Results for 'Moral development'

1000+ found
Order:
  1. From Discipline and Autonomy: Kant's Theory of Moral Development.Paul Formosa - 2011 - In Klas Roth & Chris W. Surprenant (eds.), Kant and Education: Interpretations and Commentary. New York: Routledge. pp. 163--176.
    In this paper I argue that Kant develops, in a number of texts, a detailed three stage theory of moral development which resembles the contemporary accounts of moral development defended by Lawrence Kohlberg and John Rawls. The first stage in this process is that of physical education and disciplining, followed by cultivating and civilising, with a third and final stage of moralising. The outcome of this process of moral development is a fully autonomous person. (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  2. Moral Responsibility and Moral Development in Epicurus’ Philosophy.Susanne Bobzien - 2006 - In B. Reis & S. Haffmans (eds.), The Virtuous Life in Greek Ethics. Cambridge University Press.
    ABSTRACT: 1. This paper argues that Epicurus had a notion of moral responsibility based on the agent’s causal responsibility, as opposed to the agent’s ability to act or choose otherwise; that Epicurus considered it a necessary condition for praising or blaming an agent for an action, that it was the agent and not something else that brought the action about. Thus, the central question of moral responsibility was whether the agent was the, or a, cause of the action, (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark   2 citations  
  3.  68
    Imaginative Moral Development.Nicolas Bommarito - 2017 - Journal of Value Inquiry 51 (2):251-262.
    The picture of moral development defended by followers of Aristotle takes moral cultivation to be like playing a harp; one gets to be good by actually spending time playing a real instrument. On this view, we cultivate a virtue by doing the actions associated with that virtue. I argue that this picture is inadequate and must be supplemented by imaginative techniques. One can, and sometimes must, cultivate virtue without actually performing the associated actions. Drawing on strands in (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  4.  52
    Measuring Moral Development.Michael Klenk - 2017 - de Filosoof 75:21-23.
    In the aftermath of the financial crisis, heightened awareness of ethical issues has sparked increased efforts toward moral education within universities and businesses. In many cases, psychological tests are used to measure whether moral development occurs. As long as we understand moral development as synonymous with moral progress, this may seem like a good sign: it would appear that such tests give us a handle on moral progress. Alas, moral development and (...)
    Download  
     
    Export citation  
     
    Bookmark  
  5. The Philosophy of Moral Development Moral Stages and the Idea of Justice.Lawrence Kohlberg - 1981
    Download  
     
    Export citation  
     
    Bookmark   123 citations  
  6. Moral Identity Predicts the Development of Presence of Meaning During Emerging Adulthood.Hyemin Han, Indrawati Liauw & Ashley Floyd Kuntz - forthcoming - Emerging Adulthood.
    We examined change over time in the relationship between moral identity and presence of meaning during early adulthood. Moral identity refers to a sense of morality and moral values that are central to one’s identity. Presence of meaning refers to the belief that one’s existence has meaning, purpose, and value. Participants responded to questions on moral identity and presence of meaning in their senior year of high school and two years after. Mixed effects model analyses were (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  7. The VIA Inventory of Strengths, Positive Youth Development, and Moral Education.Hyemin Han - forthcoming - Journal of Positive Psychology.
    The VIA Inventory of Strengths and the VIA model were originally developed to assess and study 24 character strengths. In this paper, I discuss how the VIA Inventory and its character strength model can be applied to the field of moral education with moral philosophical considerations. First, I review previous factor analysis studies that have consistently reported factors containing candidates for moral virtues, and discuss the systematic structure and organization of VIA character strengths. Second, I discuss several (...)
    Download  
     
    Export citation  
     
    Bookmark  
  8.  74
    Late Utilitarian Moral Theory and Its Development: Sidgwick, Moore.Anthony Skelton - 2019 - In J. A. Shand (ed.), A Companion to Nineteenth-Century Philosophy (Blackwell Companions to Philosophy). Oxford: Wiley-Blackwell. pp. 281-310.
    Henry Sidgwick taught G.E. Moore as an undergraduate at the University of Cambridge. Moore found Sidgwick’s personality less than attractive and his lectures “rather dull”. Still, philosophically speaking, Moore absorbed a great deal from Sidgwick. In the Preface to the Trinity College Prize Fellowship dissertation that he submitted in 1898, just two years after graduation, he wrote “For my ethical views it will be obvious how much I owe to Prof. Sidgwick.” Later, in Principia Ethica, Moore credited Sidgwick with having (...)
    Download  
     
