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The Moral Judgment of the Child

Mind 43 (169):85-99 (1934)

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  1. Teachers' Views of Forgiveness for the Resolution of Conflicts Between Students in School.Ju´lio Rique & Maria Tereza Lins-Dyer - 2003 - Journal of Moral Education 32 (3):233-250.
    This study investigated teachers' views of forgiveness and institutional pardon for conflict resolution at schools. We asked, "Should teachers endorse student resolution of interpersonal conflicts at school by asking for forgiveness and forgiving?" "Considering that students' conflict led to behaviours that violated norms in the school, should schools pardon students' misconduct if students effectively used forgiveness for interpersonal conflict resolution?" Finally, "Is an internal and autonomous orientation for forgiveness related to social harmony or interpersonal ethics of care?" Fifty-three participants answered (...)
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  • Representation of Morality in Children: A Qualitative Approach.Alexandra Maftei & Andrei Holman - 2020 - Journal of Moral Education 49 (2):194-208.
    ABSTRACTPrevious research on children’s moral reasoning usually used a quantitative approach and a pre-determined set of methods in order to establish early moral landmarks. We proposed a qualitative perspective on the basis of which we have formulated three main objectives: 1) to identify the main categories of behaviors that children spontaneously associate with the notion of morality, in line with Turiel’s Domain Theory; 2) to investigate children’s conceptions of moral and social-conventional rules and 3) to assess the gender differences in (...)
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  • The Role of Elevation in Moral Judgment.Christoph Klebl, Isabel Dziobek & Rhett Diessner - 2020 - Journal of Moral Education 49 (2):158-176.
    ABSTRACTElevation is the emotion elicited by witnessing acts of moral beauty and may be framed as the opposite of disgust. Two studies investigated the role of elevation in moral judgment and its relation to disgust. In Study 1 it was investigated whether elevation can attenuate the effects of disgust on moral transgression judgments. Participants were either induced to experience disgust, or to experience disgust and elevation simultaneously. No effects of either emotion on moral transgression judgments were found. In Study 2 (...)
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  • Moral Disengagement and Children’s Propensity to Tell Coached Lies.Frances Lee Doyle & Kay Bussey - 2018 - Journal of Moral Education 47 (1):91-103.
    This study investigated the relationship between children’s proneness to endorse moral disengagement mechanisms and their anticipated antisocial lie telling. Participants were 107 predominantly white Australian children in Grade 1 and Grade 4. Children completed a lie-telling moral disengagement scale and two vignettes. In the first vignette, a child character witnessed a transgression and was coached to say that they did not see the transgression occur. In the second vignette, a child character did not witness a transgression and was coached to (...)
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  • Located in the Thin of It: Young Children’s Use of Thin Moral Concepts.Jennifer Cole Wright, Trisha Sedlock, Jenny West, Kelly Saulpaugh & Michelle Hopkins - 2016 - Journal of Moral Education 45 (3):308-323.
    One important socio-cultural medium through which young children’s moral understanding is cultivated is parent/child discourse. Of particular interest to us was young children’s use of basic evaluative concepts, which are ubiquitous in everyday discourse and serve as a potential bridge from the non-moral to the moral domain. We investigated 14 2–5-year-old children’s use of thin evaluative concepts and found that while they frequently used good and bad to morally evaluate other people’s and their own psychological/dispositional states and behaviors—as well as, (...)
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  • Condoning Aggressive Behaviour in Sport: A Cross-Sectional Research in a Few Consecutive Age Categories.Eric Fruchart & Patricia Rulence-Pâques - 2016 - Journal of Moral Education 45 (1):87-103.
    The aim of this study was to compare the way in which 216 young handball players of different ages combined and integrated five different information cues for judging the extent to which an aggressive act performed by a player during a match of handball could be condoned. The participants indicated their judgement in 48 scenarios constructed from the combination of these information cues. A cluster analysis has been done. Two different positions on moral judgement were observed. The information cues were (...)
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  • A Person-Centered Approach to Moral Motivations During Emerging Adulthood: Are All Forms of Other-Orientation Adaptive?Chien-Ti Lee, Laura M. Padilla-Walker & Larry J. Nelson - 2015 - Journal of Moral Education 44 (1):51-63.
    The purpose of this study was to explore other-oriented motivations for moral behavior, including community orientation and fear of negative evaluation from others and to examine how differences in the way that these motivations are balanced might be linked to prosocial behavior, identity development and well-being. Participants included 550 university students from four different universities across the United States. The majority of the respondents were Caucasian, living away from home. Results of latent profile analyses revealed four classes: ‘low other-orientation’, ‘high (...)
