffman and makes systematic use of…
Moral imagination: Facilitating prosocial decision-making through scene imagery and theory of mind.
PubMed
Gaesser, Brendan; Keeler, Kerri; Young, Liane
2018-02-01
How we imagine and subjectively experience the future can inform how we make decisions in the present. Here, we examined a prosocial effect of imagining future episodes in motivating moral decisions about helping others in need, as well as the underlying cognitive mechanisms. Across three experiments we found that people are more willing to help others in specific situations after imagining helping them in those situations. Manipulating the spatial representation of imagined future episodes in particular was effective at increasing intentions to help others, suggesting that scene imagery plays an important role in the prosocial effect of episodic simulation. Path modeling analyses revealed that episodic simulation interacts with theory of mind in facilitating prosocial responses but can also operate independently. Moreover, we found that our manipulations of the imagined helping episode increased actual prosocial behavior, which also correlated with changes in reported willingness to help. Based on these findings, we propose a new model that begins to capture the multifaceted mechanisms by which episodic simulation contributes to prosocial decision-making, highlighting boundaries and promising future directions to explore. Implications for research in moral cognition, imagination, and patients with impairments in episodic simulation are discussed. Copyright © 2017 Elsevier B.V. All rights reserved.
Teaching Morally and Teaching Morality
ERIC Educational Resources Information Center
Fenstermacher, Gary D.; Osguthorpe, Richard D.; Sanger, Matthew N.
2009-01-01
In this article, the authors introduce what they believe is an important distinction between teaching morality and teaching morally. In P-12 schools, the moral education debate often focuses on character education programs or other moral curricula. Such programs and curricula are championed as a means of teaching morality and transmitting moral…
The Development of Moral Responsibility in Friendship.
ERIC Educational Resources Information Center
Keller, Monika; Edelstein, Wolfgang
In this study, reasoning about moral responsibilities in friendships on the part of 97 subjects was assessed at the ages of 7, 9, 12, and 15 years. Assessment was undertaken of: (1) general reasoning about the moral obligation of promise keeping; (2) general reasoning about responsibilities in friendship; and (3) situation-specific reasoning about…
How People Become Moral--Is Kohlberg Correct and Has He Told Us Enough?
ERIC Educational Resources Information Center
Luizzi, Vincent
1978-01-01
Recognizing the groundlessness of Kohlberg's dismissal of the Aristotelian view that virtues are acquired individually by practice, that view can possibly work in tandem with Kohlberg's for a complete theory of moral development. (Author/SJL)
The Prosocial Theorists' Approach to Moral/Citizenship Education.
ERIC Educational Resources Information Center
Research for Better Schools, Inc., Philadelphia, PA.
The document contains a paper on the prosocial theorists' approach to moral/citizenship education and three critiques of the paper. Prosocial theorists focus on specific kinds of behavior which can be associated with moral theory: altruism, guilt, helping, cooperation, resistance to temptation, impulse control, and empathy. The work has been…
Kohlberg and Piaget on Stages and Moral Reasoning.
ERIC Educational Resources Information Center
Carpendale, Jeremy I. M.
2000-01-01
Maintains that although Kohlberg emphasized the importance of perspective taking in moral reasoning, his view of developmental stages is inconsistent with this position. Argues that a modification of Kohlberg's conception of stages drawing on Piagetian theory would result in a view of moral reasoning as a process of coordinating all perspectives…
The measurement of principled morality by the Kohlberg Moral Dilemma Questionnaire.
PubMed
Heilbrun, A B; Georges, M
1990-01-01
The four stages preceding the postconventional level in the Kohlberg (1958, 1971, 1976) system of moral development are described as involving moral judgments that conform to external conditions of punishment, reward, social expectation, and conformity to the law. No special level of self-control seems necessary to behave in keeping with these conditions of external reinforcement. In contrast, the two stages of postconventional (principled) mortality involve defiance of majority opinion and defiance of the law--actions that would seem to require greater self-control. This study was concerned with whether postconventional moral reasoning, as measured by the Kohlberg Moral Dilemma Questionnaire (MDQ), can be associated with higher self-control. If so, prediction of principled moral behavior from the MDQ would be based not only on postconventional moral reasoning but bolstered by the necessary level of self-control as well. College students who came the closest to postconventional moral reasoning showed better self-control than college students who were more conventional or preconventional in their moral judgments. These results support the validity of the MDQ for predicting principled moral behavior.
The Role of Moral Disengagement in the Associations between Children's Social Goals and Aggression
ERIC Educational Resources Information Center
Visconti, Kari Jeanne; Ladd, Gary W.; Kochenderfer-Ladd, Becky
2015-01-01
The construct of moral disengagement has increasingly been used by researchers to account for the asymmetry between children's moral reasoning and their moral behavior. According to this theory, moral disengagement occurs most aptly when children are motivated to violate their moral beliefs, such as when they hold antisocial goals during social…
The Development of Moral Reasoning and Perceptions of Parental Behavior in Students from Kuwait.
ERIC Educational Resources Information Center
Gielen, Uwe P.; And Others
1992-01-01
Presents a study in which students from Kuwait were given Rest's Defining Issues Test (DIT) to measure the development of moral judgment skills. Explains that results were compared with scales measuring student perception of parental behavior. Concludes that the DIT may not be a valid test for development of moral judgment in an Arab culture. (DK)
Me or you? Neural correlates of moral reasoning in everyday conflict situations in adolescents and adults.
PubMed
Sommer, Monika; Meinhardt, Jörg; Rothmayr, Christoph; Döhnel, Katrin; Hajak, Göran; Rupprecht, Rainer; Sodian, Beate
2014-01-01
Throughout adolescence, progress in the understanding of the moral domain as well as changes in moral behavior is observable. We tested 16 adolescents (14-16 years of age) and 16 healthy adults (22-31 years of age) on the developmental changes in everyday moral decision making using functional magnetic resonance imaging (fMRI). Using verbal stories describing everyday moral conflict situations, subjects had to decide between a moral standard or a personal desire. In the moral conflict situations, adolescents not only chose significantly more often the hedonistic alternative than adults, but they also reported higher certainty ratings. Contrasted with everyday social conflict situations that required a decision between a social-oriented behavior and a personal need, moral conflict situations induced an activity increase in frontal areas, the middle temporal gyrus, the thalamus, and the parahippocampal gyrus in adolescents compared to adults. Moreover, a closer look at the moral conflict situations revealed that adolescents showed more activity than adults in brain areas that are also centrally involved in theory of mind (ToM) during morally oriented decisions in contrast to personal-oriented decisions. This indicated that the development of moral reasoning may be strongly correlated with the development of ToM reasoning.
Moral and cognitive development in retarded and nonretarded children.
PubMed
Taylor, J J; Achenbach, T M
1975-07-01
Subjects were 30 cultural-familially retarded and 30 nonretarded children matched for MA within 3 MA levels. The subjects were administered measures of moral judgement and cognitive operations hypothesized by Kohlberg to constitute necessary but not sufficient conditions for attainment of specific moral stages. Moral and cognitive performance improved with MA, but there were no differences between the MA-matched retarded and nonretarded children. Moral judgement related more strongly to MA then to any of the specific cognitive operations tested. The findings failed to support Kohlberg and Gilligan's (1971) hypothesis that the moral judgment of older individuals should be more advanced than that of younger individuals matched for cognitive level, but they were in accord with Zigler's (1969) "developmental" concept of cultural-familial retardation.
Does ethical theory have a future in bioethics?
PubMed
Beauchamp, Tom L
2004-01-01
Although there has long been a successful and stable marriage between philosophical ethical theory and bioethics, the marriage has become shaky as bioethics has become a more interdisciplinary and practical field. A practical price is paid for theoretical generality in philosophy. It is often unclear whether and, if so, how theory is to be brought to bear on dilemmatic problems, public policy, moral controversies, and moral conflict. Three clearly philosophical problems are used to see how philosophers are doing in handling practical problems: Cultural Relativity, and Moral Universality, Moral Justification, and Conceptual Analysis. In each case it is argued that philosophers need to develop theories and methods more closely attuned to practice. The work of philosophers such as Ruth Macklin, Norman Daniels, and Gerald Dworkin is examined. In the writings of each there is major methological gap between philosophical theory (or method) and practical conclusions. The future of philosophical ethics in interdisciplinary bioethics may turn on whether such gaps can be closed. If not, bioethics may justifiably conclude that philosophy is of little value.
An Islamic Consideration of Western Moral Education: An Exploration of the Individual
ERIC Educational Resources Information Center
Hussain, Khuram
2007-01-01
This paper offers a theoretical comparison of the concept of the individual presumed in modern Islamic educational theory and western moral educational theory, revealing a distinct Islamic point of view on the western educational premise that a moral universe is derived dialectically between individual and society. From an Islamic perspective,…
The Psychological Rights of the Child: Spiritual and Moral Development.
ERIC Educational Resources Information Center
Grimley, Liam K.
1982-01-01
The history of American education's efforts to fulfill responsibilities for the moral and spiritual development of students is described. Views of Kohlberg and Fowler concerning stages of development are discussed. Recent research findings are presented, and implications for educational approaches are suggested. (Author/PP)
The self in moral judgement: How self-affirmation affects the moral condemnation of harmless sexual taboo violations.
PubMed
Mooijman, Marlon; Van Dijk, Wilco W
2015-01-01
People frequently condemn harmless sexual taboo behaviours. Based on self-affirmation theory, we predicted that providing an opportunity to self-affirm decreases the tendency to morally condemn harmless sexual taboos. In Experiment 1, we found evidence that self-affirmation decreases the moral condemnation of harmless sexual taboos and ruled out that this was due to a decrease in how disgusting participants considered taboo acts. In Experiment 2, we replicated this effect and demonstrated the mediating role of self-directed threat emotions. These results demonstrate that the tendency to morally condemn harmless sexual taboos arises in part from the need to protect self-integrity. We discuss the implications for the role of the self and emotions in moral judgements and interventions aimed at increasing the acceptability of harmless sexual taboos.

