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The Moral Judgement of the Child

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

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  1. A Cognitive Prototype Model of Moral Judgment and Disagreement.Carol A. Larson - 2017 - Ethics and Behavior 27 (1):1-25.
    Debates about moral judgments have raised questions about the roles of reasoning, culture, and conflict. In response, the cognitive prototype model explains that over time, through training, and as a result of cognitive development, people construct notions of blameworthy and praiseworthy behavior by abstracting out salient properties that lead to an ideal representation of each. These properties are the primary features of moral prototypes and include social context interpretation, intentionality, consent, and outcomes. According to this model, when the properties are (...)
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  • Easy on the mind, easy on the wrongdoer: Discrepantly fluent violations are deemed less morally wrong.Simon M. Laham, Adam L. Alter & Geoffrey P. Goodwin - 2009 - Cognition 112 (3):462-466.
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  • On the justification of societal development claims.Michiel Korthals - 1993 - Philosophy and Social Criticism 19 (1):25-41.
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  • The moral obligations of conflict and resistance.Melanie Killen & Audun Dahl - 2020 - Behavioral and Brain Sciences 43:e75.
    Morality has two key features: (1) moral judgments are not solely determined by what your group thinks, and (2) moral judgments are often applied to members of other groups as well as your own group. Cooperative motives do not explain how young children reject unfairness, and assert moral obligations, both inside and outside their groups. Resistance and experience with conflicts, alongside cooperation, is key to the emergence and development of moral obligation.
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  • Training professional managers in decision-making about real life business ethics problems: The acquisition of the autonomous problem-solving skill. [REVIEW]Iordanis Kavathatzopoulos - 1994 - Journal of Business Ethics 13 (5):379 - 386.
    In the present study business managers in Kabi Pharmacia Company were trained in the use of the autonomous method in their decision-making about solving real life business ethics problems. According to the psychological theories of Piaget, Vygotsky, and Kohlberg, it is possible to promote the acquisition of the autonomous ethical skill by instruction and training. Indeed, participation in a one-day educational programme which focused on the training of the autonomous cognitive ability and not on the transfer of moral content, was (...)
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  • Belief in a Just World, Religiosity and Victim Blaming.Hasan Kaplan - 2012 - Archive for the Psychology of Religion 34 (3):397-409.
    This study investigates the relations between “Belief in a Just World” , religiosity and victim-blaming attitudes. In particular, the influence of BJW and religiosity on social attitudes is probed. Recent theoretical and psychometric developments in the BJW construct are considered. Thus, 176 Turkish subjects completed measures for BJW-Self /BJW-Other , “Belief in Immanent/Ultimate Justice,” attitudes towards the poor, and religiosity. Results show that Belief in Ultimate Justice and BJW-S are uniquely related to religiosity. As hypothesized, BJW-O and Belief in Immanent (...)
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  • Stages of Moral Reasoning among University Students in Papua New Guinea.Orathinkal Jose - 2013 - Journal of Human Values 19 (1):55-64.
    The study examined the level of moral reasoning of first-year university students in Papua New Guinea; 583 students participated by answering one of the exercises or dilemmas formulated by Kohlberg. The analysis of data primarily focused on what the general level of moral reasoning of the students might be and whether there were differences in their levels of moral reasoning on the basis of gender, culture and religious affiliation. The study showed that around 50 per cent of both male and (...)
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  • Moral Commitment and the Ethical Attorney.Thomas M. Jones & Frederick H. Gautschi - 1992 - Business Ethics Quarterly 2 (4):391-404.
    The moral worth of attorneys has traditionally been judged in terms of compIiance with legal codes of ethics. These codes, ostensibly designed to promote smooth and equitable functioning of an adversary system, are manifestations of a rule utiIitarian moral system. This paper argues that ethical attorneys have a higher calling than rule compIiance and that "moral commitment," which combines commitment to "right" solutions and moral courage, is a superior yardstick for measuring their moral worth.
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  • Students' choices and moral growth.Joan F. Goodman - 2006 - Ethics and Education 1 (2):103-115.