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  • Detecting Children’s Lies: Are Parents Accurate Judges of Their Own Children’s Lies?Victoria Talwar, Sarah-Jane Renaud & Lauryn Conway - 2015 - Journal of Moral Education 44 (1):81-96.
    The current study investigated whether parents are accurate judges of their own children’s lie-telling behavior. Participants included 250 mother–child dyads. Children were between three and 11 years of age. A temptation resistance paradigm was used to elicit a minor transgressive behavior from the children involving peeking at a forbidden toy and children were subsequently questioned about the transgressive event. Mothers were asked to make predictions about whether their child would peek and then watched a video of their child being questioned (...)
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  • Cognitive Underpinnings of Moral Reasoning in Adolescence: The Contribution of Executive Functions.E. Vera-Estay, J. J. Dooley & M. H. Beauchamp - 2015 - Journal of Moral Education 44 (1):17-33.
    Adolescence is a developmental period characterized by intense changes, which impact the interaction between individuals and their environments. Moral reasoning is an important skill during adolescence because it guides social decisions between right and wrong. Identifying the cognitive underpinnings of MR is essential to understanding the development of this function. The aim of this study was to explore predictors of MR in typically developing adolescents and the specific contribution of higher order cognitive processing using an innovative visual MR assessment tool (...)
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  • The Effect of Personal Orientations Toward Intergroup Relations on Moral Reasoning.Stefano Passini - 2014 - Journal of Moral Education 43 (1):89-103.
    This article examined how the group membership of the person being judged influenced the level of moral reasoning. Nearly 200 ordinary Italians were given two measures of moral ingroup inclusiveness and the short form of Rest’s Defining Issues Test. The protagonists in the dilemmas were either Italian or Romanian. Overall, the post-conventional score was related to higher inclusiveness. However, respondents with a narrow moral ingroup scored lower on post-conventional reasoning when the protagonists were Romanian than when they were Italian. By (...)
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  • Good and Evil at School: Bullying and Moral Evaluation in Early Adolescence.Lenka Kollerová, Pavlína Janošová & Pavel Říčan - 2014 - Journal of Moral Education 43 (1):18-31.
    We investigated how adolescents morally evaluated hypothetical bullying and defending protagonists and whether these evaluations related to behavior in bullying as nominated by peers. Exploratory factor analysis resulted in four factors for the evaluation of the hypothetical bullies: Evil soul, Contempt, Cowardice, and Deviance, and five factors for the evaluation of the hypothetical defender: General admiration, Courage, Cool, Empathic care, and Fair justice. Corresponding scales were constructed. The findings showed that bullying positively correlated with evaluating the hypothetical bullies using Cowardice (...)
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  • Moral Foundations Theory and Moral Development and Education.Bruce Maxwell & Darcia Narvaez - 2013 - Journal of Moral Education 42 (3):271-280.
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  • The Concept of the Moral Domain in Moral Foundations Theory and Cognitive Developmental Theory: Horses for Courses?Bruce Maxwell & Guillaume Beaulac - 2013 - Journal of Moral Education 42 (3):360-382.
    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 ?great narrowing?, involves several interrelated claims concerning the scope of the moral domain construct in cognitive moral developmentalism, the procedure by which it was initially elaborated, its empirical grounds and the influence (...)
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  • The Future of Research in Moral Development and Education.Darcia Narvaez - 2013 - Journal of Moral Education 42 (1):1-11.
    (2013). The future of research in moral development and education. Journal of Moral Education: Vol. 42, No. 1, pp. 1-11. doi: 10.1080/03057240.2012.757102.
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  • The Effects of Off-Campus Service Learning on the Moral Reasoning of College Students.James M. Lies, Tonia Bock, Jay Brandenberger & Thomas A. Trozzolo - 2012 - Journal of Moral Education 41 (2):189-199.
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  • What Develops in Moral Development? A Model of Moral Sensibility.Stephen A. Sherblom - 2012 - Journal of Moral Education 41 (1):117-142.
    The field of moral psychology would benefit from an integrative model of what develops in moral development, contextualized within the larger scope of social science research. Moral sensibility is proposed as the best concept to embody stated aims, but the content of this concept must be more finely articulated and conceptualized as a dynamic system. Moral sensibility is defined here as a developing dynamic interaction of (1) a host of developing capacities for morally relevant knowing (e.g. moral reasoning, self-awareness and (...)