Social, moral, and temporal qualities: Pre-service teachers' considerations of evolution and creation
NASA Astrophysics Data System (ADS)
Hahn, Deirdre
The introduction of the theories of evolution into public education has created a history of misinterpretation and uncertainty about its application to understanding deep time and human origins. Conceptions about negative social and moral outcomes of evolution itself along with cognitive temporal constraints may be difficult for many individuals to uncouple from the scientific theory, serving to provoke the ongoing debate about the treatment of evolution in science education. This debate about teaching evolution is strongly influenced by groups who strive to add creationism to the science curriculum for a balanced treatment of human origins and to mediate implied negative social and moral outcomes of evolution. Individual conceptualization of evolution and creation may influence the choice of college students to teach science. This study is designed to examine if pre-service teachers' conceptualize an evolutionary and creationist process of human development using certain social, moral or temporal patterns; and if the patterns follow a negative conceptual theme. The pilot study explored 21 pre-service teachers' conceptual representation of an evolutionary process through personal narratives. Participants tended to link evolutionary changes with negative social and moral consequences and seemed to have difficulty envisioning change over time. The pilot study was expanded to include a quantitative examination of attribute patterns of an evolutionary and creationist developmental process. Seventy-three pre-service teachers participated in the second experiment and tended to fall evenly along a continuum of creationist and evolutionist beliefs about life. Using a chi-square and principle components analysis, participants were found to map concepts of evolution and creation onto each other using troubling attributes of development to distinguish negative change over time. A strong negative social and moral pattern of human development was found in the creation condition
The virtues in the moral education of nurses: Florence Nightingale revisited.
PubMed
Sellman, D
1997-01-01
The virtues have been a neglected aspect of morality; only recently has reference been made to their place in professional ethics. Unfashionable as Florence Nightingale is, it is nonetheless worth noting that she was instrumental in continuing the Aristotelian tradition of being concerned with the moral character of persons. Nurses who came under Nightingale's sphere of influence were expected to develop certain exemplary habits of behaviour. A corollary can be drawn with the current UK professional body: nurses are expected to behave in certain ways and to display particular kinds of disposition. The difference lies in the fact that, while Nightingale was clear about the need for moral education, current emphasis is placed on ethical theory and ethical decision-making.
Moral parochialism and contextual contingency across seven societies
PubMed Central
Fessler, Daniel M. T.; Barrett, H. Clark; Kanovsky, Martin; Stich, Stephen; Holbrook, Colin; Henrich, Joseph; Bolyanatz, Alexander H.; Gervais, Matthew M.; Gurven, Michael; Kushnick, Geoff; Pisor, Anne C.; von Rueden, Christopher; Laurence, Stephen
2015-01-01
Human moral judgement may have evolved to maximize the individual's welfare given parochial culturally constructed moral systems. If so, then moral condemnation should be more severe when transgressions are recent and local, and should be sensitive to the pronouncements of authority figures (who are often arbiters of moral norms), as the fitness pay-offs of moral disapproval will primarily derive from the ramifications of condemning actions that occur within the immediate social arena. Correspondingly, moral transgressions should be viewed as less objectionable if they occur in other places or times, or if local authorities deem them acceptable. These predictions contrast markedly with those derived from prevailing non-evolutionary perspectives on moral judgement. Both classes of theories predict purportedly species-typical patterns, yet to our knowledge, no study to date has investigated moral judgement across a diverse set of societies, including a range of small-scale communities that differ substantially from large highly urbanized nations. We tested these predictions in five small-scale societies and two large-scale societies, finding substantial evidence of moral parochialism and contextual contingency in adults' moral judgements. Results reveal an overarching pattern in which moral condemnation reflects a concern with immediate local considerations, a pattern consistent with a variety of evolutionary accounts of moral judgement. PMID:26246545
Moral parochialism and contextual contingency across seven societies.
PubMed
Fessler, Daniel M T; Barrett, H Clark; Kanovsky, Martin; Stich, Stephen; Holbrook, Colin; Henrich, Joseph; Bolyanatz, Alexander H; Gervais, Matthew M; Gurven, Michael; Kushnick, Geoff; Pisor, Anne C; von Rueden, Christopher; Laurence, Stephen
2015-08-22
Human moral judgement may have evolved to maximize the individual's welfare given parochial culturally constructed moral systems. If so, then moral condemnation should be more severe when transgressions are recent and local, and should be sensitive to the pronouncements of authority figures (who are often arbiters of moral norms), as the fitness pay-offs of moral disapproval will primarily derive from the ramifications of condemning actions that occur within the immediate social arena. Correspondingly, moral transgressions should be viewed as less objectionable if they occur in other places or times, or if local authorities deem them acceptable. These predictions contrast markedly with those derived from prevailing non-evolutionary perspectives on moral judgement. Both classes of theories predict purportedly species-typical patterns, yet to our knowledge, no study to date has investigated moral judgement across a diverse set of societies, including a range of small-scale communities that differ substantially from large highly urbanized nations. We tested these predictions in five small-scale societies and two large-scale societies, finding substantial evidence of moral parochialism and contextual contingency in adults' moral judgements. Results reveal an overarching pattern in which moral condemnation reflects a concern with immediate local considerations, a pattern consistent with a variety of evolutionary accounts of moral judgement. © 2015 The Authors.
Liberalism, legal moralism and moral disagreement.
PubMed
Kuflik, Arthur
2005-01-01
According to "legal moralism" it is part of law's proper role to "enforce morality as such". I explore the idea that legal moralism runs afoul of morality itself: there are good moral reasons not to require by law all that there is nevertheless good moral reason to do. I suggest that many such reasons have broad common-sense appeal and could be appreciated even in a society in which everyone completely agreed about what morality requires. But I also critique legal moralism from the special perspective of liberal political justice. Liberalism requires that citizens who disagree with one another on a number of morally significant matters nevertheless coexist and cooperate within a political framework of basic rights protections. When it comes to working out the most basic terms of their political association, citizens are expected to address one another within the limits of what Rawls has called "public reason". Critics of liberalism claim that this is an essentially a-moral (or expedient) attempt to evade substantive moral issues--such as the moral status of the fetus. I argue, on the contrary, that liberalism's emphasis on public reason is itself grounded in very deep--though (suitably) "non-comprehensive"--moral considerations.
Criminality of Black Youth in Inner-City Schools: "Moral Panic", Moral Imagination, and Moral Formation
ERIC Educational Resources Information Center
Farmer, Sarah
2010-01-01
Schools provide a context or moral space for youth to develop their identity; however, with the racialized ideology, language and practices that promote Black youth criminality, criminalized schools become a racialized, classed, and gendered moral space that feeds into the school-to-prison pipeline. The criminalization of schools refers to a…
Taking Development Seriously: Critique of the 2008 "JME" Special Issue on Moral Functioning
ERIC Educational Resources Information Center
Gibbs, John C.; Moshman, David; Berkowitz, Marvin W.; Basinger, Karen S.; Grime, Rebecca L.
2009-01-01
This essay comments on articles comprising a "Journal of Moral Education" Special Issue (September, 2008, 37[3]). The issue was intended to honour the 50th anniversary of Lawrence Kohlberg's doctoral dissertation and his subsequent impact on the field of moral development and education. The articles were characterised by the Issue editor (Don…
Japanese Moral Education Past and Present.
ERIC Educational Resources Information Center
Khan, Yoshimitsu
For generations, moral development has been both a conscious aim and a formal process in Japanese education. This book investigates the history and development of Japanese moral education and analyzes and compares current moral education with the concepts of the Imperial Rescript on Education (1890) and the "shushin" moral education of…
Can Morality be Separated from Religion in the Teaching of Values?
ERIC Educational Resources Information Center
Nucci, Larry; Junker, Linda
The author argues that morality can be taught in public schools without retreating into moral relativism and without compromising our cultural and constitutional principles of freedom of speech and the separation of church and state. The paper draws from philosophy and psychological theory to illustrate that concepts of the moral constitute a…
Exploring the Reliability and Validity of the Social-Moral Awareness Test
ERIC Educational Resources Information Center
Livesey, Alexandra; Dodd, Karen; Pote, Helen; Marlow, Elizabeth
2012-01-01
Background: The aim of the study was to explore the validity of the social-moral awareness test (SMAT) a measure designed for assessing socio-moral rule knowledge and reasoning in people with learning disabilities. Comparisons between Theory of Mind and socio-moral reasoning allowed the exploration of construct validity of the tool. Factor…
Practical implications of empirically studying moral decision-making.
PubMed
Heinzelmann, Nora; Ugazio, Giuseppe; Tobler, Philippe N
2012-01-01
This paper considers the practical question of why people do not behave in the way they ought to behave. This question is a practical one, reaching both into the normative and descriptive domains of morality. That is, it concerns moral norms as well as empirical facts. We argue that two main problems usually keep us form acting and judging in a morally decent way: firstly, we make mistakes in moral reasoning. Secondly, even when we know how to act and judge, we still fail to meet the requirements due to personal weaknesses. This discussion naturally leads us to another question: can we narrow the gap between what people are morally required to do and what they actually do? We discuss findings from neuroscience, economics, and psychology, considering how we might bring our moral behavior better in line with moral theory. Potentially fruitful means include nudging, training, pharmacological enhancement, and brain stimulation. We conclude by raising the question of whether such methods could and should be implemented.
It's not all about moral reasoning: Understanding the content of Moral Case Deliberation.
PubMed
Svantesson, Mia; Silén, Marit; James, Inger
2018-03-01
Moral Case Deliberation is one form of clinical ethics support described as a facilitator-led collective moral reasoning by healthcare professionals on a concrete moral question connected to their practice. Evaluation research is needed, but, as human interaction is difficult to standardise, there is a need to capture the content beyond moral reasoning. This allows for a better understanding of Moral Case Deliberation, which may contribute to further development of valid outcome criteria and stimulate the normative discussion of what Moral Case Deliberation should contain. To explore and compare the content beyond moral reasoning in the dialogue in Moral Case Deliberation at Swedish workplaces. A mixed-methods approach was applied for analysing audio-recordings of 70 periodic Moral Case Deliberation meetings at 10 Swedish workplaces. Moral Case Deliberation facilitators and various healthcare professions participated, with registered nurses comprising the majority. Ethical considerations: No objection to the study was made by an Ethical Review Board. After oral and written information was provided, consent to be recorded was assumed by virtue of participation. Other than 'moral reasoning' (median (md): 45% of the spoken time), the Moral Case Deliberations consisted of 'reflections on the psychosocial work environment' to a varying extent (md: 29%). Additional content comprised 'assumptions about the patient's psychosocial situation' (md: 6%), 'facts about the patient's situation' (md: 5%), 'concrete problem-solving' (md: 6%) and 'process' (md: 3%). The findings suggest that a restorative function of staff's wellbeing in Moral Case Deliberation is needed, as this might contribute to good patient care. This supports outcome criteria of improved emotional support, which may include relief of moral distress. However, facilitators need a strategy for how to proceed from the participants' own emotional needs and to develop the use of their emotional knowing to focus on
Children's early helping in action: Piagetian developmental theory and early prosocial behavior.
PubMed
Hammond, Stuart I
2014-01-01
After a brief overview of recent research on early helping, outlining some central problems, and issues, this paper examines children's early helping through the lens of Piagetian moral and developmental theory, drawing on Piaget's "Moral Judgment of the Child" (Piaget, 1932/1997), "Play, Dreams, and Imitation in Childhood" (Piaget, 1945/1951), and the "Grasp of Consciousness" (Piaget, 1976). Piaget refers to a level of moral development in action that precedes heteronomous and autonomous moral reasoning. This action level allows children to begin to interact with people and objects. In his later work, Piaget explores the gradual construction of understanding from this activity level. Taken together, these elements of Piagetian theory provide a promising conceptual framework for understanding the development of early helping.
Medical students' experiences of moral distress: development of a web-based survey.
PubMed
Wiggleton, Catherine; Petrusa, Emil; Loomis, Kim; Tarpley, John; Tarpley, Margaret; O'Gorman, Mary Lou; Miller, Bonnie
2010-01-01
To develop an instrument for measuring moral distress in medical students, measuring the prevalence of moral distress in a cohort of students, and identifying the situations most likely to cause it. Moral distress, defined as the negative feelings that arise when one knows the morally correct thing to do but cannot act because of constraints or hierarchies, has been documented in nurses but has not been measured in medical students. The authors constructed a survey consisting of 55 items describing potentially distressing situations. Responders rated the frequency of these situations and the intensity of distress that they caused. The survey was administered to 106 fourth-year medical students during a three-week period in 2007; the response rate was 60%. Each of the situations was experienced by at least some of the 64 respondents, and each created some degree of moral distress. On average, students witnessed almost one-half of the situations at least once, and more than one-third of the situations caused mild-to-moderate distress. The survey measured individual distress (Cronbach alpha = 0.95), which varied among the students. Whereas women witnessed potentially distressing situations significantly more frequently than did men (P = .04), men tended to become more distressed by each event witnessed (P = .057). Medical students frequently experience moral distress. Our survey can be used to measure aspects of the learning environment as well as individual responses to the environment. The variation found among student responses warrants further investigation to determine whether students at either extreme of moral distress are at risk of burnout or erosion of professionalism.
Bioethics of life programs: taking seriously moral pluralism in clinical settings.
PubMed
Niebroj, Leslaw
2010-11-04
In the more and more globalized world, the experience of moral pluralism (often related to, or based upon, religious pluralism) has become a common issue which ethical importance is undeniable. Potential conflicts between patients' and therapeutic teams' moral views and between moral beliefs of the particular member of this team are being resolved in the light of bioethical theories, among which principlism remains the mainstream approach to biomedical ethics. The question arises, however, whether this approach, in itself, as being strictly bound to the specific and distinct American philosophical tradition, is to be considered the tool for so called ?moral imperialism'. Also architectures of principlism, in particular by elaborating the concept of common morality, defend the applicability of their theory to the pluralistic settings, it should be emphasized that the idea that some norms and standards of moral character are shared by all morally serious people in every culture has attracted criticism both from empirical as well as theoretical backgrounds. This paper aims at reconsidering principlism so that it would be more suitable for resolving moral dilemma in ethically pluralistic clinical settings. Lakatos' sophisticated methodological falsification is used into two different ways: (1) to construct a concept of 'life programs' and (2) to confront a newly elaborated ethical theory with principlism. The reflection is limited to the norms related to the key issue in clinical ethics, i.e., respecting the patient's autonomy. The concepts of common morality and particular moralities are interpreted (in the light of Lakatos' philosophy of sciences) as "hard core" and "protective belt" of life programs, respectively. Accepting diversity of research programs, Lakatos maintains the idea of the objectivity of truth. Analogously, the plurality of life programs does not put into question the objectivity of moral values. The plurality of moral norms not only respects the
Bioethics of life programs: Taking seriously moral pluralism in clinical settings
PubMed Central
2010-01-01
Background In the more and more globalized world, the experience of moral pluralism (often related to, or based upon, religious pluralism) has become a common issue which ethical importance is undeniable. Potential conflicts between patients' and therapeutic teams' moral views and between moral beliefs of the particular member of this team are being resolved in the light of bioethical theories, among which principlism remains the mainstream approach to biomedical ethics. The question arises, however, whether this approach, in itself, as being strictly bound to the specific and distinct American philosophical tradition, is to be considered the tool for so called 'moral imperialism'. Also architectures of principlism, in particular by elaborating the concept of common morality, defend the applicability of their theory to the pluralistic settings, it should be emphasized that the idea that some norms and standards of moral character are shared by all morally serious people in every culture has attracted criticism both from empirical as well as theoretical backgrounds. Objective This paper aims at reconsidering principlism so that it would be more suitable for resolving moral dilemma in ethically pluralistic clinical settings. Methods Lakatos' sophisticated methodological falsification is used into two different ways: (1) to construct a concept of 'life programs' and (2) to confront a newly elaborated ethical theory with principlism. The reflection is limited to the norms related to the key issue in clinical ethics, i.e., respecting the patient's autonomy. Results The concepts of common morality and particular moralities are interpreted (in the light of Lakatos' philosophy of sciences) as 'hard core' and 'protective belt' of life programs, respectively. Accepting diversity of research programs, Lakatos maintains the idea of the objectivity of truth. Analogously, the plurality of life programs does not put into question the objectivity of moral values. The plurality of
Empirical psychology, common sense, and Kant's empirical markers for moral responsibility.
PubMed
Frierson, Patrick
2008-12-01
This paper explains the empirical markers by which Kant thinks that one can identify moral responsibility. After explaining the problem of discerning such markers within a Kantian framework I briefly explain Kant's empirical psychology. I then argue that Kant's empirical markers for moral responsibility--linked to higher faculties of cognition--are not sufficient conditions for moral responsibility, primarily because they are empirical characteristics subject to natural laws. Next. I argue that these markers are not necessary conditions of moral responsibility. Given Kant's transcendental idealism, even an entity that lacks these markers could be free and morally responsible, although as a matter of fact Kant thinks that none are. Given that they are neither necessary nor sufficient conditions, I discuss the status of Kant's claim that higher faculties are empirical markers of moral responsibility. Drawing on connections between Kant's ethical theory and 'common rational cognition' (4:393), I suggest that Kant's theory of empirical markers can be traced to ordinary common sense beliefs about responsibility. This suggestion helps explain both why empirical markers are important and what the limits of empirical psychology are within Kant's account of moral responsibility.
Moral sensitivity, moral distress, and moral courage among baccalaureate Filipino nursing students.
PubMed
Escolar-Chua, Rowena L
2018-06-01
Moral distress, moral sensitivity, and moral courage among healthcare professionals have been explored considerably in recent years. However, there is a paucity of studies exploring these topics among baccalaureate nursing students. The purpose of this study was to explore the relationship between and among moral distress, moral sensitivity, and moral courage of undergraduate baccalaureate nursing students. The research employed a descriptive-correlational design to explore the relationships between and among moral distress, moral sensitivity, and moral courage of undergraduate nursing students. Participants and research context: A total of 293 baccalaureate Filipino nursing students who have been exposed to various clinical areas participated in the study. Ethical considerations: Institutional review board approval was sought prior to the conduct of the study. Self-determination was assured and anonymity and confidentiality were guaranteed to all participants. Results indicate that a majority of the nursing students in the clinical areas encounter morally distressing situations that compromise quality patient care. However, despite the fact that they want to do what is in the best interest of their patients, their perception of being the inexperienced among the healthcare team drives the majority of them to ignore morally distressing situations to avoid conflict and confrontation. Another interesting finding is that 79.20% of the respondents hardly consider quitting the nursing profession even if they frequently encounter morally distressing situations. Analysis also shows associations between moral distress intensity and frequency ( r = 0.13, p < 0.05) and moral distress intensity and moral sensitivity ( r = 0.25, p < 0.05). The dimensions of moral courage are also related to both moral distress and moral sensitivity. Results of the study imply that moral distress is a reality among all healthcare professionals including nursing students and requires more
The moral foundation of the clinical duties of care: needs, duties and human rights.
PubMed
Doyal, L
2001-10-01
It has become fashionable to question attempts to derive internationally agreed duties of clinical care from more general theories of human rights. For example, some argue that such attempts risk moral abstraction through their neglect for the importance of culture and community in shaping moral consciousness and thus often unhelpful in the resolution of concrete moral dilemmas within medicine. Others denounce the importance of general moral principles altogether in bioethics and attempt to articulate what are claimed to be more practical approaches to resolving moral conflict. This paper challenges such arguments. It does so through arguing that: i) all humans everywhere have the same basic human needs; ii) the satisfaction of these needs varies with culture; iii) the imputation of moral duties on others entails respect for their right to basic need satisfaction, including the right to choose between presumptions about the duties and rights of patients which follow from these more general principles and v) problems of moral indeterminancy that arise from putting these principles into practice can be resolved through associated procedural policies of rational negotiation and compromise. The moral importance and practicality of respect for individual human rights within the practice of medicine is thus defended. Indeed, the paper concludes by arguing that without belief in human rights linked to a theory of basic human needs, communitarian theories of morality are incoherent.
Moral Education and Education in Altruism: Two Replies to Michael Hand
ERIC Educational Resources Information Center
White, John
2016-01-01