    Can schools encourage children to become independent moral decision-makers, maintaining controlled environments suitable to instructing large numbers of children? Two opposing responses are reviewed: one holds that the road to morality is through discipline and obedience, the other through children's experimentation and choice-making. Circumventing these polarities, I look to distinctions within rules that may help in balancing claims of restraint and freedom. Using a pharmacological analogy, one might, in principle, justify ‘pills’ for uncontrollable and/or morally trivial behaviors, but not for (...)
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  • What is the difference between cognitive and sociocultural psychology?Ellice A. Forman - 1993 - Behavioral and Brain Sciences 16 (3):518-519.
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  • Student reflections on the value of a professionalism module.Lynda Holland - 2013 - Journal of Information, Communication and Ethics in Society 11 (1):19-30.
    PurposeThe purpose of this paper is to analyze written reflections of final year computing students taking a professionalism module that covered the social, legal, professional and ethical aspects of computing. Society's dependence on computers makes it essential that computing students, whose future work may involve the analysis, storage and security of private data, are capable of identifying ethical issues and of making reflective moral judgements. The capacity to make moral judgements has been linked to an ability to reflect, so the (...)
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  • The interactive roles of parenting, emotion regulation and executive functioning in moral reasoning during middle childhood.J. Benjamin Hinnant, Jackie A. Nelson, Marion O'Brien, Susan P. Keane & Susan D. Calkins - 2013 - Cognition and Emotion 27 (8):1460-1468.
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  • Intention Attribution and the Development of Moral Evaluation.Brooke C. Hilton & Valerie A. Kuhlmeier - 2019 - Frontiers in Psychology 9.
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  • Imitation without perspective-taking.C. M. Heyes - 1993 - Behavioral and Brain Sciences 16 (3):524-525.
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  • Gilligan: a voice for nursing?J. Harbison - 1992 - Journal of Medical Ethics 18 (4):202-205.
    The current reform of nursing education is resulting in major changes in the curricula of colleges of nursing. For the first time, ethical and moral issues are being seen as an important theme underpinning the entire course. The moral theorist with whose work most nurse teachers are acquainted is Kohlberg. In this paper, it is suggested that his work, and the conventions of morality which he exemplifies, may not be the most appropriate from which to address the moral issues facing (...)
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  • Child development and theories of culture: A historical perspective.Robin L. Harwood - 1993 - Behavioral and Brain Sciences 16 (3):523-523.
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  • Do Children with Better Inhibitory Control Donate More? Differentiating between Early and Middle Childhood and Cool and Hot Inhibitory Control.Jian Hao - 2017 - Frontiers in Psychology 8.
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  • Learning to talk to ourselves: Development, ignorance, and agency.Stuart I. Hammond - 2018 - Behavioral and Brain Sciences 41.
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  • Teaching Moral Development in Journalism Education.Keith Goree - 2000 - Journal of Mass Media Ethics 15 (2):101-114.
    This article explores the pros and cons of teaching moral development and moral psychology theories and principles in media ethics courses. Five theorists are introduced: Kohlberg, Gilligan, Rest, Kierkegaard, and Perry. Debates over the descriptive-prescriptive nature of the models are discussed, and a number of suggestions about how to implement the models in the classroom are offered.
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  • The Biological Essence of Law.Hendrik Gommer - 2012 - Ratio Juris 25 (1):59-84.
    This paper contends that law is in essence an evolutionary phenomenon that can, and indeed should, be studied in the light of biological mechanisms. Law can be seen as an extended phenotype of underlying genes. In addition, legal systems can be seen as congruous to genetic mechanisms. Properties of genes have an impact on legal systems in a fractal-like manner. Hence, it is not surprising that notions of stability, replication, and reciprocity that are important in biological systems will also be (...)
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  • Learning stages and person conceptions.Alvin I. Goldman - 1993 - Behavioral and Brain Sciences 16 (3):520-520.
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  • (1 other version)The Enduring Pertinence of the Basic Principle of Retribution☆.Vincent Geeraets - 2021 - Ratio Juris 34 (4):293-314.
    Ratio Juris, Volume 34, Issue 4, Page 293-314, December 2021.