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  • Should We Take the Friendships of Children Seriously?Mary Healy - 2011 - Journal of Moral Education 40 (4):441-456.
    The concept of friendship has had a great deal of attention within recent years from philosophers. However, this attention restricts itself to friendship between adults and rarely considers the issue of friendship between children. The issue of friendship and how we socialise with others ought to be an important concept for education, yet schools rarely take the forming, nurturing and nourishing of friendship beyond helping to deal with disputes between friends when they disrupt school life. I wish to argue that (...)
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  • Public Relations Primed: An Update on Practitioners’ Moral Reasoning, From Moral Development to Moral Maintenance.Erin Schauster, Marlene S. Neill, Patrick Ferrucci & Edson Tandoc - 2020 - Journal of Media Ethics 35 (3):164-179.
    Guided by theories of moral psychology and social identity, one hundred and fifty-three public relations practitioners working in the United States participated in an online experiment that tested...
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  • Facts, Values and the Psychology of the Human Person.Amedeo Giorgi - 2006 - Indo-Pacific Journal of Phenomenology 6 (sup1):1-17.
    The notion of value neutrality has been a contentious issue within the human and social sciences for some time. In this paper, some of the philosophical and scientific bases for the confusion surrounding the fact-value dichotomy are covered and the discrepancy between how psychology studies values and expresses them is noted. The sense of value neutrality is clarified historically and the clarified meaning of the term applied to some qualitative data demonstrating in what sense values may be expressed in psychology. (...)
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  • Straight Out of Durkheim? Haidt’s Neo-Durkheimian Account of Religion and the Cognitive Science of Religion.Steve Clarke - 2020 - Sophia 59 (2):197-210.
    Jon Haidt, a leading figure in contemporary moral psychology, advocates a participation-centric view of religion, according to which participation in religious communal activity is significantly more important than belief in explaining religious behaviour and commitment. He describes the participation-centric view as ‘Straight out of Durkheim’. I argue that this is a misreading of Durkheim, who held that religious behaviour and commitment are the joint products of belief and participation, with neither belief nor participation being considered more important than the other. (...)
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  • Attainable and Relevant Moral Exemplars Are More Effective Than Extraordinary Exemplars in Promoting Voluntary Service Engagement.Hyemin Han, Jeongmin Kim, Changwoo Jeong & Geoffrey L. Cohen - 2017 - Frontiers in Psychology 8:283.
    The present study aimed to develop effective moral educational interventions based on social psychology by using stories of moral exemplars. We tested whether motivation to engage in voluntary service as a form of moral behavior was better promoted by attainable and relevant exemplars or by unattainable and irrelevant exemplars. First, experiment 1, conducted in a lab, showed that stories of attainable exemplars more effectively promoted voluntary service activity engagement among undergraduate students compared with stories of unattainable exemplars and non-moral stories. (...)
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  • Educating the Whole Child: Social-Emotional Learning and Ethics Education.Nikolaus J. Barkauskas & Michael D. Burroughs - 2017 - Ethics and Education 12 (2):218-232.
    Research supporting social and emotional learning in schools demonstrates numerous benefits for students, including increased academic achievement and social and emotional competencies. However, research supporting the adoption of SEL lacks a clear conception of ethical competence. This lack of clarity is problematic for two reasons. First, it contributes to the conflation of social, emotional, and ethical competencies. Second, as a result, insufficient attention is paid to the related, yet distinct, ends of social-emotional and ethical education. While supporting SEL we critique (...)
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  • The Emotional Dog and Its Rational Tail: A Social Intuitionist Approach to Moral Judgment.Jonathan Haidt - 2001 - Psychological Review 108 (4):814-834.
    Research on moral judgment has been dominated by rationalist models, in which moral judgment is thought to be caused by moral reasoning. The author gives 4 reasons for considering the hypothesis that moral reasoning does not cause moral judgment; rather, moral reasoning is usually a post hoc construction, generated after a judgment has been reached. The social intuitionist model is presented as an alternative to rationalist models. The model is a social model in that it deemphasizes the private reasoning done (...)
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  • Incidental Disgust Does Not Cause Moral Condemnation of Neutral Actions.Jussi Jylkkä, Johanna Härkönen & Jukka Hyönä - forthcoming - Cognition and Emotion:1-14.