This article is a critical discussion of two recent papers by Michael Hand on moral education. The first is his "Towards a Theory of Moral Education", published in the "Journal of Philosophy of Education" in 2014 (Volume 48, Issue 4). The second is a chapter called "Beyond Moral Education?" in an edited book of new…

Emotional learning and the development of differential moralities: implications from research on psychopathy.
PubMed

Blair, R James R; White, Stuart F; Meffert, Harma; Hwang, Soonjo
2013-09-01
In this paper, we will argue that (1) four classes of norm can be distinguished from a neuro-cognitive perspective; (2) learning the prohibitive power of these norms relies on relatively independent emotional systems; (3) individuals with psychopathy show selective impairment for one of these emotional learning systems and two classes of norm: care based and justice based; and (4) while emotional learning systems are necessary for appropriate moral development/reasoning, they are not sufficient for moral development/reasoning.
Moral Expertise in the Clinic: Lessons Learned from Medicine and Science.
PubMed
McClimans, Leah; Slowther, Anne
2016-08-01
Philosophers and others have questioned whether or not expertise in morality is possible. This debate is not only theoretical, but also affects the perceived legitimacy of clinical ethicists. One argument against moral expertise is that in a pluralistic society with competing moral theories no one can claim expertise regarding what another ought morally to do. There are simply too many reasonable moral values and intuitions that affect theory choice and its application; expertise is epistemically uniform. In this article, we discuss how similar concerns have recently threatened to undermine expertise in medicine and science. In contrast, we argue that the application of values is needed to exercise medical, scientific, and moral expertise. As long as these values are made explicit, worries about a pretense to authority in the context of a liberal democracy are ill-conceived. In conclusion, we argue for an expertise that is epistemically diverse. © The Author 2016. Published by Oxford University Press, on behalf of the Journal of Medicine and Philosophy Inc. All rights reserved. For permissions, please e-mail: .
Moral Development in Context: Associations of Neighborhood and Maternal Discipline with Preschoolers' Moral Judgments
ERIC Educational Resources Information Center
Ball, Courtney L.; Smetana, Judith G.; Sturge-Apple, Melissa L.; Suor, Jennifer H.; Skibo, Michael A.
2017-01-01
Associations among moral judgments, neighborhood risk, and maternal discipline were examined in 118 socioeconomically diverse preschoolers (M[subscript age] = 41.84 months, SD = 1.42). Children rated the severity and punishment deserved for 6 prototypical moral transgressions entailing physical and psychological harm and unfairness. They also…
A Cultural Psychology of Agency: Morality, Motivation, and Reciprocity.
PubMed
Miller, Joan G; Goyal, Namrata; Wice, Matthew
2017-09-01
We highlight the need to culturally broaden psychological theories of social development in providing an overview of our programs of cross-cultural research on interpersonal morality, motivation, and reciprocity. Our research demonstrates that whereas Americans tend to treat interpersonal morality as a matter of personal choice, Indians tend to treat it as a role-related duty. Furthermore, Americans associate greater satisfaction with acting autonomously than with acting to fulfill social expectations, whereas Indians associate high levels of satisfaction with both types of cases. We also demonstrate that cultural variation exists in reliance on communal norms versus reciprocal exchange norms in everyday social support interactions among American, Indian, and Japanese populations, with these norms providing a background for contrasting experiences of agency. In conclusion, we highlight the contributions of cultural research to basic psychological theory. Although cultural research provides greater awareness of diversity in psychological functioning, its fundamental value is to contribute new insights into the theoretical formulations and methodological stances adopted in the discipline more generally.
Seeking Moral Autonomy in a Chinese Context: A Study of Elementary Moral Education Standards
ERIC Educational Resources Information Center
Lee, Lena; Misco, Thomas
2016-01-01
In this article, we explored Chinese moral education standards for grades one and two by using the heuristic of moral autonomy and by employing a typology of moral autonomy, one based on Kantian and Deweyan ideas about moral autonomy and agency. Given the larger charge for all of schooling to develop independence, problem-solving, and creativity…
From the urban to the civic: the moral possibilities of the city.
PubMed
Jennings, B
2001-03-01
Relating bioethics to the philosophy of the city creates the possibility for developing the field along paths not yet explored. In the Western tradition, the city has been understood as the venue for two quite different forms of activity and two different types of moral possibility. In one guise, the city is an urbs, a center of commerce, market exchange, and social individualism. In another guise, the city is a civitas or polis, the space of active democratic citizenship, equality under law, and civic virtue. As civitas, classical philosophers regarded the city as the place of moral growth and full human self-realization. These two possibilities of human moral and political experience in the city have given rise to distinct traditions of political theory--liberalism and civic republican and democratic theory. This article traces these conceptual configurations into the domain of contemporary bioethics, arguing that most work in the field has drawn on the liberal tradition and hence has been insufficiently critical of the moral paradigm of market individualism and unduly inattentive to the values of civitas and the civic tradition. It argues for the creation of a form of civic bioethics and explores some of the theoretical foundations that type of bioethics would require.
Fostering Nurses' Moral Agency and Moral Identity: The Importance of Moral Community.
PubMed
Liaschenko, Joan; Peter, Elizabeth
2016-09-01
It may be the case that the most challenging moral problem of the twenty-first century will be the relationship between the individual moral agent and the practices and institutions in which the moral agent is embedded. In this paper, we continue the efforts that one of us, Joan Liaschenko, first called for in 1993, that of using feminist ethics as a lens for viewing the relationship between individual nurses as moral agents and the highly complex institutions in which they do the work of nursing. Feminist ethics, with its emphasis on the inextricable relationship between ethics and politics, provides a useful lens to understand the work of nurses in context. Using Margaret Urban Walker's and Hilde Lindemann's concepts of identity, relationships, values, and moral agency, we argue that health care institutions can be moral communities and profoundly affect the work and identity and, therefore, the moral agency of all who work within those structures, including nurses. Nurses are not only shaped by these organizations but also have the power to shape them. Because moral agency is intimately connected to one's identity, moral identity work is essential for nurses to exercise their moral agency and to foster moral community in health care organizations. We first provide a brief history of nursing's morally problematic relationship with institutions and examine the impact institutional master narratives and corporatism exert today on nurses' moral identities and agency. We close by emphasizing the significance of ongoing dialogue in creating and sustaining moral communities, repairing moral identities, and strengthening moral agency. © 2016 The Hastings Center.
Where in the brain is morality? Everywhere and maybe nowhere.
PubMed
Young, Liane; Dungan, James
2012-01-01
The neuroscience of morality has focused on how morality works and where it is in the brain. In tackling these questions, researchers have taken both domain-specific and domain-general approaches-searching for neural substrates and systems dedicated to moral cognition versus characterizing the contributions of domain-general processes. Where in the brain is morality? On one hand, morality is made up of complex cognitive processes, deployed across many domains and housed all over the brain. On the other hand, no neural substrate or system that uniquely supports moral cognition has been found. In this review, we will discuss early assumptions of domain-specificity in moral neuroscience as well as subsequent investigations of domain-general contributions, taking emotion and social cognition (i.e., theory of mind) as case studies. Finally, we will consider possible cognitive accounts of a domain-specific morality: Does uniquely moral cognition exist?
Fair Play for Kids: effects on the moral development of children in physical education.
PubMed
Gibbons, S L; Ebbeck, V; Weiss, M R
1995-09-01
Commitment to the principles of sportspersonship is an acknowledged goal for school physical education. However, few programs have been implemented to investigate moral development changes in physical activity settings. A field experiment was designed to examine the effect of participation in educational activities selected from Fair Play for Kids (1990) on the moral judgment, reason, intention, and prosocial behavior of children (N = 452) in the 4th through 6th grades. Six intact classrooms at each grade level (N = 18) were randomly assigned to the following groups: (a) control, (b) Fair Play for Kids curriculum during physical education only, or (c) Fair Play for Kids curriculum during all school subjects. Experimental protocol extended for 7 months of an academic year, and moral development indicators were assessed prior to and following the intervention. Using class as the unit of analysis, 3 x 2 (Group x Time) repeated measures analyses of variance revealed that both treatment groups were significantly higher than the control group at posttest for moral judgment, reason, and intention scores. For students within classes, repeated measures analyses showed that treatment group participants had significantly higher posttest scores on all 4 measures as compared to students in the control group. Results provide initial validation of the Fair Play For Kids curriculum for effecting change in the moral development of elementary school students.
Classroom Crisis Intervention through Contracting: A Moral Development Model.
ERIC Educational Resources Information Center
Smaby, Marlowe H.; Tamminen, Armas W.
1981-01-01
A counselor can arbitrate problem situations using a systematic approach to classroom intervention which includes meetings with the teacher and students. This crisis intervention model based on moral development can be more effective than reliance on guidance activities disconnected from the actual classroom settings where the problems arise.…
Structural estimation of a principal-agent model: moral hazard in medical insurance.
PubMed
Vera-Hernández, Marcos
2003-01-01
Despite the importance of principal-agent models in the development of modern economic theory, there are few estimations of these models. I recover the estimates of a principal-agent model and obtain an approximation to the optimal contract. The results show that out-of-pocket payments follow a concave profile with respect to costs of treatment. I estimate the welfare loss due to moral hazard, taking into account income effects. I also propose a new measure of moral hazard based on the conditional correlation between contractible and noncontractible variables.
Moral Attention: A Comparative Philosophical Study
ERIC Educational Resources Information Center
Gendron, Claude
2016-01-01
The notion of moral attention allows the recognition of fundamental aspects of ethical life ignored or neglected by mainstream ethical theories. It is central to the theories of several notable female ethicists and many of them identify the French philosopher Simone Weil as the source of the contemporary use of this concept which invites…
Moral disengagement in the perpetration of inhumanities.
PubMed
Bandura, A
1999-01-01
Moral agency is manifested in both the power to refrain from behaving inhumanely and the proactive power to behave humanely. Moral agency is embedded in a broader sociocognitive self theory encompassing self-organizing, proactive, self-reflective, and self-regulatory mechanisms rooted in personal standards linked to self-sanctions. The self-regulatory mechanisms governing moral conduct do not come into play unless they are activated, and there are many psychosocial maneuvers by which moral self-sanctions are selectively disengaged from inhumane conduct. The moral disengagement may center on the cognitive restructuring of inhumane conduct into a benign or worthy one by moral justification, sanitizing language, and advantageous comparison; disavowal of a sense of personal agency by diffusion or displacement of responsibility; disregarding or minimizing the injurious effects of one's actions; and attribution of blame to, and dehumanization of, those who are victimized. Many inhumanities operate through a supportive network of legitimate enterprises run by otherwise considerate people who contribute to destructive activities by disconnected subdivision of functions and diffusion of responsibility. Given the many mechanisms for disengaging moral control, civilized life requires, in addition to humane personal standards, safeguards built into social systems that uphold compassionate behavior and renounce cruelty.
Exploring the Use of Web 2.0 Technology to Promote Moral and Psychosocial Development: Can YouTube Work?
ERIC Educational Resources Information Center
Koh, Caroline
2014-01-01
This paper explores the use of the video sharing site, YouTube, as a platform for enhancing moral and psychosocial development through increased awareness of moral values and models of moral behavior. The research involved a qualitative design whereby video snippets illustrating moral issues were identified from YouTube. These video snippets were…
A waste of time: the problem of common morality in Principles of Biomedical Ethics.
PubMed
Karlsen, Jan Reinert; Solbakk, Jan Helge
2011-10-01
From the 5th edition of Beauchamp and Childress' Principles of Biomedical Ethics, the problem of common morality has been given a more prominent role and emphasis. With the publication of the 6th and latest edition, the authors not only attempt to ground their theory in common morality, but there is also an increased tendency to identify the former with the latter. While this stratagem may give the impression of a more robust, and hence stable, foundation for their theoretical construct, we fear that it comes with a cost, namely the need to keep any theory in medical ethics open to, and thereby aware of, the challenges arising from biomedical research and clinical practice, as well as healthcare systems. By too readily identifying the moral life of common morality with rule-following behaviour, Beauchamp and Childress may even be wrong about the nature of common morality as such, thereby founding their, by now, classic theory on quicksand instead of solid rock.
Moral Education in Asia. Report of a Joint Study on Moral Education in Asian Countries.
ERIC Educational Resources Information Center
National Inst. for Educational Research, Tokyo (Japan).
This report presents findings from a regional study by 16 Asian nations on the status of moral education in the Asian region. The objectives of the study were to compile a state of the art report on moral education and to suggest ways in which moral development can keep pace with technological development. The document is presented in four…
Disgust sensitivity is primarily associated with purity-based moral judgments.
PubMed
Wagemans, Fieke M A; Brandt, Mark J; Zeelenberg, Marcel
2018-03-01
Individual differences in disgust sensitivity are associated with a range of judgments and attitudes related to the moral domain. Some perspectives suggest that the association between disgust sensitivity and moral judgments will be equally strong across all moral domains (i.e., purity, authority, loyalty, care, fairness, and liberty). Other perspectives predict that disgust sensitivity is primarily associated with judgments of specific moral domains (e.g., primarily purity). However, no study has systematically tested if disgust sensitivity is associated with moral judgments of the purity domain specifically, more generally to moral judgments of the binding moral domains, or to moral judgments of all of the moral domains equally. Across 5 studies (total N = 1,104), we find consistent evidence for the notion that disgust sensitivity relates more strongly to moral condemnation of purity-based transgressions (meta-analytic r = .40) than to moral condemnation of transgressions of any of the other domains (range meta-analytic rs: .07-.27). Our findings are in line with predictions from Moral Foundations Theory, which predicts that personality characteristics like disgust sensitivity make people more sensitive to a certain set of moral issues. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
Development of Learning Management in Moral Ethics and Code of Ethics of the Teaching Profession Course
NASA Astrophysics Data System (ADS)
Boonsong, S.; Siharak, S.; Srikanok, V.
2018-02-01
The purposes of this research were to develop the learning management, which was prepared for the enhancement of students’ Moral Ethics and Code of Ethics in Rajamangala University of Technology Thanyaburi (RMUTT). The contextual study and the ideas for learning management development was conducted by the document study, focus group method and content analysis from the document about moral ethics and code of ethics of the teaching profession concerning Graduate Diploma for Teaching Profession Program. The main tools of this research were the summarize papers and analyse papers. The results of development showed the learning management for the development of moral ethics and code of ethics of the teaching profession for Graduate Diploma for Teaching Profession students could promote desired moral ethics and code of ethics of the teaching profession character by the integrated learning techniques which consisted of Service Learning, Contract System, Value Clarification, Role Playing, and Concept Mapping. The learning management was presented in 3 steps.
Practical Implications of Empirically Studying Moral Decision-Making
PubMed Central
Heinzelmann, Nora; Ugazio, Giuseppe; Tobler, Philippe N.
2012-01-01
This paper considers the practical question of why people do not behave in the way they ought to behave. This question is a practical one, reaching both into the normative and descriptive domains of morality. That is, it concerns moral norms as well as empirical facts. We argue that two main problems usually keep us form acting and judging in a morally decent way: firstly, we make mistakes in moral reasoning. Secondly, even when we know how to act and judge, we still fail to meet the requirements due to personal weaknesses. This discussion naturally leads us to another question: can we narrow the gap between what people are morally required to do and what they actually do? We discuss findings from neuroscience, economics, and psychology, considering how we might bring our moral behavior better in line with moral theory. Potentially fruitful means include nudging, training, pharmacological enhancement, and brain stimulation. We conclude by raising the question of whether such methods could and should be implemented. PMID:22783157
Individual moral judgment and cultural ideologies.
PubMed
Narvaez, D; Getz, I; Rest, J R; Thoma, S J
1999-03-01
Moral judgment cannot be reduced to cultural ideology, or vice versa. But when each construct is measured separately, then combined, the product predicts powerfully to moral thinking. In Study 1, 2 churches (N = 96) were selected for their differences on religious ideology, political identity, and moral judgment. By combining these 3 variables, a multiple correlation of .79 predicted to members' moral thinking (opinions on human rights issues). Study 2 replicated this finding in a secular sample, with the formula established in Study 1 (R = .77). Individual conceptual development in moral judgment and socialization into cultural ideology co-occur, simultaneously and reciprocally, in parallel, and not serially. Individual development in moral judgment provides the epistemological categories for cultural ideology, which in turn influences the course of moral judgment, to produce moral thinking (e.g., opinions about abortion, free speech).

