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The Moral Judgement of the Child

Philosophy 8 (31):373-374 (1933)

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  1. Two Minds Vs. Two Philosophies: Mind Perception Defines Morality and Dissolves the Debate Between Deontology and Utilitarianism. [REVIEW]Kurt Gray & Chelsea Schein - 2012 - Review of Philosophy and Psychology 3 (3):405-423.
    Mind perception is the essence of moral judgment. Broadly, moral standing is linked to perceptions of mind, with moral responsibility tied to perceived agency, and moral rights tied to perceived experience. More specifically, moral judgments are based on a fundamental template of two perceived minds—an intentional agent and a suffering patient. This dyadic template grows out of the universal power of harm, and serves as a cognitive working model through which even atypical moral events are understood. Thus, all instances of (...)
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  • Individual Differences in the Moralization of Everyday Life.Benjamin J. Lovett, Alexander H. Jordan & Scott S. Wiltermuth - 2012 - Ethics and Behavior 22 (4):248-257.
    We report on the development and initial validation of the Moralization of Everyday Life Scale, designed to measure variations in people's assignment of moral weight to commonplace behaviors. In Study 1, participants reported their judgments for a large number of potential moral infractions in everyday life; principal components analysis revealed 6 main dimensions of these judgments. In Study 2, scores on the 30-item MELS showed high reliability and distinctness from the Big 5 personality traits. In Study 3, scores on the (...)
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  • It’s Not Just What You Do, but What’s on Your Mind: A Review of Kwame Anthony Appiah’s “Experiments in Ethics”. [REVIEW]Liane Young & Rebecca Saxe - 2010 - Neuroethics 3 (3):201-207.
    What is the impact of science on philosophy? In “Experiments in Ethics”, Kwame Anthony Appiah addresses this question for morality and ethics. Appiah suggests that scientific results may undermine moral intuitions by undermining our confidence in the actual sources of our intuitions, or by invalidating our factual assumptions about the causes of human behavior. Appiah worries that scientific results showing situational causes on human behavior force us to abandon the intuition, formalized in virtue ethics, that what matters is “who you (...)
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  • FOCUS: Investment. Finance and social responsibility.Bimal Prodhan - 1993 - Business Ethics, the Environment and Responsibility 2 (4):192–198.
    ’Although the empirical and conceptual underpinnings of New Finance have been rigorously tested, its ethical underpinnings have not been explored.’These are seen to derive from the social remoteness of late twentieth century individualism, which needs to be countered by sensitivity to the social context of finance and to the developmental nature of ethical behaviour. The author is Fellow in Finance at Templeton College, Oxford.
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  • Playing by and with the rules: Norms and morality in play development.Fabio Paglieri - 2005 - Topoi 24 (2):149-167.
    This article, Piaget’s theory of moral development in play behaviour is critically reviewed and framed within the philosophical debate on morality. On this basis, an alternative socio-cognitive model for describing normative evolution in play development is proposed. Special attention is paid to the transition from children’s play to adult games, for the purpose of demonstrating that some relevant features of morality stagnate, rather than progress, during such transition. Finally, some speculations are offered on the connection between moral involution in play (...)
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  • Practical discourse: Learning and the ethical construction of environmental design practice.Christopher Monson - 2005 - Ethics, Place and Environment 8 (2):181 – 200.
    Through established modern theories of design thinking, the internalization of environmental design through studio education is fundamentally a construct of ego-centrism. This fact subsequently inhibits an intersubjective and discursive professional ethic. Alternatively, a pedagogy set within a construct of practical discourse could ground an ethical construction of practice which more accurately reflects the realities of intersubjectivity found in human learning, in the best possibilities of studio education, and in the discursive processes fundamental to environmental design in society.
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  • Religiosity and moral judgment: Moderating role of moral internalization and moral competence.Maia Mestvirishvili - forthcoming - Archive for the Psychology of Religion.