    Emotivism in moral psychology holds that making moral judgements is at least partly an affective process. Three emotivist hypotheses can be distinguished: the elicitation hypothesis (that moral tra...
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  • An Investigation of the Divergences and Convergences of Trait Empathy Across Two Cultures.Paria Yaghoubi Jami, Behzad Mansouri, Stephen J. Thoma & Hyemin Han - forthcoming - Journal of Moral Education:1-16.
    The extent to which individuals with a variety of cultural backgrounds differ in empathic responsiveness is unknown. This paper describes the differences in trait empathy in one independent and one interdependent society (i.e., United States and Iran respectively). The analysis of data collected from self-reported questionnaires answered by 326 adults indicated a significant difference in the cognitive component of empathy concerning participants’ affiliation to either egocentric or socio-centric society: Iranian participants with interdependent cultural norms, reported higher cognitive empathy compared to (...)
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  • Rule-Violations Sensitise Towards Negative and Authority-Related Stimuli.Robert Wirth, Anna Foerster, Hannah Rendel, Wilfried Kunde & Roland Pfister - 2017 - Cognition and Emotion 32 (3):480-493.
    Rule violations have usually been studied from a third-person perspective, identifying situational factors that render violations more or less likely. A first-person perspective of the agent that actively violates the rules, on the other hand, is only just beginning to emerge. Here we show that committing a rule violation sensitises towards subsequent negative stimuli as well as subsequent authority-related stimuli. In a Prime-Probe design, we used an instructed rule-violation task as the Prime and a word categorisation task as the Probe. (...)
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  • The Role of Parents in Moral Development: A Social Domain Analysis.Judith G. Smetana - 1999 - Journal of Moral Education 28 (3):311-321.
    This article provides a social domain theory analysis of the role of parents in moral development. Social knowledge domains, including morality as distinct from other social concepts, are described. Then, it is proposed that, although morality is constructed from reciprocal social interactions, both affective and cognitive components of parents' interactions with their children may facilitate children's moral development. The affective context of the relationship may influence children's motivation to listen to and respond to parents; in addition, affect associated with responses (...)
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  • Relationship Between Discrete Emotions and Moral Content Judgment in Sport Settings.Miltiadis Proios - 2014 - Ethics and Behavior 24 (5):382-396.
    The purpose of the present study was to provide new knowledge on the relation between emotions and morality by investigating the relation between discrete emotions and moral content judgment in sports. The participants were 363 athletes who were involved in competitive sport at the time of data collection. Their age ranged from 18 to 23 years. All participants were undergraduate sport-science students at a Greek university and were involved in several sports. The subjects filled in two questionnaires: Moral Content Judgment (...)
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  • Moral Development in the Biographies of Skilled Industrial Workers.Wolfgang Lempert - 1994 - Journal of Moral Education 23 (4):451-468.
    Abstract This article is based on a longitudinal study of relations between biographical conditions and the personality development of 21 young workers ranging from 23 to 30 years of age who had passed through an apprenticeship in large plants of the metal industry in West Berlin. The biographical analyses focused mainly on occupational conditions; the personality analyses, on such socio?cognitive variables as patterns of control awareness and structures of moral judgement. A review of the relevant literature led to the hypothesis (...)
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  • Education in Virtues as Goal of Business Ethics Instruction.Rose Catacutan - 2013 - African Journal of Business Ethics 7 (2):62.
    The moral development paradigm underlying a particular business ethics curriculum design plays a significant role in determining the goals of business ethics instruction. Concretely, the view of moral development advanced by cognitive developmental psychology that dominates business ethics literature identifies moral development with cognitive processes, but disregards educating students in virtues. The aim of the present paper is to propose an alternative paradigm of moral development to that of cognitive developmental psychology and presents Aquinas' view of moral development as a (...)
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  • Straight out of Durkheim? Haidt’s Neo-Durkheimian Account of Religion and the Cognitive Science of Religion.Steve Clarke - 2018 - Sophia:1-14.
    Jon Haidt, a leading figure in contemporary moral psychology, advocates a participation-centric view of religion, according to which participation in religious communal activity is significantly more important than belief in explaining religious behaviour and commitment. He describes the participation-centric view as ‘Straight out of Durkheim’. I argue that this is a misreading of Durkheim, who held that religious behaviour and commitment are the joint products of belief and participation, with neither belief nor participation being considered more important than the other. (...)