Strengthening Moral Courage Among Nurse Leaders.
PubMed
Edmonson, Cole
2015-02-17
Moral distress among practicing nurses is frequently discussed in the nursing literature, along with well-developed recommendations for increasing moral courage in practicing nurses. Implementing these recommendations depends on nurse leaders being morally fit to lead and to create an environment in which moral courage actions can emerge. The literature is lacking pertaining to nurse leaders' preparation to lead in a morally courageous and transformational manner in our current corporate environments and hierarchies of healthcare. In this article, the author reviews the literature addressing moral distress and moral courage among direct care nurses; describes the development of an intervention to strengthen the moral courage of nurse leaders; reports a study that involved implementing this intervention; presents the findings of this study; evaluates the effectiveness of the intervention; and discusses the findings in terms of lessons learned and future directions. He concludes with a call for healthcare leaders to demonstrate moral courage and create environments that promote morally courageous acts that enable nurses to remain centered on the patients, families, and communities we serve.
Seeking a Multi-Construct Model of Morality
ERIC Educational Resources Information Center
McDaniel, Brenda L.; Grice, James W.; Eason, E. Allen
2010-01-01
The present study explored a multi-construct model of moral development. Variables commonly seen in the moral development literature, such as family interactions, spiritual life, ascription to various sources of moral authority, empathy, shame, guilt and moral judgement competence, were investigated. Results from the current study support previous…
Social Justice and Social Order: Binding Moralities across the Political Spectrum
PubMed Central
2016-01-01
Two studies explored the relationship between political ideology and endorsement of a range of moral principles. Political liberals and conservatives did not differ on intrapersonal or interpersonal moralities, which require self-regulation. However differences emerged on collective moralities, which involve social regulation. Contrary to Moral Foundations Theory, both liberals and conservatives endorsed a group-focused binding morality, specifically Social Justice and Social Order respectively. Libertarians were the group without a binding morality. Although Social Justice and Social Order appear conflictual, analyses based on earlier cross-cultural work on societal tightness-looseness suggest that countries actually benefit in terms of economic success and societal well-being when these group-based moralities co-exist and serve as counterweights in social regulation. PMID:27031103
Moral Severity is Represented as a Domain-General Magnitude.
PubMed
Powell, Derek; Horne, Zachary
2017-03-01
The severity of moral violations can vary by degree. For instance, although both are immoral, murder is a more severe violation than lying. Though this point is well established in Ethics and the law, relatively little research has been directed at examining how moral severity is represented psychologically. Most prominent moral psychological theories are aimed at explaining first-order moral judgments and are silent on second-order metaethical judgments, such as comparisons of severity. Here, the relative severity of 20 moral violations was established in a preliminary study. Then, a second group of participants were asked to decide which of two moral violations was more severe for all possible combinations of these 20 violations. Participant's response times exhibited two signatures of domain-general magnitude comparisons: we observed both a distance effect and a semantic congruity effect. These findings suggest that moral severity is represented in a similar fashion as other continuous magnitudes.
Explaining the moral of the story.
PubMed
Walker, Caren M; Lombrozo, Tania
2017-10-01
Although storybooks are often used as pedagogical tools for conveying moral lessons to children, the ability to spontaneously extract "the moral" of a story develops relatively late. Instead, children tend to represent stories at a concrete level - one that highlights surface features and understates more abstract themes. Here we examine the role of explanation in 5- and 6-year-old children's developing ability to learn the moral of a story. Two experiments demonstrate that, relative to a control condition, prompts to explain aspects of a story facilitate children's ability to override salient surface features, abstract the underlying moral, and generalize that moral to novel contexts. In some cases, generating an explanation is more effective than being explicitly told the moral of the story, as in a more traditional pedagogical exchange. These findings have implications for moral comprehension, the role of explanation in learning, and the development of abstract reasoning in early childhood. Copyright © 2016 Elsevier B.V. All rights reserved.
Can cognitive psychological research on reasoning enhance the discussion around moral judgments?
PubMed
Bialek, Michal; Terbeck, Sylvia
2016-08-01
In this article we will demonstrate how cognitive psychological research on reasoning and decision making could enhance discussions and theories of moral judgments. In the first part, we will present recent dual-process models of moral judgments and describe selected studies which support these approaches. However, we will also present data that contradict the model predictions, suggesting that approaches to moral judgment might be more complex. In the second part, we will show how cognitive psychological research on reasoning might be helpful in understanding moral judgments. Specifically, we will highlight approaches addressing the interaction between intuition and reflection. Our data suggest that a sequential model of engaging in deliberation might have to be revised. Therefore, we will present an approach based on Signal Detection Theory and on intuitive conflict detection. We predict that individuals arrive at the moral decisions by comparing potential action outcomes (e.g., harm caused and utilitarian gain) simultaneously. The response criterion can be influenced by intuitive processes, such as heuristic moral value processing, or considerations of harm caused.
Moral distress and moral conflict in clinical ethics.
PubMed
Fourie, Carina
2015-02-01
Much research is currently being conducted on health care practitioners' experiences of moral distress, especially the experience of nurses. What moral distress is, however, is not always clearly delineated and there is some debate as to how it should be defined. This article aims to help to clarify moral distress. My methodology consists primarily of a conceptual analysis, with especial focus on Andrew Jameton's influential description of moral distress. I will identify and aim to resolve two sources of confusion about moral distress: (1) the compound nature of a narrow definition of distress which stipulates a particular cause, i.e. moral constraint, and (2) the distinction drawn between moral dilemma (or, more accurately, moral conflict) and moral distress, which implies that the two are mutually exclusive. In light of these concerns, I argue that the definition of moral distress should be revised so that moral constraint should not be a necessary condition of moral distress, and that moral conflict should be included as a potential cause of distress. Ultimately, I claim that moral distress should be understood as a specific psychological response to morally challenging situations such as those of moral constraint or moral conflict, or both. © 2013 John Wiley & Sons Ltd.
Curing "moral disability": brain trauma and self-control in Victorian science and fiction.
PubMed
Schillace, Brandy L
2013-12-01
While, historically, the disabled body has appeared in literature as "monstrous," burgeoning psychological theories of the Victorian period predicated an unusual shift. In a culture of sexual anxiety and fears of devolution and moral decay, the physically disabled and "weak" are portrayed as strangely free from moral corruption. Unlike the cultural link between deviance and disability witnessed in the medical literature and eugenic approach to generation, authors of narrative fiction-particularly Charles Dickens, but Wilkie Collins, Charlotte Yonge, and others as well-portray disabled characters as "purified," and trauma itself as potentially sanitizing. This present paper argues that such constructions were made possible by developments in the treatment of insanity. "Curing 'Moral Disability': Brain Trauma and Self-Control in Victorian Fiction," examines the concept of trauma-as-cure. Throughout the Victorian period, case studies on brain trauma appeared in widely circulated journals like the Lancet, concurrently with burgeoning theories about psychological disturbance and "moral insanity." While not widely practiced until the early twentieth century, attempts at surgical "cures" aroused curiosity and speculation-the traumatic event that could free sufferers from deviance. This work provides a unique perspective on representations of disability as cure in the nineteenth century as a means of giving voice to the marginalized, disabled, and disempowered.
Teaching Moral Education: Principles of Instruction.
ERIC Educational Resources Information Center
Doris, Dennis A.
1978-01-01
A nonindoctrinating, sound theoretical and practical base upon which to develop the teaching of moral education relies on several principles: discussion of moral conflict situations; knowledge of the student's stage of moral development; guidance of developmental matches; encouragement of role taking; and focus on rational thinking. (JMF)
Moral Development and Sportsmanship in Physical Education and Sport
ERIC Educational Resources Information Center
Pennington, Colin G.
2017-01-01
The purpose of this article is to explore to what degree the subject of sportsmanship, morality and character development is addressed in physical education (PE) and youth sport. It also presents the effect of formal education programs designed to address the issue of character in sport, and lays out recommendations for current PE practitioners…
Analyzing the politico-moral foundations of the Iran's health system based on theories of justice.
PubMed
Akrami, Forouzan; Abbasi, Mahmoud; Karimi, Abbas; Shahrivari, Akbar; Majdzadeh, Reza; Zali, Alireza
2017-01-01
Public health ethics is a field that covers both factual and ethical issues in health policy and science, and has positive obligations to improve the well-being of populations and reduce social inequalities. It is obvious that various philosophies and moral theories can differently shape the framework of public health ethics. For this reason, the present study reviewed theories of justice in order to analyze and criticize Iran's general health policies document, served in 14 Articles in 2014. Furthermore, it explored egalitarianism as the dominant theory in the political philosophy of the country's health care system. According to recent theories of justice, however, health policies must address well-being and its basic dimensions such as health, reasoning, autonomy, and the role of the involved agencies and social institutions in order to achieve social justice beyond distributive justice. Moreover, policy-making in the field of health and biomedical sciences based on Islamic culture necessitates a theory of social justice in the light of theological ethics. Educating people about their rights and duties, increasing their knowledge on individual agency, autonomy, and the role of the government, and empowering them will help achieve social justice. It is recommended to design and implement a strategic plan following each of these policies, based on the above-mentioned values and in collaboration with other sectors, to clarify the procedures in every case.
Children’s early helping in action: Piagetian developmental theory and early prosocial behavior