    Religious beliefs strongly influence moral judgment, moral values, and priorities. In this article, we analyze the nature and genesis of utilitarian versus deontological moral judgment, the role of religiosity in human morality, and finally, we present empirical findings on the interrelationship between moral judgment, moral identity, moral competence, and religiosity. In a cross-sectional study, 318 individuals (65% female) completed self-report psychometric scales, including Moral judgment scenarios, Moral Competency Index (MCI), and the Self-Importance of Moral identity (SIMI) scale. The study results (...)
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  • The Influence of Crucibles of Experience in Moral Development & Psychology of Public Relations Exemplars.Marlene S. Neill - 2024 - Journal of Media Ethics 39 (3):1-16.
    This study conducted life story interviews with 40 members of the PRSA College of Fellows to examine the influence of crucibles (i.e. trials, challenges or growth opportunities) in the moral development and psychology of public relations exemplars. The outcomes were the development of an illustration of their moral and leader development journey drawing on Rest’s four-component model of ethical decision making, and a moral psychology profile of the key characteristics of public relations exemplars. The profile that emerged is that of (...)
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  • “We’re Just Geeks”: Disciplinary Identifications Among Business Students and Their Implications for Personal Responsibility.Maribel Blasco - 2022 - Journal of Business Ethics 178 (1):279-302.
    This research shows how business students’ disciplinary specializations can affect their sense of personal responsibility by providing rationalizations for moral disengagement. It thereby conceptualizes business students’ disciplinary specializations as a key dimension of the business school responsibility learning environment. Students use four main rationalizations to displace responsibility variously away from their own disciplinary specializations, to claim responsibility as the prerogative of their specialization, and to shiftirresponsibility onto disciplinary out-groups. Yet despite their disciplinary identifications, students largely rationalized that their sense of (...)
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  • Cooperation and obligation in early parent-child relationships.Ross A. Thompson - 2020 - Behavioral and Brain Sciences 43:e88.
    Tomasello's moral psychology of obligation would be developmentally deepened by greater attention to early experiences of cooperation and shared social agency between parents and infants, evolved to promote infant survival. They provide a foundation for developing understanding of the mutual obligations of close relationships that contribute (alongside peer experiences) to growing collaborative skills, fairness expectations, and fidelity to social norms.
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  • Navigating the Penumbra: Children and Moral Responsibility.Michael D. Burroughs - 2020 - Southern Journal of Philosophy 58 (1):77-101.
    Child moral agency is dismissed in many historical and contemporary accounts based on children's supposed lack or marginal possession of agency-bearing capacities, including reason, deliberation, and judgment, amongst others. Given its prominence in the philosophical canon, I call this the traditional view of child agency. Recent advancements in moral developmental psychology challenge the traditional view, pointing toward the possession of relevant capacities and competencies for moral and responsible agency in early and middle childhood. I argue that both views—traditional and developmental—underdetermine (...)
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  • Madurez moral, justicia y benevolencia: Una mirada occidental a los enfoques de Chikuro Hiroike y Lawrence Kohlberg.Ann Higgins-D'Alessandro - 2011 - Postconvencionales: Ética, Universidad, Democracia 4:20-34.
    Este artículo explora tanto los puntos de vista compartidos como los contrastantes entre el enfoque oriental, de Chikuro Hiroike, y el occidental de Lawrence Kohlberg, en cuanto a la vida moral. Expande nuestra comprensión del principal aporte de Kohlberg, la teoría de etapas evolutivas del razonamiento moral, sugiriendo que su enfoque de la vida moral puede vislumbrarse mediante un examen de sus ideas sobre la Etapa 6, tal como se relacionan con su concepción de una metafórica Etapa 7. Concluyo que (...)
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  • Applying Research Findings to Enhance Pre-Practicum Ethics Training.Alfred Allan - 2018 - Ethics and Behavior 28 (6):465-482.