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  • The Multifaceted Effects of Serotonin Transporter Polymorphism (5-HTTLPR) on Anxiety, Implicit Moral Attitudes, and Harmful Behaviors.Róger Marcelo Martínez, Chin-Yau Chen, Tsai-Tsen Liao, Yawei Cheng, Yang-Teng Fan, Shih-Han Chou & Chenyi Chen - 2020 - Frontiers in Psychology 11.
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  • On Seeing Human: A Three-Factor Theory of Anthropomorphism.Nicholas Epley, Adam Waytz & John T. Cacioppo - 2007 - Psychological Review 114 (4):864-886.
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  • A Functional Contextualist Approach to Mastery Learning in Vocational Education and Training.Daniel A. Parker & Elizabeth A. Roumell - 2020 - Frontiers in Psychology 11.
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  • Environmental Factors Contributing to Wrongdoing in Medicine: A Criterion-Based Review of Studies and Cases.James M. DuBois, Emily E. Anderson, Kelly Carroll, Tyler Gibb, Elena Kraus, Timothy Rubbelke & Meghan Vasher - 2012 - Ethics and Behavior 22 (3):163 - 188.
    In this article we describe our approach to understanding wrongdoing in medical research and practice, which involves the statistical analysis of coded data from a large set of published cases. We focus on understanding the environmental factors that predict the kind and the severity of wrongdoing in medicine. Through review of empirical and theoretical literature, consultation with experts, the application of criminological theory, and ongoing analysis of our first 60 cases, we hypothesize that 10 contextual features of the medical environment (...)
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  • Exploring the Role of Theory of Mind in Moral Judgment: The Case of Children with Autism Spectrum Disorder.Roberta Fadda, Marinella Parisi, Luca Ferretti, Gessica Saba, Maria Foscoliano, Azzurra Salvago & Giuseppe Doneddu - 2016 - Frontiers in Psychology 7.
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  • The Paradox of Observing, Autopoiesis, and the Future of Social Sciences.Gennady Shkliarevsky - 2007 - Systems Research and Behavioral Science 24 (3):323-32.
    The current debates in social sciences show that the paradox of observing—the embeddedness of observer in the process of observing—is at the heart of the controversy about their cognitive status and future. Although the problem of observing has been addressed in numerous theoretical perspectives—some of which (Habermas, Leydesdorff, Maturana, and Luhmann) are examined in this article—the prospects for resolving this paradox remain problematic. Locating a point that allows reflection on the process of autopoiesis in general, not just the operation of (...)
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  • Moral Judgment in Adults with Autism Spectrum Disorders.Tiziana Zalla, Luca Barlassina, Marine Buon & Marion Leboyer - 2011 - Cognition 121 (1):115-126.
    The ability of a group of adults with high functioning autism (HFA) or Asperger Syndrome (AS) to distinguish moral, conventional and disgust transgressions was investigated using a set of six transgression scenarios, each of which was followed by questions about permissibility, seriousness, authority contingency and justification. The results showed that although individuals with HFA or AS (HFA/AS) were able to distinguish affect-backed norms from conventional affect-neutral norms along the dimensions of permissibility, seriousness and authority-dependence, they failed to distinguish moral and (...)
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  • Facilitando el desarrollo moral a través del clima escolar y la disciplina constructivista.Larry Nucci - 2015 - Postconvencionales: Ética, Universidad, Democracia 9.
    Dirigido a docentes, el texto aborda las implicaciones educativas de un enfoque actualizado e integrador del desarrollo moral, que recomienda diferenciar entre los dominios personal, convencional y moral. Desde esa perspectiva, examina dos temas relacionados, según los diferentes niveles educativos o de edad: Primero, la importancia del clima social y emocional predominante en las aulas y escuelas, ya que los climas caracterizados por la calidez, la equidad y la confianza promueven la conducta prosocial y una “orientación de buena voluntad”. Especial (...)
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  • Ethicists' Courtesy at Philosophy Conferences.Eric Schwitzgebel, Joshua Rust, Linus Ta-Lun Huang, Alan T. Moore & D. Justin Coates - 2012 - Philosophical Psychology 25 (3):331 - 340.
    If philosophical moral reflection tends to promote moral behavior, one might think that professional ethicists would behave morally better than do socially comparable non-ethicists. We examined three types of courteous and discourteous behavior at American Philosophical Association conferences: talking audibly while the speaker is talking (versus remaining silent), allowing the door to slam shut while entering or exiting mid-session (versus attempting to close the door quietly), and leaving behind clutter at the end of a session (versus leaving one's seat tidy). (...)