    Export citation  
     
    Bookmark  
  9. Improving Epistemological Beliefs and Moral Judgment Through an STS-Based Science Ethics Education Program.Hyemin Han & Changwoo Jeong - 2014 - Science and Engineering Ethics 20 (1):197-220.
    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 (...)
    Download  
     
    Export citation  
     
    Bookmark   8 citations  
  10. Self‐Knowledge and Moral Stupidity.Emer O'Hagan - 2012 - Ratio 25 (3):291-306.
    Most commonplace moral failure is not conditioned by evil intentions or the conscious desire to harm or humiliate others. It is more banal and ubiquitous – a form of moral stupidity that gives rise to rationalization, self‐deception, failures of due moral consideration, and the evasion of responsibility. A kind of crude, perception‐distorting self‐absorption, moral stupidity is the cause of many moral missteps; moral development demands the development of self‐knowledge as a way out (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  11. Moral Progress: A Present-Day Perspective on the Leading Enlightenment Idea.Andrzej Elżanowski - 2013 - Argument: Biannual Philosophical Journal 3 (1):9-26.
    Most Enlightenment thinkers believed that the World’s order (as ultimately based on divine laws) is good and thus every gain of knowledge will have good consequences. Scientific process was assumed to entail moral progress. In fact some moral progress did occur in the Western civilization and science contributed to it, but it is widely incommensurate with the progress of science. The Enlightenment’s concept of a concerted scientific and moral progress proved largely wrong for several reasons. (1) Public (...)
    Download  
     
    Export citation  
     
    Bookmark  
  12.  89
    Self-Knowledge and the Development of Virtue.Emer O'Hagan - 2017 - In Noell Birondo & S. Stewart Braun (eds.), Virtue's Reasons: New Essays on Virtue, Character, and Reasons. New York: Routledge. pp. 107-125.
    Persons interested in developing virtue will find attending to, and attempting to act on, the right reason for action a rich resource for developing virtue. In this paper I consider the role of self-knowledge in intentional moral development. I begin by making a general case that because improving one’s moral character requires intimate knowledge of its components and their relation to right reason, the aim of developing virtue typically requires the development of self-knowledge. I next turn (...)
    Download  
     
    Export citation  
     
    Bookmark  
  13. Developmental Level of Moral Judgment Influences Behavioral Patterns During Moral Decision-Making.Hyemin Han, Kelsie J. Dawson, Stephen J. Thoma & Andrea L. Glenn - forthcoming - Journal of Experimental Education.
    We developed and tested a behavioral version of the Defining Issues Test-1 revised (DIT-1r), which is a measure of the development of moral judgment. We conducted a behavioral experiment using the behavioral Defining Issues Test (bDIT) to examine the relationship between participants’ moral developmental status, moral competence, and reaction time when making moral judgments. We found that when the judgments were made based on the preferred moral schema, the reaction time for moral judgments (...)
    Download  
     
    Export citation  
     
    Bookmark  
  14.  95
    Measuring Moral Reasoning Using Moral Dilemmas: Evaluating Reliability, Validity, and Differential Item Functioning of the Behavioral Defining Issues Test (bDIT).Youn-Jeng Choi, Hyemin Han, Kelsie J. Dawson, Stephen J. Thoma & Andrea L. Glenn - 2019 - European Journal of Developmental Psychology 16 (5):622-631.
    We evaluated the reliability, validity, and differential item functioning (DIF) of a shorter version of the Defining Issues Test-1 (DIT-1), the behavioral DIT (bDIT), measuring the development of moral reasoning. 353 college students (81 males, 271 females, 1 not reported; age M = 18.64 years, SD = 1.20 years) who were taking introductory psychology classes at a public University in a suburb area in the Southern United States participated in the present study. First, we examined the reliability of (...)
    Download  
     
    Export citation  
     
    Bookmark  
  15. How Can Neuroscience Contribute to Moral Philosophy, Psychology and Education Based on Aristotelian Virtue Ethics?Hyemin Han - 2016 - International Journal of Ethics Education 1 (2):201-217.
    The present essay discusses the relationship between moral philosophy, psychology and education based on virtue ethics, contemporary neuroscience, and how neuroscientific methods can contribute to studies of moral virtue and character. First, the present essay considers whether the mechanism of moral motivation and developmental model of virtue and character are well supported by neuroscientific evidence. Particularly, it examines whether the evidence provided by neuroscientific studies can support the core argument of virtue ethics, that is, motivational externalism. Second, (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  16.  85
    Moral Advance and Moral Risk -- A Mengzian Reflection.L. K. Gustin Law - forthcoming - Dao: A Journal of Comparative Philosophy.
    On one view of moral development, someone not yet virtuous can reliably progress by engaging in what meaningfully resembles virtuous conduct. However, one may also morally degrade from such an attempt precisely because of the way in which one's character still falls short of virtue. This risk of degradation casts doubt on the developmental view. I counter the doubt by refining the developmental view through interpretation and application of the Mengzi. In passage 2A2, invoking the image of a (...)
    Download  
     