    Professions have a social obligation to ensure that their members’ professional behavior is morally appropriate. The psychology profession in most jurisdictions delegates the responsibility of ensuring that psychologists entering the profession are ethically competent to pre-practicum training programs. Educators responsible for teaching the ethics courses in these programs often base them on Rest’s (1984, 1994) theory that does not take into account a vast amount of contemporary psychological and neuroscientific research data on moral decision making. My aim with this article (...)
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  • Counterfactual and semi-factual thoughts in moral judgements about failed attempts to harm.Mary Parkinson & Ruth M. J. Byrne - 2017 - Thinking and Reasoning 23 (4):409-448.
    People judge that an individual who attempts to harm someone but fails should be blamed and punished more when they imagine how things could have turned out worse, compared to when they imagine how things could have turned out the same, or when they think only about what happened. This moral counterfactual amplification effect occurs when people believe the protagonist had no reason for the attempt to harm, and not when the protagonist had a reason, as Experiment 1 shows. It (...)
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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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  • Should Children Have Best Friends?Mary Healy - 2016 - Studies in Philosophy and Education 36 (2):183-195.
    An important theme in the philosophy of education community in recent years has been the way in which philosophy can be brought to illuminate and evaluate research findings from the landscape of policy and practice. Undoubtedly, some of these practices can be based on spurious evidence, yet have mostly been left unchallenged in both philosophical and educational circles. One of the newer practices creeping into schools is that of ‘No best friend’ policies. In some schools, this is interpreted as suggesting (...)
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  • An Exploration into the Developmental Psychology of Ethical Theory with Implications for Business Practice and Pedagogy.Neil Brady & David Hart - 2007 - Journal of Business Ethics 76 (4):397-412.
    This article is an attempt to understand ethical theory not just as a set of well-developed philosophical perspectives but as a range of moral capacities that human beings more or less grow into over the course of their lives. To this end, we explore the connection between formal ethical theories and stage developmental psychologies, showing how individuals mature morally, regarding their duties, responsibilities, ideals, goals, values, and interests. The primary method is to extract from the writings of Kohlberg and his (...)
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  • How do Scores of DIT and MJT Differ? A Critical Assessment of the Use of Alternative Moral Development Scales in Studies of Business Ethics.Chiharu Ishida - 2006 - Journal of Business Ethics 67 (1):63-74.
    The construct of Cognitive Moral Development (CMD) has drawn much attention in the study of business ethics for over two decades. The Defining Issues Test (DIT) has made a significant contribution to the literature as an easy-to-administer CMD instrument, and the Moral Judgment Test (MJT), an alternative scale, has also been used widely especially in Europe. The two scales differ in their approaches to measuring CMD, focusing on stage preference (DIT) and stage consistency (MJT), yet empirical comparisons have been scarce. (...)
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  • Concepts of Care in Organizational Crisis Prevention.Sheldene Simola - 2005 - Journal of Business Ethics 62 (4):341-353.
    The role of ethics in organizational crisis management has received limited but growing attention. However, the majority of research has focused on applications of ethical theories to managing crisis events after they have occurred, as opposed to the implications of ethical theories for the primary prevention of these situations. The relationship between concepts derived from a contemporary ethic of care, pp. 141–158, Gilligan, C.: 1990, ‘Preface’, in C. Gilligan, N. P. Lyons and T. J. Hanmer, pp. 6–29, Gilligan, C.: 1991, (...)
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  • Why did this happen to me? Religious believers’ and non-believers’ teleological reasoning about life events.Konika Banerjee & Paul Bloom - 2014 - Cognition 133 (1):277-303.
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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 (179 male, 184 female) who were involved in competitive sport at the time of data collection. Their age ranged from 18 to 23 years (M = 20.01, SD = 1.38). All participants were undergraduate sport-science students at a Greek university and were involved in several (...)
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  • Interpersonal interaction as foundation for cultural learning.Ina Č Užgiris - 1993 - Behavioral and Brain Sciences 16 (3):535-536.
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  • Imitation, cultural learning and the origins of “theory of mind”.Alison Gopnik & Andrew Meltzoff - 1993 - Behavioral and Brain Sciences 16 (3):521-523.