PubMed Central
Hammond, Stuart I.
2014-01-01
After a brief overview of recent research on early helping, outlining some central problems, and issues, this paper examines children’s early helping through the lens of Piagetian moral and developmental theory, drawing on Piaget’s “Moral Judgment of the Child” (Piaget, 1932/1997), “Play, Dreams, and Imitation in Childhood” (Piaget, 1945/1951), and the “Grasp of Consciousness” (Piaget, 1976). Piaget refers to a level of moral development in action that precedes heteronomous and autonomous moral reasoning. This action level allows children to begin to interact with people and objects. In his later work, Piaget explores the gradual construction of understanding from this activity level. Taken together, these elements of Piagetian theory provide a promising conceptual framework for understanding the development of early helping. PMID:25101027
Nurse moral disengagement.
PubMed
Fida, Roberta; Tramontano, Carlo; Paciello, Marinella; Kangasniemi, Mari; Sili, Alessandro; Bobbio, Andrea; Barbaranelli, Claudio
2016-08-01
Ethics is a founding component of the nursing profession; however, nurses sometimes find it difficult to constantly adhere to the required ethical standards. There is limited knowledge about the factors that cause a committed nurse to violate standards; moral disengagement, originally developed by Bandura, is an essential variable to consider. This study aimed at developing and validating a nursing moral disengagement scale and investigated how moral disengagement is associated with counterproductive and citizenship behaviour at work. The research comprised a qualitative study and a quantitative study, combining a cross-validation approach and a structural equation model. A total of 60 Italian nurses (63% female) involved in clinical work and enrolled as students in a postgraduate master's programme took part in the qualitative study. In 2012, the researchers recruited 434 nurses (76% female) from different Italian hospitals using a convenience sampling method to take part in the quantitative study. All the organisations involved and the university gave ethical approval; all respondents participated on a voluntary basis and did not receive any form of compensation. The nursing moral disengagement scale comprised a total of 22 items. Results attested the mono-dimensionality of the scale and its good psychometric properties. In addition, results highlighted a significant association between moral disengagement and both counterproductive and citizenship behaviours. Results showed that nurses sometimes resort to moral disengagement in their daily practice, bypassing moral and ethical codes that would normally prevent them from enacting behaviours that violate their norms and protocols. The nursing moral disengagement scale can complement personnel monitoring and assessment procedures already in place and provide additional information to nursing management for designing interventions aimed at increasing compliance with ethical codes by improving the quality of the
Institutional Guidance of Affective Bonding: Moral Values Development in Brazilian Military Education.
PubMed
Wortmeyer, Daniela Schmitz; Branco, Angela Uchoa
2016-09-01
In this article, our aim is to analyze institutional practices guided to promote the development of moral values within the context of military education of Brazilian Army combatant commissioned officers. From a cultural psychological approach, we discuss how social guidance within military culture operates at different levels of the affective-semiotic regulation of individuals, structuring complex experiences that give rise to hypergeneralized meaning fields regarding morality and military values. For this goal, we first introduce some theoretical topics related to values development, emphasizing their affective roots and role in the emergence, maintenance, amplification and attenuation of all relations between the person and the environment. Following a brief discussion on how social institutions try to promote changes in personal values, we provide an overview of values present in the military culture and socialization. Finally, the text focuses on the education of Brazilian Army combatant commissioned officers, describing how practices related to different levels of affective-semiotic experience combine in order to promote the internalization and externalization of specific moral values. We conclude suggesting issues for future investigation.
Positively versus negatively charged moral emotion expectancies in adolescence: the role of situational context and the developing moral self.
PubMed
Krettenauer, Tobias; Johnston, Megan
2011-09-01
The study analyses adolescents' positively charged versus negatively charged moral emotion expectancies. Two hundred and five students (M= 14.83 years, SD= 2.21) participated in an interview depicting various situations in which a moral norm was either regarded or transgressed. Emotion expectancies were assessed for specific emotions (pride, guilt) as well as for overall strength and valence. In addition, self-importance of moral values was measured by a questionnaire. Results revealed that positively charged emotion expectancies were more pronounced in contexts of prosocial action than in the context of moral transgressions, whereas the opposite was true for negatively charged emotions. At the same time, expectations of guilt and pride were substantially related to the self-importance of moral values. ©2010 The British Psychological Society.
tDCS Over DLPFC Leads to Less Utilitarian Response in Moral-Personal Judgment
PubMed Central
Zheng, Haoli; Lu, Xinbo; Huang, Daqiang
2018-01-01
The profound nature of moral judgment has been discussed and debated for centuries. When facing the trade-off between pursuing moral rights and seeking better consequences, most people make different moral choices between two kinds of dilemmas. Such differences were explained by the dual-process theory involving an automatic emotional response and a controlled application of utilitarian decision-rules. In neurocognitive studies, the bilateral dorsolateral prefrontal cortex (DLPFC) has been demonstrated to play an important role in cognitive “rational” control processes in moral dilemmas. However, the profile of results across studies is not entirely consistent. Although one transcranial magnetic stimulation (TMS) study revealed that disrupting the right DLPFC led to less utilitarian responses, other TMS studies indicated that inhibition of the right DLPFC led to more utilitarian choices. Moreover, the right temporoparietal junction (TPJ) is essential for its function of integrating belief and intention in moral judgment, which is related to the emotional process according to the dual-process theory. Relatively few studies have reported the causal relationship between TPJ and participants' moral responses, especially in moral dilemmas. In the present study, we aimed to demonstrate a direct link between the neural and behavioral results by application of transcranial direct current stimulation (tDCS) in the bilateral DLPFC or TPJ of our participants. We observed that activating the right DLPFC as well as inhibiting the left DLPFC led to less utilitarian judgments, especially in moral-personal conditions, indicating that the right DLPFC plays an essential role, not only through its function of moral reasoning but also through its information integrating process in moral judgments. It was also revealed that altering the excitability of the bilateral TPJ using tDCS negligibly altered the moral response in non-moral, moral-impersonal and moral-personal dilemmas
tDCS Over DLPFC Leads to Less Utilitarian Response in Moral-Personal Judgment.
PubMed
Zheng, Haoli; Lu, Xinbo; Huang, Daqiang
2018-01-01
The profound nature of moral judgment has been discussed and debated for centuries. When facing the trade-off between pursuing moral rights and seeking better consequences, most people make different moral choices between two kinds of dilemmas. Such differences were explained by the dual-process theory involving an automatic emotional response and a controlled application of utilitarian decision-rules. In neurocognitive studies, the bilateral dorsolateral prefrontal cortex (DLPFC) has been demonstrated to play an important role in cognitive "rational" control processes in moral dilemmas. However, the profile of results across studies is not entirely consistent. Although one transcranial magnetic stimulation (TMS) study revealed that disrupting the right DLPFC led to less utilitarian responses, other TMS studies indicated that inhibition of the right DLPFC led to more utilitarian choices. Moreover, the right temporoparietal junction (TPJ) is essential for its function of integrating belief and intention in moral judgment, which is related to the emotional process according to the dual-process theory. Relatively few studies have reported the causal relationship between TPJ and participants' moral responses, especially in moral dilemmas. In the present study, we aimed to demonstrate a direct link between the neural and behavioral results by application of transcranial direct current stimulation (tDCS) in the bilateral DLPFC or TPJ of our participants. We observed that activating the right DLPFC as well as inhibiting the left DLPFC led to less utilitarian judgments, especially in moral-personal conditions, indicating that the right DLPFC plays an essential role, not only through its function of moral reasoning but also through its information integrating process in moral judgments. It was also revealed that altering the excitability of the bilateral TPJ using tDCS negligibly altered the moral response in non-moral, moral-impersonal and moral-personal dilemmas
A moral house divided: How idealized family models impact political cognition
PubMed Central
Feinberg, Matthew; Wehling, Elisabeth
2018-01-01
People’s political attitudes tend to fall into two groups: progressive and conservative. Moral Politics Theory asserts that this ideological divide is the product of two contrasting moral worldviews, which are conceptually anchored in individuals’ cognitive models about ideal parenting and family life. These models, here labeled the strict and nurturant models, serve as conceptual templates for how society should function, and dictate whether one will endorse more conservative or progressive positions. According to Moral Politics Theory, individuals map their parenting ideals onto the societal domain by engaging the nation-as-family metaphor, which facilitates reasoning about the abstract social world (the nation) in terms of more concrete world experience (family life). In the present research, we conduct an empirical examination of these core assertions of Moral Politics Theory. In Studies 1–3, we experimentally test whether family ideals directly map onto political attitudes while ruling out alternative explanations. In Studies 4–5, we use both correlational and experimental methods to examine the nation-as-family metaphor’s role in facilitating the translation of family beliefs into societal beliefs and, ultimately, political attitudes. Overall, we found consistent support for Moral Politics Theory’s assertions that family ideals directly impact political judgment, and that the nation-as-family metaphor serves a mediating role in this phenomenon. PMID:29641618
In Defense of Pharmaceutically Enhancing Human Morality.
PubMed
Protopapadakis, Evangelos D
2017-01-01
I will discuss the prospect of pharmaceutically enhancing human morality and decision making in such a way as to eliminate morally unjustifiable choices and promote desirable ones. Our species in the relatively short period since it has emerged has enormously advanced in knowledge, science, and technical progress. When it comes to moral development, the distance it has covered is almost negligible. What if we could medically accelerate our moral development? What if we could once and for all render our species totally immune to certain vices? I will examine whether pharmaceutically intervening in human morality would compromise the autonomy of moral agents. I will argue that the argument from the autonomy of the moral agent is neither stable nor convincing. In the light of Kantian ethics we might consider moral enhancement by pharmaceutical means to be a perfect duty for moral agents.
Moral motivation based on multiple developmental structures: an exploration of cognitive and emotional dynamics.
PubMed
Kaplan, Ulas; Tivnan, Terrence
2014-01-01
Intrapersonal variability and multiplicity in the complexity of moral motivation were examined from Dynamic Systems and Self-Determination Theory perspectives. L. Kohlberg's (1969) stages of moral development are reconceptualized as soft-assembled and dynamically transformable process structures of motivation that may operate simultaneously within person in different degrees. Moral motivation is conceptualized as the real-time process of self-organization of cognitive and emotional dynamics out of which moral judgment and action emerge. A detailed inquiry into intrapersonal variation in moral motivation is carried out based on the differential operation of multiple motivational structures. A total of 74 high school students and 97 college students participated in the study by completing a new questionnaire, involving 3 different hypothetical moral judgments. As hypothesized, findings revealed significant multiplicity in the within-person operation of developmental stage structures, and intrapersonal variability in the degrees to which stages were used. Developmental patterns were found in terms of different distributions of multiple stages between high school and college samples, as well as the association between age and overall motivation scores. Differential relations of specific emotions to moral motivation revealed and confirmed the value of differentiating multiple emotions. Implications of the present theoretical perspective and the findings for understanding the complexity of moral judgment and motivation are discussed.

In search of an everyday morality: the development of a measure.
PubMed
Shelton, C M; McAdams, D P
1990-01-01
Current interest in moral theorizing has been dominated by Kohlberg's cognitive-developmental view. Haan (1982) has challenged psychology's reliance on this rationalistic focus and has argued for a rethinking of morality's meaning in accord with everyday human experience. In light of this challenge, the present study gives both theoretical and empirical support to the advancement of a morality for everyday life. Specifically, a new measure called the Visions of Morality Scale (VMS) is reported. The VMS is sensitive to three dimensions which are necessary for an everyday morality: (1) a human constitutive component which is universally experienced by all human beings (empathy); (2) the inclusion of a behavioral component which reflects actual behavior (pro-social inclinations); and (3) a view of morality that is multilevel (private, interpersonal, and social). A brief sketch of the VMS is provided. Results are presented from a study of 181 high school students which relate the VMS to empathy and political orientation. Highly significant relationships were found among morality, political orientation, and empathy. In addition, results revealed numerous sex differences. Finally, the implications of an everyday morality are discussed.
A "Narrowing of Inquiry" in American Moral Psychology and Education
ERIC Educational Resources Information Center
Richardson, Michael J.; Slife, Brent D.
2013-01-01
We explore the possibility that a priori philosophical commitments continue to result in a narrowing of inquiry in moral psychology and education where theistic worldviews are concerned. Drawing from the theories of Edward L. Thorndike and John Dewey, we examine naturalistic philosophical commitments that influenced the study of moral psychology…
Exploring the reliability and validity of the social-moral awareness test.
PubMed
Livesey, Alexandra; Dodd, Karen; Pote, Helen; Marlow, Elizabeth
2012-11-01
The aim of the study was to explore the validity of the social-moral awareness test (SMAT) a measure designed for assessing socio-moral rule knowledge and reasoning in people with learning disabilities. Comparisons between Theory of Mind and socio-moral reasoning allowed the exploration of construct validity of the tool. Factor structure, reliability and discriminant validity were also assessed. Seventy-one participants with mild-moderate learning disabilities completed the two scales of the SMAT and two False Belief Tasks for Theory of Mind. Reliability of the SMAT was very good, and the scales were shown to be uni-dimensional in factor structure. There was a significant positive relationship between Theory of Mind and both SMAT scales. There is early evidence of the construct validity and reliability of the SMAT. Further assessment of the validity of the SMAT will be required. © 2012 Blackwell Publishing Ltd.
Interprofessionals' definitions of moral resilience.
PubMed
Holtz, Heidi; Heinze, Katherine; Rushton, Cynda
2018-02-01
To describe common characteristics and themes of the concept of moral resilience as reported by interprofessional clinicians in health care. Research has provided an abundance of data on moral distress with limited research to resolve and help negate the detrimental effects of moral distress. This reveals a critical need for research on how to mitigate the negative consequences of moral distress that plague nurses and other healthcare providers. One promising direction is to build resilience as an individual strategy concurrently with interventions to build a culture of ethical practice. Qualitative descriptive methods were used to analyse descriptive definitions provided by 184 interprofessional clinicians in health care attending educational programmes in various locations as well as a small group of 23 professionals with backgrounds such as chaplaincy and nonhealthcare providers. Three primary themes and three subthemes emerged from the data. The primary themes are integrity-personal and relational, and buoyancy. The subthemes are self-regulation, self-stewardship and moral efficacy. Individual healthcare providers and healthcare systems can use this research to help negate the detrimental effects of moral distress by finding ways to develop interventions to cultivate moral resilience. Moral resilience involves not only building and fostering the individual's capacity to navigate moral adversity but also developing systems that support a culture of ethical practice for healthcare providers. © 2017 John Wiley & Sons Ltd.
Neural basis of moral verdict and moral deliberation

PubMed Central
Borg, Jana Schaich; Sinnott-Armstrong, Walter; Calhoun, Vince D.; Kiehl, Kent A.
2011-01-01
How people judge something to be morally right or wrong is a fundamental question of both the sciences and the humanities. Here we aim to identify the neural processes that underlie the specific conclusion that something is morally wrong. To do this, we introduce a novel distinction between “moral deliberation,” or the weighing of moral considerations, and the formation of a “moral verdict,” or the commitment to one moral conclusion. We predict and identify hemodynamic activity in the bilateral anterior insula and basal ganglia that correlates with committing to the moral verdict “this is morally wrong” as opposed to “this is morally not wrong,” a finding that is consistent with research from economic decision-making. Using comparisons of deliberation-locked vs. verdict-locked analyses, we also demonstrate that hemodynamic activity in high-level cortical regions previously implicated in morality—including the ventromedial prefrontal cortex, posterior cingulate, and temporoparietal junction—correlates primarily with moral deliberation as opposed to moral verdicts. These findings provide new insights into what types of processes comprise the enterprise of moral judgment, and in doing so point to a framework for resolving why some clinical patients, including psychopaths, may have intact moral judgment but impaired moral behavior. PMID:21590588
Morality, Intentionality, and Intergroup Attitudes
PubMed Central
Killen, Melanie; Rizzo, Michael T.
2015-01-01
Morality is at the core of what it means to be social. Moral judgments require the recognition of intentionality, that is, an attribution of the target’s intentions towards another. Most research on the origins of morality has focused on intragroup morality, which involves applying morality to individuals in one’s own group. Yet, increasingly, there has been new evidence that beginning early in development, children are able to apply moral concepts to members of an outgroup as well, and that this ability appears to be complex. The challenges associated with applying moral judgments to members of outgroups includes understanding group dynamics, the intentions of others who are different from the self, and having the capacity to challenge stereotypic expectations of others who are different from the ingroup. Research with children provides a window into the complexities of moral judgment and raises new questions, which are ripe for investigations into the evolutionary basis of morality. PMID:25717199
Pro-environmental behavior: rational choice meets moral motivation.
PubMed
Turaga, Rama Mohana R; Howarth, Richard B; Borsuk, Mark E
2010-01-01
The determinants of individual behaviors that provide shared environmental benefits are a longstanding theme in social science research. Alternative behavioral models yield markedly different predictions and policy recommendations. This paper reviews and compares the literatures from two disciplines that appear to be moving toward a degree of convergence. In social psychology, moral theories of pro-environmental behavior have focused on the influence of personal moral norms while recognizing that external factors, such as costs and incentives, ultimately limit the strength of the norm-behavior relationship. Rational choice models, such as the theory of planned behavior in social psychology and the theories of voluntary provision of public goods in economics, have sought to incorporate the effects of personal norms and to measure their importance in explaining behaviors, such as recycling and the demand for green products. This paper explores the relationship between these approaches and their implications for the theory and practice of ecological economics.
Beliefs in moral luck: When and why blame hinges on luck.
PubMed
Lench, Heather C; Domsky, Darren; Smallman, Rachel; Darbor, Kathleen E
2015-05-01
Belief in moral luck is represented in judgements that offenders should be held accountable for intent to cause harm as well as whether or not harm occurred. Scores on a measure of moral luck beliefs predicted judgements of offenders who varied in intent and the outcomes of their actions, although judgements overall were not consistent with abstract beliefs in moral luck. Prompting participants to consider alternative outcomes, particularly worse outcomes, reduced moral luck beliefs. Findings suggest that some people believe that offenders should be punished based on the outcome of their actions. Furthermore, prompting counterfactuals decreased judgements consistent with moral luck beliefs. The results have implications for theories of moral judgement as well as legal decision making. © 2014 The British Psychological Society.
Cultural differences in moral judgment and behavior, across and within societies.
PubMed
Graham, Jesse; Meindl, Peter; Beall, Erica; Johnson, Kate M; Zhang, Li
2016-04-01
We review contemporary work on cultural factors affecting moral judgments and values, and those affecting moral behaviors. In both cases, we highlight examples of within-societal cultural differences in morality, to show that these can be as substantial and important as cross-societal differences. Whether between or within nations and societies, cultures vary substantially in their promotion and transmission of a multitude of moral judgments and behaviors. Cultural factors contributing to this variation include religion, social ecology (weather, crop conditions, population density, pathogen prevalence, residential mobility), and regulatory social institutions such as kinship structures and economic markets. This variability raises questions for normative theories of morality, but also holds promise for future descriptive work on moral thought and behavior. Copyright © 2015 Elsevier Ltd. All rights reserved.
[Development and factorial validity of a moral disengagement in Sport Short Scale].
PubMed
Corrion, K; Scoffier, S; Gernigon, C; Cury, F; d'Arripe-Longueville, F