    Export citation  
     
    Bookmark  
  17.  44
    The Relevance of Cosmopolitanism for Moral Education.Michael S. Merry & Doret J. de Ruyter - 2011 - Journal of Moral Education 40 (1):1-18.
    In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends?in?themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work that (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  18.  86
    Private Solidarity.Nicolas Bommarito - 2016 - Ethical Theory and Moral Practice 19 (2):445-455.
    It’s natural to think of acts of solidarity as being public acts that aim at good outcomes, particularly at social change. I argue that not all acts of solidarity fit this mold - acts of what I call ‘private solidarity’ are not public and do not aim at producing social change. After describing paradigmatic cases of private solidarity, I defend an account of why such acts are themselves morally virtuous and what role they can have in moral development.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  19.  78
    Links Between Moral Identity and Political Purpose During Emerging Adulthood.Hyemin Han, Parissa Jahromi Ballard & Youn-Jeng Choi - forthcoming - Journal of Moral Education:1-19.
    We examined the links between moral identity—the centrality of moral principles to identity—and political purpose during emerging adulthood. We analyzed data from two waves of a longitudinal study of civic purpose. T1 surveys were collected before high school graduation and T2 survey were collected two years later. We categorized people (N = 1,578 at T1 and N = 480 at T2) into political purpose groups based on the person-centered perspective and then performed multinomial logistic regression analysis to test (...)
    Download  
     
    Export citation  
     
    Bookmark  
  20. Lawrence Kohlberg's Approach to Moral Education.F. Clark Power, Ann Higgins-D'alessandro & Lawrence Kohlberg - 1989
    Download  
     
    Export citation  
     
    Bookmark   62 citations  
  21. Vindicating Virtue: A Critical Analysis of the Situationist Challenge Against Aristotelian Moral Psychology.Adam M. Croom - 2014 - Integrative Psychological and Behavioral Science 48:18-47.
    This article provides a critical analysis of the situationist challenge against Aristotelian moral psychology. It first outlines the details and results from 4 paradigmatic studies in psychology that situationists have heavily drawn upon in their critique of the Aristotelian conception of virtuous characteristics, including studies conducted by Hartshorne and May (1928), Darley and Batson (1973), Isen and Levin (1972), and Milgram (1963). It then presents 10 problems with the way situationists have used these studies to challenge Aristotelian moral (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  22. Virtue’s Reasons: New Essays on Virtue, Character, and Reasons.Noell Birondo & S. Stewart Braun - 2017 - New York: Routledge.
    Virtues and reasons are two of the most fruitful and important concepts in contemporary moral philosophy. Many writers have commented upon the close connection between virtues and reasons, but no one has done full justice to the complexity of this connection. It is generally recognized that the virtues not only depend upon reasons, but also sometimes provide them. The essays in this volume shed light on precisely how virtues and reasons are related to each other and what can be (...)
    Download  
     
    Export citation  
     
    Bookmark  
  23. Moral/Conventional Transgression Distinction and Psychopathy in Conduct Disordered Adolescent Offenders.Mairead C. Dolan & Rachael S. Fullam - 2010 - Personality and Individual Differences 49:995–1000.
    To date there are no studies examining the ability to make a moral/conventional transgression distinction in adolescent offenders with psychopathic traits. Based on the Psychopathy Checklist: Youth Version, we compared males with high (HP, n = 45), medium (MP, n = 31) and low psychopathy scores (LP, n = 39) on the moral convention distinction task. Under normal rule conditions the psychopathy groups did not differ in their ability to make a moral/conventional distinction. The HP group tended (...)
    Download  
     
    Export citation  
     
    Bookmark   9 citations  
  24. 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 (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  25.  99
    New Zealand's Recent Concern with Moral Education.Robert Keith Shaw - 1979 - Journal of Moral Education 9 (1):23-35.
    References to moral education in New Zealand over the last fifteen years are traced through official and semi-official government reports, teachers’ publications, and other sources. It is argued that since 1962 there has been an increasing awareness of and concern with moral education. -/- The significance of the Commission on Education in New Zealand in 1962 stressed that New Zealand schools’ prime responsibility was for intellectual education, although they should also be concerned with physical, emotional, and moral (...)
    Download  
     