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  • Moving forward on cultural learning.Angelina S. Lillard - 1993 - Behavioral and Brain Sciences 16 (3):528-529.
    Tomasello, Kruger & Ratner make the very interesting and valid point that the transmission of culture must depend on understanding others' minds. Culture is shared among a people and is passed on to progeny. The sharing of culture implies that the purpose of (and therefore the meaning behind) any given cultural element (behavioral tradition, word, or artifact) is understood. Because meaning or purpose emanates from minds, something about others' minds must be understood in order to truly learn some element of (...)
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  • Rhesus monkeys are radical behaviorists.Gordon G. Gallup - 1996 - Behavioral and Brain Sciences 19 (1):129-129.
    The data reviewed in Barresi & Moore's treatment of social understanding is recast in terms of a model of social intelligence that was advanced some time ago (Gallup 1982). When it comes to their analysis of the behavior of other individuals, most primates (and humans younger than 18 months of age) appear to function as radical behaviorists, whereas chimpanzees and older infants show evidence of becoming primitive cognitive psychologists.
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  • Young children enforce social norms selectively depending on the violator’s group affiliation.Marco Fh Schmidt, Hannes Rakoczy & Michael Tomasello - 2012 - Cognition 124 (3):325-333.
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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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  • When did a psychologist last discuss ‘chagrin’? American psychology’s continuing moral project.Windy Dryden & Arthur Still - 1999 - History of the Human Sciences 12 (4):93-110.
    The starting-point of this article is Graham Richards’ (1995) claim that American psychology includes a moral project present even before the discipline got underway as a modern institution. We accept this, but identify a different kind of moral project, stemming from the radical critique of morality by Ralph Waldo Emerson, rather than the moral aims of Noah Porter and James McCosh. This leads to a morality based on (but not reducible to) psychological events, and worked out, not in academic psychology, (...)
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  • What good is moral reasoning?Hugo Mercier - 2011 - Mind and Society 10 (2):131-148.
    The role of reasoning in our moral lives has been increasingly called into question by moral psychology. Not only are intuitions guiding many of our moral judgments and decisions, with reasoning only finding post-hoc rationalizations, but reasoning can sometimes play a negative role, by finding excuses for our moral violations. The observations fit well with the argumentative theory of reasoning (Mercier H, Sperber D, Behav Brain Sci, in press-b), which claims that reasoning evolved to find and evaluate arguments in dialogic (...)
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  • Suppression of the aggressive impulse: conceptual difficulties in anti-violence programs.Erika Kitzmiller & Joan F. Goodman - 2010 - Ethics and Education 5 (2):117-134.
    School anti-violence programs are united in their radical condemnation of aggression, generally equated with violence. The programs advocate its elimination by priming children's emotional and cognitive controls. What goes unrecognized is the embeddedness of aggression in human beings, as well as its positive psychological and moral functions. In attempting to eradicate aggression, schools increase the risk of student disaffection while stifling the goods associated with it: status, power, dominance, agency, mastery, pride, social-affiliation, social-approval, loyalty, self-respect, and self-confidence. It is argued (...)
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  • Deontic Reasoning, Modules and Innateness: A Second Look.Nick Chater & Mike Oaksford - 1996 - Mind and Language 11 (2):191-202.
    Cummins (this issue) puts the case for an innate module for deontic reasoning. We argue that this case is not persuasive. First, we claim that Cummins’evolutionary arguments are neutral regarding whether deontic reasoning is learned or innate. Second, we argue that task differences between deontic and indicative reasoning explain many of the phenomena that Cummins takes as evidence for a deontic module. Third, we argue against the suggestion that deontic reasoning is superior to indicative reasoning, either in adults or children. (...)
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  • (1 other version)Whistleblowing auditors - the ultimate oxymoron?Gerald Vinten - 1992 - Business Ethics, the Environment and Responsibility 1 (4):248–256.