2010-12-01
According to Bandura, individuals are able to violate their personal standards, without self-sanction, by using the psychological operations of moral disengagement. For Bandura et al., moral disengagement is characterized by eight mechanisms belonging to one of the following four groups: (a) reconstructing conduct; (b) reconsideration of negative effects; (c) disqualification of the victim; and (d) obscuring of personal causal agency. Other researchers have measured moral disengagement in various contexts of everyday life using Bandura et al.'s scale and suggested that moral disengagement mechanisms would fall into two or three groups according to context. One context in which moral issues have a major role is sport. Three complementary studies were carried out on a total of 1305 young French adult athletes to develop and validate a Short French Questionnaire of Moral Disengagement in Sport (SFQMDS) and to test its invariance according to gender. STUDY 1: With reference to the existing literature, an initial French version of the SFQDMS was developed. French university students (n=220) then voluntarily completed the questionnaire. The validity of this preliminary version and the clarity of the items were examined and ascertained, and factorial analyses identified 10 items that loaded onto two factors (i.e., projecting fault onto others or sharing of responsibility; minimization of transgression and their consequences). Each factor displayed good internal consistency. STUDY 2: Confirmatory factor analysis (CFA) was conducted using AMOS 7.0 software. The sample included 1021 French university students (M(age)=21.52; SD=2.34). The first analysis of the data from 298 French students suggested that four items should be eliminated. The six-item model was then tested with a CFA of the data from 723 other participants (M(age)=21.51; SD=2.34) and exhibited acceptable fit indices: (χ² [8, 723]=1.54; p>0.09; GFI=0.97; TLI=0.97; CFI=0.97; RMSEA=0.03; RMSEA LO/HI=0
The Impact of Diversity Courses on College Students' Moral Development
ERIC Educational Resources Information Center
Parker, Eugene T., III; Barnhardt, Cassie L.; Pascarella, Ernest T.; McCowin, Jarvis A.
2016-01-01
We utilized data from a multi-institutional longitudinal study to investigate the association between diversity-related coursework and moral development among students over 4 years of college. Our findings parallel the prior research, which support the positive effects of diversity on college students, by offering new evidence that diversity…
Emotional Intelligence and Cognitive Moral Development in Undergraduate Business Students
ERIC Educational Resources Information Center
McBride, Elizabeth A.
2010-01-01
This study examines relationships between emotional intelligence (EI) and cognitive moral development (CMD) in undergraduate business students. The ability model of emotional intelligence was used in this study, which evaluated possible relationships between EI and CMD in a sample of 82 undergraduate business students. The sample population was…
Meta-Theory and Curriculum Development.
ERIC Educational Resources Information Center
Hartoonian, H. Michael
Curriculum development in any area should be imbued with a meaning that focuses on the cultural values of motivation, logic, and human relationships. The term "meaning" implies seeing relationships (linguistic, economic, political, moral), understanding logic, and being sensitive to the enduring values of the culture. Curriculum developers and…
Personal and Impersonal Stimuli Differentially Engage Brain Networks during Moral Reasoning
ERIC Educational Resources Information Center
Xue, Shao-Wei; Wang, Yan; Tang, Yi-Yuan
2013-01-01
Moral decision making has recently attracted considerable attention as a core feature of all human endeavors. Previous functional magnetic resonance imaging studies about moral judgment have identified brain areas associated with cognitive or emotional engagement. Here, we applied graph theory-based network analysis of event-related potentials…
Mortality Salience and Morality: Thinking about Death Makes People Less Utilitarian
ERIC Educational Resources Information Center
Tremoliere, Bastien; De Neys, Wim; Bonnefon, Jean-Francois
2012-01-01
According to the dual-process model of moral judgment, utilitarian responses to moral conflict draw on limited cognitive resources. Terror Management Theory, in parallel, postulates that mortality salience mobilizes these resources to suppress thoughts of death out of focal attention. Consequently, we predicted that individuals under mortality…
The Trend toward More Directive Moral Education in the United States.
ERIC Educational Resources Information Center
Torney-Purta, Judith; Schwille, John
1983-01-01
Describes the history of moral and values education in the United States, highlighting concerns about indoctrination and relativism. The current strength of several approaches is assessed: directive moral education supportive of common core civic values; values clarification; and the approach based on Kohlberg's theory. (Author/CS)
Displaced and non-displaced Colombian children's evaluations of moral transgressions, retaliation, and reconciliation

PubMed Central
Ardila-Rey, Alicia; Killen, Melanie; Brenick, Alaina
2015-01-01
In order to assess the effects of displacement and exposure to violence on children's moral reasoning, Colombian children exposed to minimal violence (non-displaced or low-risk) (N = 99) and to extreme violence (displaced or high-risk) (N = 94), evenly divided by gender, at 6-, 9-, and 12 - years of age, were interviewed regarding their evaluation of peer-oriented moral transgressions (hitting and not sharing toys). The vast majority of children evaluated moral transgressions as wrong. Group and age differences were revealed, however, regarding provocation and retaliation. Children who were exposed to violence, in contrast to those with minimum exposure, judged it more legitimate to inflict harm or deny resources when provoked and judged it more okay to retaliate for reasons of retribution. Surprisingly, and somewhat hopefully, all children viewed reconciliation as feasible. The results are informative regarding theories of morality, culture, and the effects of violence on children's social development. PMID:25722543
Female economic dependence and the morality of promiscuity.
PubMed
Price, Michael E; Pound, Nicholas; Scott, Isabel M
2014-10-01
In environments in which female economic dependence on a male mate is higher, male parental investment is more essential. In such environments, therefore, both sexes should value paternity certainty more and thus object more to promiscuity (because promiscuity undermines paternity certainty). We tested this theory of anti-promiscuity morality in two studies (N = 656 and N = 4,626) using U.S. samples. In both, we examined whether opposition to promiscuity was higher among people who perceived greater female economic dependence in their social network. In Study 2, we also tested whether economic indicators of female economic dependence (e.g., female income, welfare availability) predicted anti-promiscuity morality at the state level. Results from both studies supported the proposed theory. At the individual level, perceived female economic dependence explained significant variance in anti-promiscuity morality, even after controlling for variance explained by age, sex, religiosity, political conservatism, and the anti-promiscuity views of geographical neighbors. At the state level, median female income was strongly negatively related to anti-promiscuity morality and this relationship was fully mediated by perceived female economic dependence. These results were consistent with the view that anti-promiscuity beliefs may function to promote paternity certainty in circumstances where male parental investment is particularly important.
The role of appraisal distortion, contempt, and morality in couple conflict: a grounded theory.
PubMed
Whiting, Jason B
2008-01-01
A common goal of couples' therapy is to help individuals modify their view of each other and the relationship. Distorted views and appraisals contribute to conflict, and these can be manifest by use of rationalization or denial. This study explored appraisal distortion as an evaluative and moral process that occurs during partner conflict, particularly when it becomes contemptuous and aggressive. Using a philosophical base that is grounded in the ethical relationship, a model of appraisal distortion and couple conflict was created using constructivist grounded theory methods. The theoretical concepts derived from the data show relationships between one's relational stance, appraisal distortion, and verbal and physical aggression. This model implies that helping individuals take responsibility for appraisals is important in treating conflict.
Moral knowledge: some reflections on moral controversies, incompatible moral epistemologies, and the culture wars.
PubMed
Engelhardt, H Tristram
2004-01-01
An authentic Christian bioethical account of abortion must take into consideration the conflicting epistemologies that separate Christian moral theology from secular moral philosophy. Moral epistemologies directed to the issue of abortion that fail to appreciate the orientation of morality to God will also fail adequately to appreciate the moral issues at stake. Christian accounts of the bioethics of abortion that reduce moral-theological considerations to moral-philosophical considerations will not only fail to appreciate fully the offense of abortion, but morally mislead. This article locates the bioethics of abortion within the theology of the Church of the first millennium, emphasizing that abortion was prohibited, whether or not one considered the embryo or fetus to be ensouled.

Educating Moral Emotions or Moral Selves: A False Dichotomy?
ERIC Educational Resources Information Center
Kristjansson, Kristjan

2010-01-01
In the post-Kohlbergian era of moral education, a "moral gap" has been identified between moral cognition and moral action. Contemporary moral psychologists lock horns over how this gap might be bridged. The two main contenders for such bridge-building are moral emotions and moral selves. I explore these two options from an Aristotelian…
The relationship of ethics education to moral sensitivity and moral reasoning skills of nursing students.
PubMed
Park, Mihyun; Kjervik, Diane; Crandell, Jamie; Oermann, Marilyn H
2012-07-01
This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman (n = 506) and senior students (n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students.
Proscriptive versus prescriptive morality: two faces of moral regulation.
PubMed
Janoff-Bulman, Ronnie; Sheikh, Sana; Hepp, Sebastian
2009-03-01
A distinction is made between two forms of morality on the basis of approach-avoidance differences in self-regulation. Prescriptive morality is sensitive to positive outcomes, activation-based, and focused on what we should do. Proscriptive morality is sensitive to negative outcomes, inhibition-based, and focused on what we should not do. Seven studies profile these two faces of morality, support their distinct motivational underpinnings, and provide evidence of moral asymmetry. Both are well-represented in individuals' moral repertoire and equivalent in terms of moral weight, but proscriptive morality is condemnatory and strict, whereas prescriptive morality is commendatory and not strict. More specifically, in these studies proscriptive morality was perceived as concrete, mandatory, and duty-based, whereas prescriptive morality was perceived as more abstract, discretionary, and based in duty or desire; proscriptive immorality resulted in greater blame, whereas prescriptive morality resulted in greater moral credit. Implications for broader social regulation, including cross-cultural differences and political orientation, are discussed.
The developmental origins of moral concern: An examination of moral boundary decision making throughout childhood
PubMed Central
Wilks, Matti; Redshaw, Jonathan; Nielsen, Mark
2018-01-01
Prominent theorists have made the argument that modern humans express moral concern for a greater number of entities than at any other time in our past. Moreover, adults show stable patterns in the degrees of concern they afford certain entities over others, yet it remains unknown when and how these patterns of moral decision-making manifest in development. Children aged 4 to 10 years (N = 151) placed 24 pictures of human, animal, and environmental entities on a stratified circle representing three levels of moral concern. Although younger and older children expressed similar overall levels of moral concern, older children demonstrated a more graded understanding of concern by including more entities within the outer reaches of their moral circles (i.e., they were less likely to view moral inclusion as a simple in vs. out binary decision). With age children extended greater concern to humans than other forms of life, and more concern to vulnerable groups, such as the sick and disabled. Notably, children’s level of concern for human entities predicted their prosocial behavior. The current research provides novel insights into the development of our moral reasoning and its structure within childhood. PMID:29813134
The developmental origins of moral concern: An examination of moral boundary decision making throughout childhood.
PubMed
Neldner, Karri; Crimston, Daniel; Wilks, Matti; Redshaw, Jonathan; Nielsen, Mark
2018-01-01
Prominent theorists have made the argument that modern humans express moral concern for a greater number of entities than at any other time in our past. Moreover, adults show stable patterns in the degrees of concern they afford certain entities over others, yet it remains unknown when and how these patterns of moral decision-making manifest in development. Children aged 4 to 10 years (N = 151) placed 24 pictures of human, animal, and environmental entities on a stratified circle representing three levels of moral concern. Although younger and older children expressed similar overall levels of moral concern, older children demonstrated a more graded understanding of concern by including more entities within the outer reaches of their moral circles (i.e., they were less likely to view moral inclusion as a simple in vs. out binary decision). With age children extended greater concern to humans than other forms of life, and more concern to vulnerable groups, such as the sick and disabled. Notably, children's level of concern for human entities predicted their prosocial behavior. The current research provides novel insights into the development of our moral reasoning and its structure within childhood.
The moral development of baccalaureate nursing students: understanding unethical behavior in classroom and clinical settings.
PubMed
Baxter, Pamela E; Boblin, Sheryl L
2007-01-01