    Export citation  
     
    Bookmark  
  26. O związkach między rozwojem poznawczym i rozumowaniem moralnym.Dorota CZYŻOWSKA - 2013 - Argument: Biannual Philosophical Journal 3 (1):27-36.
    On Relationship Between Cognitive Development and Moral Reasoning. Within the cognitive-developmental approach there is an assumption of structural parallelism that is an assumption of the developmental integrity of different areas of thinking. While creating his own theory of moral development, Lawrence Kohlberg formulated a hypothesis that cognitive development is a necessary – but not a sufficient – condition of moral development. The aim of this paper is to focus on the relationship between cognitive (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  27.  58
    Morality Play: A Model for Developing Games of Moral Expertise.Dan Staines, Paul Formosa & Malcolm Ryan - forthcoming - Games and Culture.
    According to cognitive psychologists, moral decision-making is a dual-process phenomenon involving two types of cognitive processes: explicit reasoning and implicit intuition. Moral development involves training and integrating both types of cognitive processes through a mix of instruction, practice, and reflection. Serious games are an ideal platform for this kind of moral training, as they provide safe spaces for exploring difficult moral problems and practicing the skills necessary to resolve them. In this article, we present Morality (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  28. The Limits of Emotion in Moral Judgment.Joshua May - 2018 - In Karen Jones & Francois Schroeter (eds.), The Many Moral Rationalisms. Oxford University Press. pp. 286-306.
    I argue that our best science supports the rationalist idea that, independent of reasoning, emotions aren’t integral to moral judgment. There’s ample evidence that ordinary moral cognition often involves conscious and unconscious reasoning about an action’s outcomes and the agent’s role in bringing them about. Emotions can aid in moral reasoning by, for example, drawing one’s attention to such information. However, there is no compelling evidence for the decidedly sentimentalist claim that mere feelings are causally necessary or (...)
    Download  
     
    Export citation  
     
    Bookmark  
  29. Imaginative Value Sensitive Design: Using Moral Imagination Theory to Inform Responsible Technology Design.Steven Umbrello - 2019 - Science and Engineering Ethics 5 (25):1-21.
    Safe-by-Design (SBD) frameworks for the development of emerging technologies have become an ever more popular means by which scholars argue that transformative emerging technologies can safely incorporate human values. One such popular SBD methodology is called Value Sensitive Design (VSD). A central tenet of this design methodology is to investigate stakeholder values and design those values into technologies during early stage research and development (R&D). To accomplish this, the VSD framework mandates that designers consult the philosophical and ethical (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  30.  85
    Robotic Nudges for Moral Improvement Through Stoic Practice.Michal Klincewicz - forthcoming - Techné: Research in Philosophy and Technology.
    This paper offers a theoretical framework that can be used to derive viable engineering strategies for the design and development of robots that can nudge people towards moral improvement. The framework relies on research in developmental psychology and insights from Stoic ethics. Stoicism recommends contemplative practices that over time help one develop dispositions to behave in ways that improve the functioning of mechanisms that are constitutive of moral cognition. Robots can nudge individuals towards these practices and can (...)
    Download  
     
    Export citation  
     
    Bookmark  
  31. Why Internal Moral Enhancement Might Be Politically Better Than External Moral Enhancement.John Danaher - 2019 - Neuroethics 12 (1):39-54.
    Technology could be used to improve morality but it could do so in different ways. Some technologies could augment and enhance moral behaviour externally by using external cues and signals to push and pull us towards morally appropriate behaviours. Other technologies could enhance moral behaviour internally by directly altering the way in which the brain captures and processes morally salient information or initiates moral action. The question is whether there is any reason to prefer one method over (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  32. Cultural Influences on the Neural Correlate of Moral Decision Making Processes.Hyemin Han, Gary H. Glover & Changwoo Jeong - 2014 - Behavioural Brain Research 259:215-228.
    This study compares the neural substrate of moral decision making processes between Korean and American participants. By comparison with Americans, Korean participants showed increased activity in the right putamen associated with socio-intuitive processes and right superior frontal gyrus associated with cognitive control processes under a moral-personal condition, and in the right postcentral sulcus associated with mental calculation in familiar contexts under a moral-impersonal condition. On the other hand, American participants showed a significantly higher degree of activity in (...)
    Download  
     