    The traditional wisdom that auditor whistleblowing is disloyal and unprofessional is under pressure in the light of public concern and the public interest, but professional support is not keeping up and more European research is needed. The author is Whitbread Professor of Business Policy at Luton University College of Higher Education, and editor of Managerial Auditing Journal.
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  • A dissociation between moral judgments and justifications.Marc Hauser, Fiery Cushman, Liane Young, J. I. N. Kang-Xing & John Mikhail - 2007 - Mind and Language 22 (1):1–21.
    To what extent do moral judgments depend on conscious reasoning from explicitly understood principles? We address this question by investigating one particular moral principle, the principle of the double effect. Using web-based technology, we collected a large data set on individuals' responses to a series of moral dilemmas, asking when harm to innocent others is permissible. Each moral dilemma presented a choice between action and inaction, both resulting in lives saved and lives lost. Results showed that: (1) patterns of moral (...)
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  • The manager as Kierkegaard's 'knight of faith': Linking ethical thought and action. [REVIEW]Gerald Baxter & Charles Rarick - 1989 - Journal of Business Ethics 8 (5):399 - 406.
    Because uncertainty is a fact of organizational life, an understanding of ethical behavior is important to the development of organizational science. Studies of ethical decision making have tended to emphasize either the individual role or situational variables. A more realistic perspective might be gained by a revision of Kohlberg's interactionist model.
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  • The nonmoral conditions of moral cognition.Bree Beal - 2021 - Philosophical Psychology 34 (8):1097-1124.
    Theorists seeking evidence of moral cognition – whether in human infants, nonhuman animals, or any other population – would benefit from a minimalistic description of what moral cognition is. However, such a definition has proven elusive. Some argue that debates over the existence (or not) of moral cognition in various populations turn on unresolvable semantic disagreement over how to characterize the moral domain. I acknowledge a semantic dimension to some disputes and identify another problem: Often, while sidestepping semantics, researchers rely (...)
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  • The elephant in the room: What matters cognitively in cumulative technological culture.François Osiurak & Emanuelle Reynaud - 2020 - Behavioral and Brain Sciences 43:e156.
    Cumulative technological culture (CTC) refers to the increase in the efficiency and complexity of tools and techniques in human populations over generations. A fascinating question is to understand the cognitive origins of this phenomenon. Because CTC is definitely a social phenomenon, most accounts have suggested a series of cognitive mechanisms oriented toward the social dimension (e.g., teaching, imitation, theory of mind, and metacognition), thereby minimizing the technical dimension and the potential influence of non-social, cognitive skills. What if we have failed (...)
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  • Explaining the U-Shaped Development of Intent-Based Moral Judgments.Francesco Margoni & Luca Surian - 2016 - Frontiers in Psychology 7.
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  • Everyday Morality.Nancy Eberhardt - 2014 - Journal of Religious Ethics 42 (3):393-414.
    This essay explores the nexus between Buddhist discourse, moral reasoning, and aspects of indigenous ethnopsychology in a Shan community in northern Thailand. I suggest that these three strands of thought are routinely braided together in intricate ways and, furthermore, that some version of this conceptual arrangement is necessary in order for any moral thinking to take place. That is, all moral thought entails some conception of the way the world is structured (a conception that may or may not be based (...)
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  • (2 other versions)The Impact of Ethical Development and Cultural Constructs on Auditor Judgments: A Study of Auditors in Taiwan.Cynthia Jeffrey, William Dilla & Nancy Weatherholt - 2004 - Business Ethics Quarterly 14 (3):553-579.
    Abstract:This research examines in a collectivist culture the influence of cognitive moral development, attitudes toward rule-directed behavior, and the perceived importance of codes of conduct and professional standards on auditor judgments about ethical dilemmas. Taiwanese audit professionals were asked to respond to two ethical dilemmas. The first dilemma concerns a situation in which the auditor is asked to acquiesce to a controller’s request to conceal an irregularity. The probability that the auditor’s acquiescence is discovered (i.e., the threat of a sanction) (...)