Unethical behavior in both classroom and clinical settings is a concern for nurse educators and has the potential to greatly influence the quality of patient care. A review of the literature suggests that students may view unethical clinical behaviors as different from unethical classroom behaviors because they recognize that clinical behaviors may have a direct effect on patient care. An overview of three moral theories, proposed by Kohlberg, Gilligan, and Rest, provides insight into the reasons for unethical behavior. These theories provide the foundation for strategies nurse educators can use to help reduce unethical behavior in both classroom and clinical settings in an attempt to ensure quality patient care.
Centripetal and centrifugal forces in the moral circle: Competing constraints on moral learning.
PubMed
Graham, Jesse; Waytz, Adam; Meindl, Peter; Iyer, Ravi; Young, Liane
2017-10-01
The idea of the moral circle pictures the self in the center, surrounded by concentric circles encompassing increasingly distant possible targets of moral concern, including family, local community, nation, all humans, all mammals, all living things including plants, and all things including inanimate objects. The authors develop the idea of two opposing forces in people's moral circles, with centripetal forces pulling inward, urging greater concern for close others than for distant others, and centrifugal forces pushing outward, resisting "drawing the line" anywhere as a form of prejudice and urging egalitarian concern for all regardless of social distance. Review of the developmental literature shows very early emergence of both moral forces, suggesting at least partly intuitive bases for each. Moral education approaches favoring one force over the other are compared, to show how these forces can provide constraints on moral learning. Finally, the centripetal/centrifugal forces view is applied to current moral debates about empathy and about politics. The authors argue that this view helps us see how intercultural and interpersonal disagreements about morality are based in intrapersonal conflicts shared by all people. Copyright © 2016. Published by Elsevier B.V.
Teaching Cognitive-Moral Development in College (A Generalist Approach).
ERIC Educational Resources Information Center
Gross, Francis L., Jr.
1981-01-01
Outlines methods of teaching moral issues to undergraduate students using works of Lawrence Kohlberg, William Perry, Jr., Erik Erikson, and Elisabeth Kubler-Ross in conjunction with literary tests. Encourages comparative and illustrative studies of literature and film. Suggests student participation in cognitive and moral decision making of…
Moral Development in Higher Education
ERIC Educational Resources Information Center
Liddell, Debora L.; Cooper, Diane L.
2012-01-01
In this article, the authors lay out the basic foundational concepts and assumptions that will guide the reader through the chapters to come as the chapter authors explore "how" moral growth can be facilitated through various initiatives on the college campus. This article presents a brief review of the theoretical frameworks that provide the…
Leading a Community of Learners: Learning to Be Moral by Engaging the Morality of Learning
ERIC Educational Resources Information Center
Starratt, Robert J.
2007-01-01
This article attempts to provide a foundational understanding of school learning as moral activity as well as intellectual activity. It first develops a distinction between general ethics and professional ethics, and provides an initial explanation of the moral good involved in learning. The moral good of learning is then connected to the…
Moral Disengagement Processes in Bullying
ERIC Educational Resources Information Center
Hymel, Shelley; Bonanno, Rina A.
2014-01-01
Bullying is the most common form of interpersonal violence facing youth in schools, and recent school-based intervention efforts have shown only limited success in reducing such behavior. Accordingly, this article considers the utility of Albert Bandura's theory of moral disengagement in understanding bullying behavior among children and…
Neural correlates of moral judgment in pedophilia
PubMed Central
Kärgel, Christian; Weiß, Simone; Walter, Martin; Ponseti, Jorge; HC Krueger, Tillmann; Walter, Henrik; Schiffer, Boris
2017-01-01
Abstract Pedophilia is a sexual preference that is often associated with child sex offending (CSO). Sexual urges towards prepubescent children and specifically acting upon those urges are universally regarded as immoral. However, up until now, it is completely unknown whether moral processing of sexual offenses is altered in pedophiles. A total of 31 pedophilic men and 19 healthy controls were assessed by using functional magnetic resonance imaging (fMRI) in combination with a moral judgment paradigm consisting of 36 scenarios describing different types of offenses. Scenarios depicting sexual offenses against children compared to those depicting adults were associated with higher pattern of activation in the left temporo-parietal-junction (TPJ) and left posterior insular cortex, the posterior cingulate gyrus as well as the precuneus in controls relative to pedophiles, and vice versa. Moreover, brain activation in these areas were positively associated with ratings of moral reprehensibility and negatively associated with decision durations, but only in controls. Brain activation, found in key areas related to the broad network of moral judgment, theory of mind and (socio-)moral disgust - point to different moral processing of sexual offenses in pedophilia in general. The lack of associations between brain activation and behavioral responses in pedophiles further suggest a biased response pattern or dissected implicit valuation processes. PMID:28992273
To what do we have moral obligations and why? II.
PubMed
Gillon, R
1985-06-08
Following up on his 1 June 1985 article on moral obligations to living human beings versus other sentient beings, Gillon focuses on arguments for and against prohuman "speciesism," the claim that "viability" is a justifiable criterion for differentiating between humans that may be killed and those that may not, and claims that "personhood" is a morally relevant differentiating concept. He discusses the positions taken by Peter Singer and Dame Mary Warnock on "speciesism," and the theories of such philosphers as John Locke, Immanuel Kant, and Michael Tooley regarding the essence of personhood. He sees no solid basis for grounding the scope of moral obligations on simple sentience, membership in the human species, or technical differentia such as viability, and concludes that medical ethics still suffers from the lack of an adequate theory on which to base a right to life.
The Moral Self-Image Scale: Measuring and Understanding the Malleability of the Moral Self.
PubMed
Jordan, Jennifer; Leliveld, Marijke C; Tenbrunsel, Ann E
2015-01-01
Recent ethical decision-making models suggest that individuals' own view of their morality is malleable rather than static, responding to their (im)moral actions and reflections about the world around them. Yet no construct currently exists to represent the malleable state of a person's moral self-image (MSI). In this investigation, we define this construct, as well as develop a scale to measure it. Across five studies, we show that feedback about the moral self alters an individual's MSI as measured by our scale. We also find that the MSI is related to, but distinct from, related constructs, including moral identity, self-esteem, and moral disengagement. In Study 1, we administered the MSI scale and several other relevant scales to demonstrate convergent and discriminant validity. In Study 2, we examine the relationship between the MSI and one's ought versus ideal self. In Studies 3 and 4, we find that one's MSI is affected in the predicted directions by manipulated feedback about the moral self, including feedback related to social comparisons of moral behavior (Study 3) and feedback relative to one's own moral ideal (Study 4). Lastly, Study 5 provides evidence that the recall of one's moral or immoral behavior alters people's MSI in the predicted directions. Taken together, these studies suggest that the MSI is malleable and responds to individuals' moral and immoral actions in the outside world. As such, the MSI is an important variable to consider in the study of moral and immoral behavior.
Internet Lives: Social Context and Moral Domain in Adolescent Development
ERIC Educational Resources Information Center
Bradley, Karen

2005-01-01
Adolescents nowadays socialize, network, and sort out their friendships and relationships online. As such, it is assumed that adolescents' experiences in the online world will influence their experiences in the face-to-face world and will play an important role in their development of social and moral knowledge. In this article, the author…
Mass Media and Moral Development.
ERIC Educational Resources Information Center
Stein, Aletha Huston
Commercial television as it currently exists presents moral content and values that are often contrary to the predominant values of the society. It emphasizes violence and illegal action; it perpetuates a system in which groups of people are devalued because of sex, race, age, and other such criteria. There is good reason to believe that this type…
Continuity and Change in the Development of Moral Education in Botswana
ERIC Educational Resources Information Center
Matemba, Yonah H.
2010-01-01
This article traces the development of moral education (ME) in Botswana from pre-colonial times to the present day. It shows how during this time ME has undergone three distinct phases of development, each emphasising a particular ideology. In pre-colonial times ME was offered as part of indigenous education in the home and community, both…
The myth of harmless wrongs in moral cognition: Automatic dyadic completion from sin to suffering.
PubMed
Gray, Kurt; Schein, Chelsea; Ward, Adrian F
2014-08-01
When something is wrong, someone is harmed. This hypothesis derives from the theory of dyadic morality, which suggests a moral cognitive template of wrongdoing agent and suffering patient (i.e., victim). This dyadic template means that victimless wrongs (e.g., masturbation) are psychologically incomplete, compelling the mind to perceive victims even when they are objectively absent. Five studies reveal that dyadic completion occurs automatically and implicitly: Ostensibly harmless wrongs are perceived to have victims (Study 1), activate concepts of harm (Studies 2 and 3), and increase perceptions of suffering (Studies 4 and 5). These results suggest that perceiving harm in immorality is intuitive and does not require effortful rationalization. This interpretation argues against both standard interpretations of moral dumbfounding and domain-specific theories of morality that assume the psychological existence of harmless wrongs. Dyadic completion also suggests that moral dilemmas in which wrongness (deontology) and harm (utilitarianism) conflict are unrepresentative of typical moral cognition. PsycINFO Database Record (c) 2014 APA, all rights reserved.
Analyzing the politico-moral foundations of the Iran’s health system based on theories of justice
PubMed Central
Akrami, Forouzan; Abbasi, Mahmoud; Karimi, Abbas; Shahrivari, Akbar; Majdzadeh, Reza; Zali, Alireza
2017-01-01
Public health ethics is a field that covers both factual and ethical issues in health policy and science, and has positive obligations to improve the well-being of populations and reduce social inequalities. It is obvious that various philosophies and moral theories can differently shape the framework of public health ethics. For this reason, the present study reviewed theories of justice in order to analyze and criticize Iran’s general health policies document, served in 14 Articles in 2014. Furthermore, it explored egalitarianism as the dominant theory in the political philosophy of the country’s health care system. According to recent theories of justice, however, health policies must address well-being and its basic dimensions such as health, reasoning, autonomy, and the role of the involved agencies and social institutions in order to achieve social justice beyond distributive justice. Moreover, policy-making in the field of health and biomedical sciences based on Islamic culture necessitates a theory of social justice in the light of theological ethics. Educating people about their rights and duties, increasing their knowledge on individual agency, autonomy, and the role of the government, and empowering them will help achieve social justice. It is recommended to design and implement a strategic plan following each of these policies, based on the above-mentioned values and in collaboration with other sectors, to clarify the procedures in every case. PMID:29291037
Why be moral? Moral identity motivation and age.
PubMed
Krettenauer, Tobias; Victor, Rosemary
2017-08-01
Moral identity research to date has largely failed to provide evidence for developmental trends in moral identity, presumably because of restrictions in the age range of studies and the use of moral identity measures that are insensitive to age-related change. The present study investigated moral identity motivation across a broad age range (14-65 years, M = 33.48; N = 252) using a modified version of the Good Self-Assessment Interview. Individuals' moral identity motivation was coded and categorized as external, internal, or relationship-oriented. It was found that with age, external moral identity motivation decreased, whereas internal moral identity motivation increased. Effects of age were stronger in adolescence and emerging adulthood than in young adulthood and middle age. Findings underscore the developmental nature of the moral identity construct and suggest that moral motivation becomes more self-integrated with age. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

A functional imaging investigation of moral deliberation and moral intuition
PubMed Central
Harenski, Carla L.; Antonenko, Olga; Shane, Matthew S.; Kiehl, Kent A.
2014-01-01
Prior functional imaging studies of moral processing have utilized ‘explicit’ moral tasks that involve moral deliberation (e.g., reading statements such as ‘he shot the victim’ and rating the moral appropriateness of the behavior) or ‘implicit’ moral tasks that involve moral intuition (e.g., reading similar statements and memorizing them for a test but not rating their moral appropriateness). Although the neural mechanisms underlying moral deliberation and moral intuition may differ, these have not been directly compared. Studies using explicit moral tasks have reported increased activity in several regions, most consistently the medial prefrontal cortex and temporo-parietal junction. In the few studies that have utilized implicit moral tasks, medial prefrontal activity has been less consistent, suggesting the medial prefrontal cortex is more critical for moral deliberation than moral intuition. Thus, we hypothesized that medial prefrontal activity would be increased during an explicit, but not an implicit, moral task. Participants (n = 28) were scanned using fMRI while viewing 50 unpleasant pictures, half of which depicted moral violations. Half of the participants rated pictures on moral violation severity (explicit task) while the other half indicated whether pictures occurred indoors or outdoors (implicit task). As predicted, participants performing the explicit, but not the implicit, task showed increased ventromedial prefrontal activity while viewing moral pictures. Both groups showed increased temporo-parietal junction activity while viewing moral pictures. These results suggest that the ventromedial prefrontal cortex may contribute more to moral deliberation than moral intuition, whereas the temporo-parietal junction may contribute more to moral intuition than moral deliberation. PMID:19878727
Moralized Health-Related Persuasion Undermines Social Cohesion
PubMed Central
Täuber, Susanne
2018-01-01
Integrating theory and research on persuasion, moralization, and intergroup relations, the present research aims to highlight the far-reaching impact of health-related persuasion on society. I propose that governments’ health-related persuasion leads to the emergence of new social norms, and in particular moral norms. Importantly, moral norms provide strong behavioral imperatives and are seen as binding for group members. This suggests that moralized persuasion has a strong potential to divide society along the lines of citizens who conform to and citizens who deviate from health-related moral norms. Thus, departing from the traditional focus on targets of persuasion, the present research focuses on those holding a moralized view on health and lifestyle. Key aspects of social cohesion as defined by the OECD (2011) have been tested across four studies. The main hypothesis tested is that those conforming to the norm (e.g., non-smokers, normal weight people, people with healthy lifestyles) will stigmatize those deviating from the norm (e.g., smokers, overweight people, people with unhealthy lifestyles). Flowing from stigmatization, less inclusion, lower solidarity with and greater endorsement of unequal treatment of those deviating from the moral norm are predicted. Four survey studies (total N = 1568) examining the proposed associations among non-smokers, normal weight people, and employees with healthy lifestyles are presented. The studies provide unanimous support for the hypothesis, with meta-analysis providing further support for the reliability of the findings. Consistent across studies, social cohesion indicators were negatively affected by health moralization through stigmatization of those deviating from health-related moral norms. Findings highlight an under-acknowledged potential of moralized health-related persuasion to divide society, thereby undermining cohesion and the achievement of important societal goals. In the discussion, limitations and
The Ethico-Moral Nature of Identity: Prolegomena to the Development of Third-Generation Cultural-Historical Activity Theory
ERIC Educational Resources Information Center
Roth, Wolff-Michael
2007-01-01
Cultural-Historical Activity Theory (CHAT), which had been termed the best-held secret of education about 15 years ago, has had an exponential growth over the past three decades. Because it thematizes largely the structural aspects of activity systems, the theory only recently has been developed to include emotional, motivational, and…
The Relationship Between Principled Moral Reasoning and Cheating Behavior under Threat and Nonthreat Situations.
ERIC Educational Resources Information Center
Leming, James S.