    Export citation  
     
    Bookmark   10 citations  
  33. Wisdom as an Expert Skill.Jason D. Swartwood - 2013 - Ethical Theory and Moral Practice 16 (3):511-528.
    Practical wisdom is the intellectual virtue that enables a person to make reliably good decisions about how, all-things-considered, to live. As such, it is a lofty and important ideal to strive for. It is precisely this loftiness and importance that gives rise to important questions about wisdom: Can real people develop it? If so, how? What is the nature of wisdom as it manifests itself in real people? I argue that we can make headway answering these questions by modeling wisdom (...)
    Download  
     
    Export citation  
     
    Bookmark   8 citations  
  34. The Morality of Moral Neuroenhancement.Thomas Douglas - forthcoming - In Clausen Jens & Levy Neil (eds.), Handbook of Neuroethics. Springer.
    This chapter reviews recent philosophical and neuroethical literature on the morality of moral neuroenhancements. It first briefly outlines the main moral arguments that have been made concerning moral status neuroenhancements. These are neurointerventions that would augment the moral status of human persons. It then surveys recent debate regarding moral desirability neuroenhancements: neurointerventions that augment that the moral desirability of human character traits, motives or conduct. This debate has contested, among other claims (i) Ingmar Persson (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark   3 citations  
  35. Introduction: Virtue's Reasons.Noell Birondo & S. Stewart Braun - 2017 - In Noell Birondo & S. Stewart Braun (eds.), Virtue's Reasons: New Essays on Virtue, Character, and Reasons. New York: Routledge. pp. 1-7.
    Over the past thirty years or so, virtues and reasons have emerged as two of the most fruitful and important concepts in contemporary moral philosophy. Virtue theory and moral psychology, for instance, are currently two burgeoning areas of philosophical investigation that involve different, but clearly related, focuses on individual agents’ responsiveness to reasons. The virtues themselves are major components of current ethical theories whose approaches to substantive or normative issues remain remarkably divergent in other respects. The virtues are (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark   2 citations  
  36. Responsibility and the Condition of Moral Sense.Paul Russell - 2004 - Philosophical Topics 32 (1-2):287-305.
    Recent work in contemporary compatibilist theory displays considerable sophistication and subtlety when compared with the earlier theories of classical compatibilism. Two distinct lines of thought have proved especially influential and illuminating. The first developed around the general hypothesis that moral sentiments or reactive attitudes are fundamental for understanding the nature and conditions of moral responsibility. The other important development is found in recent compatibilist accounts of rational self-control or reason responsiveness. Strictly speaking, these two lines of thought (...)
    Download  
     
    Export citation  
     
    Bookmark   15 citations  
  37. Imaginative Value Sensitive Design: How Moral Imagination Exceeds Moral Law Theories in Informing Responsible Innovation.Steven Umbrello - 2018 - Dissertation, University of Edinburgh
    Safe-by-Design (SBD) frameworks for the development of emerging technologies have become an ever more popular means by which scholars argue that transformative emerging technologies can safely incorporate human values. One such popular SBD methodology is called Value Sensitive Design (VSD). A central tenet of this design methodology is to investigate stakeholder values and design those values into technologies during early stage research and development (R&D). To accomplish this, the VSD framework mandates that designers consult the philosophical and ethical (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  38.  75
    Schiller on Evil and the Emergence of Reason.Owen Ware - 2018 - History of Philosophy Quarterly 35 (4):337-355.
    Schiller was one of many early post-Kantians who wrestled with Kant’s doctrine of radical evil, a doctrine that continues to puzzle commentators today. Schiller’s own explanation of why we are prone to pursue happiness without restriction is, I argue, subtle and multilayered: it offers us a new genealogy of reflective agency, linking our tendency to egoism to the first emergence of reason within human beings. On the reading I defend, our drive for the absolute does not lead us directly to (...)
    Download  
     
    Export citation  
     
    Bookmark  
  39. THE DEVELOPMENT OF MORALITY IN HUMAN LIFE: AN OVERVIEW.Desh Raj Sirswal - 2014 - Milestone Education Review 5 (01):25-35.
    Presently philosophers, social theorists, educationists and legal scholars are busy with issues of contemporary importance such as affirmative actions, animal’s rights, capital punishment, cloning, euthanasia, immigration, pornography, privacy in civil society, values in nature, human rights, cultural values and world hunger etc. Since ancient time ethics is one of the most important part of philosophical speculations and human development. The development of morality comes under three stages viz. intrinsic morality, customary morality and reflective morality. Intrinsic morality has traditionally (...)
    Download  
     