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  • Predispositions to cultural learning in young infants.Colwyn Trevarthen - 1993 - Behavioral and Brain Sciences 16 (3):534-535.
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  • On acquiring the concept of “persons”.R. Peter Hobson - 1993 - Behavioral and Brain Sciences 16 (3):525-526.
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  • The primate behavioral continuum: What are its limits?Barbara J. King - 1993 - Behavioral and Brain Sciences 16 (3):527-528.
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  • Kinesthetic-visual matching, perspective-taking and reflective self-awareness in cultural learning.Robert W. Mitchell - 1993 - Behavioral and Brain Sciences 16 (3):530-531.
    Tomasello, Kruger & Ratner deserve congratulations for their well-reasoned ideas on the development of cultural learning. Their arguments are generally convincing, perhaps because their distinctions and developmental relations among types of cultural learning and agency mirror concepts of my own.
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  • Language and its role in understanding intentional relations: Research tool or mechanism of development?Nancy Budwig & Michael Bamberg - 1996 - Behavioral and Brain Sciences 19 (1):125-126.
    In our commentary we elaborate on Barresi & Moore's use of language as a tool. In particular, we highlight the importance of cognitive linguistic research with its emphasis on the relation between morpnosyntax and intentional schemes. We also speculate about how language itself might play a role in children's integration of first and third person knowledge.
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  • Self-knowledge, knowledge of other minds, and kinesthetic-visual matching.Robert W. Mitchell - 1996 - Behavioral and Brain Sciences 19 (1):133-133.
    The “intentional schema” seems identical to or dependent upon kinesthetic–visual matching, both of which account for similar empirical findings. The intentional schema, however, fails to account for variability in children's understanding of false belief and differences in children's understanding of self and other in pretense.
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  • The development of intent-based moral judgment.Fiery Cushman, Rachel Sheketoff, Sophie Wharton & Susan Carey - 2013 - Cognition 127 (1):6-21.
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  • The Ethic of Care, Female Subjectivity and Feminist Legal Scholarship.Maria Drakopoulou - 2000 - Feminist Legal Studies 8 (2):199-226.
    The object of this essay is to explore the central role played by the ‘ethic of care’ in debates within and beyond feminist legal theory. The author claims that the ethic of care has attracted feminist legal scholars in particular, as a means of resolving the theoretical, political and strategic difficulties to which the perceived ‘crisis of subjectivity’ in feminist theory has given rise. She argues that feminist legal scholars are peculiarly placed in relation to this crisis because of their (...)
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  • Athletic Identity and Social Goal Orientations as Predictors of Moral Orientation.Miltiadis Proios - 2013 - Ethics and Behavior 23 (5):410-424.
    Moral development, achievement goal, and athletic identity are considered psychological constructs sharing specific cognitive, social, motivational, and behavioral traits. The purpose of the present article is to investigate the relation among moral orientations, athletic identity, and social goal orientations. In addition, the impact of age, gender, type of sport, sport division, and school performance on moral orientation has also been investigated. One hundred forty athletes of artistic gymnastics, rhythmic gymnastics, and acrobatic gymnastics (n?=?29 boys, n?=?111 girls), aged 8 to 17, (...)
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  • Unauthorized copying of software: an empirical study of reasons for and against.Mikko T. Siponen & Tero Vartiainen - 2007 - Acm Sigcas Computers and Society 37 (1):30-43.
    Computer users copy computer software - this is well-known. However, less well-known are the reasons why some computer users choose to make unauthorized copies of computer software. Furthermore, the relationship linking the theory and the practice is unknown, i.e., how the attitudes of ordinary end-users correspond with the theoretical views of computer ethics scholars. In order to fill this gap in the literature, we investigated the moral attitudes of 249 Finnish computing students towards the unauthorized copying of computer software, and (...)
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  • Can revenge be just or otherwise justified?Gilead Bar-Elli & David Heyd - 1986 - Theoria 52 (1-2):68-86.
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