Based upon the theory of moral stages devised by educational psychologist Lawrence Kohlberg, this report examines the influence of the social situation on principled moral reasoning and on cheating. Research assessed the level of moral reasoning for 152 college juniors and seniors using Rest's Defining Issues Test (1976) in which levels of low,…
Towards a New Paradigm of Moral Personhood
ERIC Educational Resources Information Center
Frimer, Jeremy A.; Walker, Lawrence J.
2008-01-01
Moral psychology is between paradigms. Kohlberg's model of moral rationality has proved inadequate in explaining action; yet its augmentation--moral personality--awaits empirical embodiment. This article addresses some critical issues in developing a comprehensive empirical paradigm of moral personhood. Is a first-person or a third-person…
Group-focused morality is associated with limited conflict detection and resolution capacity: Neuroanatomical evidence.
PubMed
Nash, Kyle; Baumgartner, Thomas; Knoch, Daria
2017-02-01
Group-focused moral foundations (GMFs) - moral values that help protect the group's welfare - sharply divide conservatives from liberals and religiously devout from non-believers. However, there is little evidence about what drives this divide. Moral foundations theory and the model of motivated social cognition both associate group-focused moral foundations with differences in conflict detection and resolution capacity, but in opposing directions. Individual differences in conflict detection and resolution implicate specific neuroanatomical differences. Examining neuroanatomy thus affords an objective and non-biased opportunity to contrast these influential theories. Here, we report that increased adherence to group-focused moral foundations was strongly associated (whole-brain corrected) with reduced gray matter volume in key regions of the conflict detection and resolution system (anterior cingulate cortex and lateral prefrontal cortex). Because reduced gray matter is reliably associated with reduced neural and cognitive capacity, these findings support the idea outlined in the model of motivated social cognition that belief in group-focused moral values is associated with reduced conflict detection and resolution capacity. Copyright © 2017 Elsevier B.V. All rights reserved.
Moral Hard‐Wiring and Moral Enhancement
PubMed Central
Persson, Ingmar
2017-01-01
Abstract We have argued for an urgent need for moral bioenhancement; that human moral psychology is limited in its ability to address current existential threats due to the evolutionary function of morality to maximize cooperation in small groups. We address here Powell and Buchanan's novel objection that there is an ‘inclusivist anomaly’: humans have the capacity to care beyond in‐groups. They propose that ‘exclusivist’ (group‐based) morality is sensitive to environmental cues that historically indicated out‐group threat. When this is not present, we are inclusivist. They conclude that moral bioenhancement is unnecessary or less effective than socio‐cultural interventions. We argue that Powell and Buchanan underestimate the hard‐wiring features of moral psychology; their appeal to adaptively plastic, conditionally expressed responses accounts for only a fragment of our moral psychology. In addition to restrictions on our altruistic concern that their account addresses – such as racism and sexism – there are ones it is ill‐suited to address: that our concern is stronger for kin and friends and for concrete individuals rather than for statistical lives; also our bias towards the near future. Hard‐wired features of our moral psychology that are not clearly restrictions in altruistic concern also include reciprocity, tit‐for‐tat, and others. Biomedical means are not the only, and maybe not the most important, means of moral enhancement. Socio‐cultural means are of great importance and there are currently no biomedical interventions for many hard‐wired features. Nevertheless research is desirable because the influence of these features is greater than our critics think. PMID:28300281
On Moral Luck and Nonideal Moral Education
ERIC Educational Resources Information Center
Chinnery, Ann
2015-01-01
In contrast to the Kantian principle that we are morally accountable only for those actions over which we have control, Bernard Williams, Thomas Nagel, and others have argued that luck plays a significant role in the moral life. Put briefly, moral luck is at play when we are appropriately praised or blamed for our moral actions despite the fact…
The moral foundations of illusory correlation
PubMed Central
Barberia, Itxaso
2017-01-01
Previous research has studied the relationship between political ideology and cognitive biases, such as the tendency of conservatives to form stronger illusory correlations between negative infrequent behaviors and minority groups. We further explored these findings by studying the relation between illusory correlation and moral values. According to the moral foundations theory, liberals and conservatives differ in the relevance they concede to different moral dimensions: Care, Fairness, Loyalty, Authority, and Purity. Whereas liberals consistently endorse the Care and Fairness foundations more than the Loyalty, Authority and Purity foundations, conservatives tend to adhere to the five foundations alike. In the present study, a group of participants took part in a standard illusory correlation task in which they were presented with randomly ordered descriptions of either desirable or undesirable behaviors attributed to individuals belonging to numerically different majority and minority groups. Although the proportion of desirable and undesirable behaviors was the same in the two groups, participants attributed a higher frequency of undesirable behaviors to the minority group, thus showing the expected illusory correlation effect. Moreover, this effect was specifically associated to our participants’ scores in the Loyalty subscale of the Moral Foundations Questionnaire. These results emphasize the role of the Loyalty moral foundation in the formation of attitudes towards minorities among conservatives. Our study points out the moral system as a useful fine-grained framework to explore the complex interaction between basic cognitive processes and ideology. PMID:28972990
[The contribution of neuroscience to the understanding of moral behavior].
PubMed
Slachevsky, Andrea; Silva, Jaime R; Prenafeta, María Luisa; Novoa, Fernando
2009-03-01
The neuro-scientific study of moral actions and judgments is particularly relevant to medicine, especially when assessing behavior disorders secondary to brain diseases. In this paper, moral behavior is reviewed from an evolutionary and neuro-scientific perspective. We discuss the role of emotions in moral decisions, the role of brain development in moral development and the cerebral basis of moral behavior. Empirical evidence shows a relationship between brain and moral development: changes in cerebral architecture are related to changes in moral decision complexity. Moral development takes a long time, achieving its maturity during adulthood. It is suggested that moral cognition depends on cerebral regions and neural networks related to emotional and cognitive processing (i.e. prefrontal and temporal cortex) and that moral judgments are complex affective and cognitive phenomena. This paper concludes with the suggestion that a satisfactory clinical/legal evaluation of a patient requires that the neural basis of moral behavior should be taken into account.
Reflections on moral care when conducting qualitative research about suicide in the United States military.
PubMed
Polanco, Marcela; Mancías, Saraí; LeFeber, Tirzah
2017-09-01
Critical suicidology (White, Marsh, Kral, & Morris, 2016 ) offers a critique of positivism as the mainstream rhetoric of scientific research. In this article, the authors add a critique to the moral detachment of scientific inquiry (Wilkinson & Kleinman, 2016 ) in suicidology. They provide a discussion at the intersection of theory and research when considering moral care of all stakeholders in the implementation of suicide research toward the development of more humanitarian policies and program alternatives. The authors reflect upon their experience of conducting an Interpretative Phenomenological Analysis (Finlay, 2011 ) on suicide in the U.S. military.
Moral case deliberation.
PubMed
Tan, Daniel Y B; Ter Meulen, Bastiaan C; Molewijk, Albert; Widdershoven, Guy
2018-06-01
Ethical dilemmas in general are characterised by a choice between two mutually excluding options neither of which is satisfactory, because there always will be a form of moral damage. Within the context of medicine several ethics support services have been developed to support healthcare professionals in dealing with ethical dilemmas, including moral case deliberation. In this article, we describe how moral case deliberation works in daily practice, illustrated with a case example from the neurology ward. The article is meant as an introduction to moral case deliberation according to the dilemma method. We show its relevance to the clinic and the context needed to put it into practice. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.
Deontological coherence: A framework for commonsense moral reasoning.
PubMed
Holyoak, Keith J; Powell, Derek
2016-11-01
We review a broad range of work, primarily in cognitive and social psychology, that provides insight into the processes of moral judgment. In particular, we consider research on pragmatic reasoning about regulations and on coherence in decision making, both areas in which psychological theories have been guided by work in legal philosophy. Armed with these essential prerequisites, we sketch a psychological framework for how ordinary people make judgments about moral issues. Based on a literature review, we show how the framework of deontological coherence unifies findings in moral psychology that have often been explained in terms of a grab-bag of heuristics and biases. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
Why are conservatives more punitive than liberals? A moral foundations approach.
PubMed
Silver, Jasmine R; Silver, Eric
2017-06-01
Morality is thought to underlie both ideological and punitive attitudes. In particular, moral foundations research suggests that group-oriented moral concerns promote a conservative orientation, while individual-oriented moral concerns promote a liberal orientation (Graham, Haidt, & Nosek, 2009). Drawing on classical sociological theory, we argue that endorsement of group-oriented moral concerns also elicits higher levels of punitiveness by promoting a view of crime as being perpetrated against society, while endorsement of individual-oriented moral concerns reduces punitiveness by directing attention toward the welfare of offenders as well as victims. Data from 2 independent samples (N = 1,464 and N = 1,025) showed that endorsement of group-oriented moral concerns was associated with more punitive and more conservative attitudes, while endorsement of individual-oriented moral concerns was associated with less punitive and less conservative attitudes. These results suggest that the association between conservatism and punitiveness is in part spurious because of their grounding in the moral foundations. Consequently, studies that do not take the moral foundations into account are at risk of overstating the relationship between conservatism and punitiveness. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Friends or foes: Is empathy necessary for moral behavior?
PubMed Central
Decety, Jean; Cowell, Jason M.
2014-01-01
The past decade has witnessed a flurry of empirical and theoretical research on morality and empathy, as well as increased interest and usage in the media and the public arena. At times, in both popular and academia, morality and empathy are used interchangeably, and quite often the latter is considered to play a foundational role for the former. In this article, we argue that, while there is a relationship between morality and empathy, it is not as straightforward as apparent at first glance. Moreover, it is critical to distinguish between the different facets of empathy (emotional sharing, empathic concern, and perspective taking), as each uniquely influences moral cognition and predicts differential outcomes in moral behavior. Empirical evidence and theories from evolutionary biology, developmental, behavioral, and affective and social neuroscience are comprehensively integrated in support of this argument. The wealth of findings illustrates a complex and equivocal relationship between morality and empathy. The key to understanding such relations is to be more precise on the concepts being used, and perhaps abandoning the muddy concept of empathy. PMID:25429304
Moral Education at the Movies: On the Cinematic Treatment of Morally Significant Story and Narrative
ERIC Educational Resources Information Center
Carr, David
2006-01-01
Much contemporary social theory has emphasised the key role that cultural and other narrative plays in any human understanding of moral self and agency. However, in those modern social contexts in which literacy has been widespread, such access to narrative has also been largely via the written word: those significantly educated in cultural…
The Moral Self-Image Scale: Measuring and Understanding the Malleability of the Moral Self
PubMed Central
Jordan, Jennifer; Leliveld, Marijke C.; Tenbrunsel, Ann E.
2015-01-01
Recent ethical decision-making models suggest that individuals' own view of their morality is malleable rather than static, responding to their (im)moral actions and reflections about the world around them. Yet no construct currently exists to represent the malleable state of a person's moral self-image (MSI). In this investigation, we define this construct, as well as develop a scale to measure it. Across five studies, we show that feedback about the moral self alters an individual's MSI as measured by our scale. We also find that the MSI is related to, but distinct from, related constructs, including moral identity, self-esteem, and moral disengagement. In Study 1, we administered the MSI scale and several other relevant scales to demonstrate convergent and discriminant validity. In Study 2, we examine the relationship between the MSI and one's ought versus ideal self. In Studies 3 and 4, we find that one's MSI is affected in the predicted directions by manipulated feedback about the moral self, including feedback related to social comparisons of moral behavior (Study 3) and feedback relative to one's own moral ideal (Study 4). Lastly, Study 5 provides evidence that the recall of one's moral or immoral behavior alters people's MSI in the predicted directions. Taken together, these studies suggest that the MSI is malleable and responds to individuals' moral and immoral actions in the outside world. As such, the MSI is an important variable to consider in the study of moral and immoral behavior. PMID:26696941
Conceptual and practical problems of moral enhancement.
PubMed
Beck, Birgit
2015-05-01
Recently, the debate on human enhancement has shifted from familiar topics like cognitive enhancement and mood enhancement to a new and - to no one's surprise - controversial subject, namely moral enhancement. Some proponents from the transhumanist camp allude to the 'urgent need' of improving the moral conduct of humankind in the face of ever growing technological progress and the substantial dangers entailed in this enterprise. Other thinkers express more sceptical views about this proposal. As the debate has revealed so far, there is no shared opinion among philosophers (or scientists) about the meaning, prospects, and ethical evaluation of moral enhancement. In this article I will address several conceptual and practical problems of this issue, in order to encourage discussion about the prospects of (thinking about) moral enhancement in the future. My assumption is that (i) for the short term, there is little chance of arriving at an agreement on the proper understanding of morality and the appropriateness of one single (meta-)ethical theory; (ii) apart from this, there are further philosophical puzzles loosely referred to in the debate which add to theoretical confusion; and (iii) even if these conceptual problems could be solved, there are still practical problems to be smoothed out if moral enhancement is ever to gain relevance apart from merely theoretical interest. My tentative conclusion, therefore, will be that moral enhancement is not very likely to be made sense of - let alone realized - in the medium-term future. © 2014 John Wiley & Sons Ltd.
The Effects of Privileging Moral or Performance Character Development in Urban Adolescents
ERIC Educational Resources Information Center
Seider, Scott; Novick, Sarah; Gomez, Jessica
2013-01-01
This study compared the effects of emphasizing moral character development or performance character development at three high-performing, high-poverty urban middle schools. Performance character consists of the qualities that allow individuals to regulate their thoughts and actions in ways that support achievement in a particular endeavor. Moral…
On The Limits of Rational Moral Education.
ERIC Educational Resources Information Center
Leming, James S.
1981-01-01
Explores reasons for the current ineffectiveness of moral education and offers an alternative perspective on the proper purpose and methods for moral education. This ideal moral education is based primarily on the belief that social interactions during childhood are highly significant in the development of morality and on the functionalist…

Which stage of Kohlberg's theory of moral development is associated with a person following a law even if it is discriminatory to a racial group?

Which stage of Lawrence Kohlberg's theory of moral development is associated with a person following a law even if it is discriminatory to a racial group? A person in the social contract orientation stage follows laws even if they are not fair to a certain racial group.

During the late school-age years, the nurse should anticipate that pediatric clients will begin to show differences in play activities that are related to gender.

What is the correct order of the stages according to Kohlberg's theory of moral development quizlet?

According to Kohlberg's theory of moral development, the first stage is the punishment and obedience orientation. The second stage is the instrumental relativist orientation. Good boy-nice girl orientation is the third stage. Society-maintaining orientation stage is the fourth stage.

At which stage of Kohlberg's theory does an individual want to fulfill the expectations of one's immediate group?

At which stage of Kohlberg's theory does an individual want to fulfill the expectations of one's immediate group? The good boy-good girl orientation stage involves an individual who wants to win the approval and maintain the expectations of one's immediate group.

Which stage of Kohlbergs theory of moral development does the nurse anticipate in a client who exhibits absolute obedience to authority and rules?

Sample records for moral development theory

Which stage of Kohlberg's theory of moral development is associated with a person following a law even if it is discriminatory to a racial group?

What is the correct order of the stages according to Kohlberg's theory of moral development quizlet?

At which stage of Kohlberg's theory does an individual want to fulfill the expectations of one's immediate group?

zusammenhängende Posts

Which stage of Kohlbergs theory of moral development is associated with a person following a law even if it is discriminatory to a racial group?

Which acid base imbalance would the nurse anticipate in a client in the progressive stage of shock

Which nursing action would be given to an individual in the initiative versus guilt stage of Eriksons theory?

Which of the following is the first stage in making ethical behavior sustainable for a company quizlet?

Werbung

NEUESTEN NACHRICHTEN

Which incentive plans are specifically designed to promote group performance

According to the flsa, which individual is most likely a nonexempt employee?

Reactive and protective behaviors designed to avoid action, blame, or change are termed ________.

The machiavellian personality is characterized by the will to manipulate and the desire for power.

Ist ein mann in brunn gefallen noten

Which of the following biometric authentication systems is the most accepted by users?

Was ist der Unterschied zwischen Hanf und CBD?

Wie viele noten braucht man für eine zeugnisnote sachsen-anhalt

Wie fühlt man sich wenn man schwanger ist am anfang

Kann man Basaltemperatur auch tagsüber Messen?

Werbung

Populer

Werbung

Um

Legal

Hilfe

Sozial

Which stage of Kohlbergs theory of moral development does the nurse anticipate in a client who exhibits absolute obedience to authority and rules?

Sample records for moral development theory

Which stage of Kohlberg's theory of moral development is associated with a person following a law even if it is discriminatory to a racial group?

At which stage of development would the nurse anticipate that pediatric clients will begin to show differences in play activities that are related to gender quizlet?

What is the correct order of the stages according to Kohlberg's theory of moral development quizlet?

At which stage of Kohlberg's theory does an individual want to fulfill the expectations of one's immediate group?

zusammenhängende Posts

Werbung

NEUESTEN NACHRICHTEN

Werbung

Populer

Werbung

Um

Legal

Hilfe

Sozial