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  1. Some Socratic Modesty: A Reconsideration of Recent Empirical Work on Moral Judgment.David Sackris & Michael T. Dale - 2024 - Journal of Value Inquiry 1:1-23.
    One way to interpret the work of Joshua Greene (2001; 2008; 2014) is that the wave of empirical research into moral decision-making is a way for us to become more confident in our ability to gain moral knowledge. We argue that empirical research into moral judgment has shown (both survey-based and brain-based) that the grounds of moral judgment are opaque on several dimensions. We argue that we cannot firmly grasp what the morally relevant/irrelevant features of a decision context are, understand (...)
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  • The reliability challenge to moral intuitions.Dario Cecchini - 2024 - Neuroethics 17 (2):1-13.
    In recent years, the epistemic reliability of moral intuitions has been undermined by substantial empirical data reporting the influence of cognitive biases. This paper discusses and elaborates upon a promising strategy in response to the reliability challenge to moral intuitions. The considered argument appeals to the fact that moral intuitions are experienced with different levels of strength and agents accept only strong intuitions, not vulnerable to bias under realistic circumstances. This essay aims to reconstruct this defense from the reliability challenge (...)
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  • Dissolving the moral-conventional distinction.David C. Sackris - 2024 - Philosophical Psychology.
    One way in which philosophers have often sought to distinguish moral judgments from non-moral judgments is by using the “moral-conventional” distinction. I seek to raise serious questions about the significance of the moral-conventional distinction, at least for philosophers interested in moral judgment. I survey recent developments in the fields of philosophy, psychology, and cognitive science that have led many to the conclusion that moral judgment is not a distinctive kind of judgment or the result of a specific, identifiable cognitive process. (...)
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  • (1 other version)Moral Education Through the Fostering of Reasoning Skills.Kirsten Meyer - 2024 - Ethical Theory and Moral Practice 27 (1):41-55.
    The development of reasoning skills is often regarded as a central goal of ethics and philosophy classes in school education. In light of recent studies from the field of moral psychology, however, it could be objected that the promotion of such skills might fail to meet another important objective, namely the moral education of students. In this paper, I will argue against such pessimism by suggesting that the fostering of reasoning skills can still contribute to the aims of moral education. (...)
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  • Can Moral Values be Formed without Influencing the Development of an Individual’s Worldview?Liubov Lokhvytska, Antonina Rozsokha & Channa Azman - 2022 - Философия И Космология 28:73-92.
    The study considers the implementation of one of the top trends in modern society development – defending the role of morality in society and the value paradigm, the centre of which is increased attention to the formation of the value-semantic sphere of personality, which influences their worldview formation. Scientific research focuses on the moral values formation of the growing individual from the perspective of their worldview development, revealed by interaction with the world, specifically in interpersonal relationships and directly with themselves. (...)
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