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  • To 'the possibility of computers becoming persons' (1989).Adam Drozdek - 1994 - Social Epistemology 8 (2):177 – 197.
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  • Cultural learning as the transmission mechanism in an evolutionary process.Liane M. Gabora - 1993 - Behavioral and Brain Sciences 16 (3):519-519.
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  • Cooperation and Contracts.Frederic Schick - 1992 - Economics and Philosophy 8 (2):209-229.
    In a conflict between two people, one person wants one thing and the other wants something else and they think they can't both have what they want. Suppose that what they want can only be the outcome of some joint action. Adam must do either y or z and Eve either y ' or z ' – here y -and- y ' would be one joint action, y -and- z ' would be another, and so on. Adam wants the outcome (...)
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  • Socio-moral development from the perspective of social representations.Nicholas Emler - 1987 - Journal for the Theory of Social Behaviour 17 (4):371–388.
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  • Making sense of social experiences and moral judgments.Elliot Turiel - 1994 - Criminal Justice Ethics 13 (2):69-76.
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  • Societal Complexity and Moral Development: A Kenyan Study.Carolyn P. Edwards - 1975 - Ethos: Journal of the Society for Psychological Anthropology 3 (4):505-527.
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  • But What Do Children Really Think? Discourse Analysis and Conceptual Content in Children's Talk.Derek Edwards - 1993 - Ethics and Behavior 11 (3):207-225.
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  • Just Rewards: Children and Adults Equate Accidental Inequity with Intentional Unfairness.Elizabeth Donovan & Deborah Kelemen - 2011 - Journal of Cognition and Culture 11 (1-2):137-150.
    Humans expect resources to be distributed fairly. They also show biases to construe all acts as intentional. This study investigates whether every unequal distribution is initially assumed to be intentional unfairness. Study 1 presents a control group of adults with a movie showing one individual accidentally receiving less reward than expected for a task. The experimental group was shown the same scenario, except that the individual was now in the presence of an additional person who received the full reward. Despite (...)
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  • I in an other’s eye.Alan Dix - 2019 - AI and Society 34 (1):55-73.
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  • Above suspicion: Cognitive and intentional aspects of the ability to lie.Beatrice De Gelder - 1988 - Argumentation 2 (1):77-87.
    This paper looks at the attribution of the ability to lie and not at lying or lies. It also departs from more familiar approaches by focussing on the appraisal of an ability and not on the ability in itself. We believe that this attribution perspective is required to bring out the cognitive and intentional basis of the ability to lie.
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  • An agent-oriented account of Piaget’s theory of interactional morality.Antônio Carlos da Rocha Costa - 2019 - AI and Society 34 (3):649-676.
    In this paper, we present a formal interpretive account of Jean Piaget’s theory of the morality that regulates social exchanges, which we call interactional morality. First, we place Piaget’s conception in the context of his epistemological and sociological works. Then, we review the core of that conception: the two types of interactional moralities that Piaget identified to be usual in social exchanges, and the role that the notion of respect-for-the-other plays in their definition. Next, we analyze the main features of (...)
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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.
    Many researchers in moral psychology approach the topic of moral judgment in terms of value—assessing outcomes of behaviors as either harmful or helpful which makes the behaviors wrong or right, respectively. However, recent advances in motivation science suggest that other motives may be at work as well—namely truth (wanting to establish what is real) and control (wanting to manage what happens). In this review, we argue that the epistemic experiences of observers of (im)moral behaviors, and the perceived epistemic experiences of (...)
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  • Legislating Character: Moral Education in North Carolina's Public Schools.Aaron Cooley - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 43 (3):188-205.
    This article analyzes the epistemological aims and justification of character education legislation passed by the North Carolina General Assembly. I take this specific state law as representative of the broader national trends in the character education movement. I primarily use the work of Richard Rorty as the theoretical lens for the analysis and critique. I conclude by commending aspects of the legislative effort, but I suggest that greater emphasis must be placed on strengthening students' ethics through democratic action inside and (...)