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  • Islamic and Western Perspectives on Applied Media Ethics.Saadin Izzeldin Malik - 2015 - Intellectual Discourse 23 (2).
    This study discusses the compatibility of Islamic theories of ethics with Western theories of ethics regarding the ethics of global journalism. The study examines Western and Islamic approaches and perspectives on ethics and applied ethics in the field of journalism. Central to the discussion are global journalism values of freedom of expression, individual right for privacy, public right to know, and the global clashing values of media ownership vs. freedom, and consumerism values vs. media values of social responsibility. These clashing (...)
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  • Understanding Self and Other.John Barresi & Chris Moore - 1996 - Behavioral and Brain Sciences 19 (1):142-154.
    We consider the various criticisms and requests for clarification made by the commentators of our framework for understanding intentional relations. Our response is organized according to the main themes in the target article: general theory, phylogeny, development, and autism. We also add some discussion of further issues, such as simulation and moral theory, that were not addressed in the target article.
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  • Negligence: Its Moral Significance.Santiago Amaya - forthcoming - In Manuel Vargas & John M. Doris (eds.), Oxford Handbook of Moral Psychology.
    This is a draft of my chapter on Negligence for the forthcoming Oxford Handbook in Moral Psychology. It discusses philosophical, psychological, and legal approaches to the attribution of culpability in cases of negligent wrongdoing.
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  • Rationalism and a Vygotskian Alternative to Business Ethics Education.David Ohreen - 2013 - Journal of Business Ethics Education 10:231-260.
    Studies have shown ethics education has not systematically improved the moral reasoning of business students and professionals and, therefore, its effectiveness should be seen as deeply questionable. Business ethics education has limited effect, in part, because it rests on rationalistic traditions within normative ethics, business theory, and cognitive psychology. Emphasis is usually placed on student’s rationally thinking about issues as a way of improving their critical analysis and reasoning skills. Yet by focusing primarily on its cognitive dimension, ethics education has (...)
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  • The Role of Ontogeny in the Evolution of Human Cooperation.Michael Tomasello & Ivan Gonzalez-Cabrera - 2017 - Human Nature 28 (3):274–288.
    To explain the evolutionary emergence of uniquely human skills and motivations for cooperation, Tomasello et al. (2012, in Current Anthropology 53(6):673–92) proposed the interdependence hypothesis. The key adaptive context in this account was the obligate collaborative foraging of early human adults. Hawkes (2014, in Human Nature 25(1):28–48), following Hrdy (Mothers and Others, Harvard University Press, 2009), provided an alternative account for the emergence of uniquely human cooperative skills in which the key was early human infants’ attempts to solicit care and (...)
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  • Beyond Value in Moral Phenomenology: The Role of Epistemic and Control Experiences.James F. M. Cornwell & E. Tory Higgins - 2019 - Frontiers in Psychology 10.
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  • Reflections on Emotions, Imagination, and Moral Reasoning Toward an Integrated, Multidisciplinary Approach to Moral Cognition.Wayne Christensen & John Sutton - 2012 - In Robyn Langdon & Catriona Mackenzie (eds.), Emotions, Imagination, and Moral Reasoning. Psychology Press. pp. 327-347.
    B eginning with the problem of integrating diverse disciplinary perspectives on moral cognition, we argue that the various disciplines have an interest in developing a common conceptual framework for moral cognition research. We discuss issues arising in the other chapters in this volume that might serve as focal points for future investigation and as the basis for the eventual development of such a framework. These include the role of theory in binding together diverse phenomena and the role of philosophy in (...)
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  • Cognición Moral.Santiago Amaya - forthcoming - In Introducción a la filosofía de las ciencias cognitiva.
    Este artículo está escrito para una colección de ensayos introductorios sobre filosofía de las ciencias cognitivas. Es una revisión (selectiva) de la literatura sobre la psicología del juicio moral.
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  • Cognitive-Emotional and Inhibitory Deficits as a Window to Moral Decision-Making Difficulties Related to Exposure to Violence.Micaela Maria Zucchelli & Giuseppe Ugazio - 2019 - Frontiers in Psychology 10.
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  • Emotion, Morality, and Interpersonal Relations as Critical Components of Children’s Cultural Learning in Conjunction With Middle-Class Family Life in the United States.Karen Gainer Sirota - 2019 - Frontiers in Psychology 10.
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