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  • (1 other version)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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  • Assessor Teaching and the Evolution of Human Morality.Laureano Castro, Miguel Ángel Castro-Nogueira, Morris Villarroel & Miguel Ángel Toro - 2021 - Biological Theory 16 (1):5-15.
    We consider the evolutionary scheme of morality proposed by Tomasello to defend the idea that the ability to orient the learning of offspring using signs of approval/disapproval could be a decisive and necessary step in the evolution of human morality. Those basic forms of intentional evaluative feedback, something we have called assessor teaching, allow parents to transmit their accumulated experience to their children, both about the behaviors that should be learned as well as how they should be copied. The rationale (...)
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  • Moral development and pr ethics.Mathew Cabot - 2005 - Journal of Mass Media Ethics 20 (4):321 – 332.
    Research in public relations ethics has focused primarily on moral philosophy and applied normative ethics. Although these efforts may help to theoretically "ground" ethical behavior, they offer little help in understanding the complex processes by which public relations practitioners reason through moral decisions. This article is designed to introduce moral reasoning theories into public relations ethics research by using the Defining Issues Test to generate baseline data for future research.
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  • A non-mentalistic cause-based heuristic in human social evaluations.Marine Buon, Pierre Jacob, Elsa Loissel & Emmanuel Dupoux - 2013 - Cognition 126 (2):149-155.
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  • Social-emotional and auto-operational roots of cultural (peer) learning.Stein Braten - 1993 - Behavioral and Brain Sciences 16 (3):515-515.
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  • Towards a new image of culture in wild chimpanzees?Christophe Boesch - 1993 - Behavioral and Brain Sciences 16 (3):514-515.
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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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  • Sharing a perspective precedes the understanding of that perspective.John Barresi & Chris Moore - 1993 - Behavioral and Brain Sciences 16 (3):513-514.
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  • A developmental theory requires developmental data.Kim A. Bard - 1993 - Behavioral and Brain Sciences 16 (3):511-512.
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  • Are children with autism acultural?Simon Baron-Cohen - 1993 - Behavioral and Brain Sciences 16 (3):512-513.
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  • Gareth Matthews on development and deficit.David Bakhurst - 2023 - Journal of Philosophy of Education 57 (2):582-591.
    This paper argues that Gareth Matthews’ writing on developmental psychology is both a central part of his philosophical legacy and a contribution of enduring interest. Although he engages with figures, such as Piaget and Kohlberg, who are no longer as influential as they once were, his critique of the ‘deficit conception of childhood’ retains its relevance today. While the deficit model holds that any capacity, aptitude, virtue, or skill that a child possesses is a deficient version of the same capacity, (...)
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  • Merit Is Not Meritorious Everywhere: Fairness in First and Third Party Tasks among Kogi Children.Rafael G. Angarita & Hugo Viciana - 2022 - Journal of Cognition and Culture 22 (3-4):246-263.
    Experimental research has studied the emergence of fairness criteria such as merit and equality at increasingly younger ages. How much does the recognition and practice of these principles depend on the influence of central aspects of Western educated and industrialized societies? In an attempt to answer these questions, this article provides evidence regarding the choices of children in the Kogi indigenous community of the Sierra Nevada de Santa Marta, a traditional society living in the mountains of Northern Colombia that practices (...)
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  • Comparative cognitive studies, not folk phylogeny, please.Colin Allen - 1996 - Behavioral and Brain Sciences 19 (1):122-123.
    Barresi & Moore (B&M) provide a useful tool for the comparative study of social cognition that could, however, be improved by more subtle analysis of first person information about intentional relations. Knowledge of misrepresentation also needs to be better handled within the theory. I urge skepticism about B&M's sweeping phylogenetic claims.
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  • Sisäisyys ja suunnistautuminen. Inwardness and orientation. A Festchrift to Jussi Kotkavirta.Arto Laitinen, Jussi Saarinen, Heikki Ikäheimo, Pessi Lyyra & Petteri Niemi (eds.) - 2014 - SoPhi.
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  • Espinalt's concept of human will and character and its consequences for moral education.Carme Giménez-Camins & Josep Gallifa - 2011 - Ramon Llull Journal of Applied Ethics 2 (2):121-150.
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