    Export citation  
     
    Bookmark  
  40. Honor in Political and Moral Philosophy.Peter Olsthoorn - 2015 - State University of New York Press.
    In this history of the development of ideas of honor in Western philosophy, Peter Olsthoorn examines what honor is, how its meaning has changed, and whether it can still be of use. Political and moral philosophers from Cicero to John Stuart Mill thought that a sense of honor and concern for our reputation could help us to determine the proper thing to do, and just as important, provide us with the much-needed motive to do it. Today, outside of (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  41. Pedagogies of Reflection: Dialogical Professional-Development Schools in Israel.Arie Kizel - 2014 - Advances in Research on Teaching 22:113 – 136.
    This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS)  a framework that develops and empowers students by engaging them in a process of continual improvement, responding to diverse situations, providing stimuli for learning, and giving anchors for mediation. The pedagogy of reflection relates to dialogue not only from a theoretical historical context but also by way of example  that is, it offers empowering dialogues within the traditional teacher-training (...)
    Download  
     
    Export citation  
     
    Bookmark  
  42.  44
    Evil, Virtue, and Education in Kant.Paul Formosa - 2019 - Educational Philosophy and Theory 51 (13):1325-1334.
    For Kant, we cannot understand how to approach moral education without confronting the radical evil of humanity. But if we start out, as Kant thinks we do, from a morally corrupt state, how...
    Download  
     
    Export citation  
     
    Bookmark  
  43.  83
    Towards Enforceable Bans on Illicit Businesses: From Moral Relativism to Human Rights.Edmund F. Byrne - 2014 - Journal of Business Ethics 119 (1):119-130.
    Many scholars and activists favor banning illicit businesses, especially given that such businesses constitute a large part of the global economy. But these businesses are commonly operated as if they are subject only to the ethical norms their management chooses to recognize, and as a result they sometimes harm innocent people. This can happen in part because there are no effective legal constraints on illicit businesses, and in part because it seems theoretically impossible to dispose definitively of arguments that support (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  44.  37
    Middle Theory, Inner Freedom, and Moral Health.Donald Wilson - 2007 - History of Philosophy Quarterly 24 (4):393 - 413.
    In her influential book, The Practice of Moral Judgment, Barbara Herman argues that Kantian ethics requires a “middle theory” applying formal rational constraints on willing to the particular circumstances and nature of human existence. I claim that a promising beginning to such a theory can be found in Kant’s discussion of duties of virtue in The Metaphysics of Morals. I argue that Kant’s distinction between perfect and imperfect duties of virtue should be understood as a distinction between duties concerned (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  45.  44
    Love Redirected: On Adam Smith's Love of Praiseworthiness.Sveinung Sundfør Sivertsen - 2017 - Journal of Scottish Philosophy 15 (1):101-123.
    Why be moral? Why, in the language of Adam Smith, act on what you think is praiseworthy even when it does not get you praise from other people? Because, answers Smith, you love praiseworthiness. But what is this love of praiseworthiness, and where does it come from? In this article, 1) I argue that we start to love praiseworthiness when we redirect our love of praise away from other people toward the ‘impartial spectator’-aspect of ourselves, and 2) show how (...)
    Download  
     
    Export citation  
     
    Bookmark  
  46.  78
    The Cambridge History of Moral Philosophy.Sacha Golob & Jens Timmermann (eds.) - 2017 - Cambridge University Press.
    With fifty-four chapters charting the development of moral philosophy in the Western world, this volume examines the key thinkers and texts and their influence on the history of moral thought from the pre-Socratics to the present day. Topics including Epicureanism, humanism, Jewish and Arabic thought, perfectionism, pragmatism, idealism and intuitionism are all explored, as are figures including Aristotle, Boethius, Spinoza, Hobbes, Hume, Kant, Hegel, Mill, Nietzsche, Heidegger, Sartre and Rawls, as well as numerous key ideas and schools (...)
    Download  
     
    Export citation  
     
    Bookmark  
  47. Sharing Our Normative Worlds: A Theory of Normative Thinking.Ivan Gonzalez-Cabrera - 2017 - Dissertation, Australian National University
    This thesis focuses on the evolution of human social norm psychology. More precisely, I want to show how the emergence of our distinctive capacity to follow social norms and make social normative judgments is connected to the lineage explanation of our capacity to form shared intentions, and how such capacity is related to a diverse cluster of prototypical moral judgments. I argue that in explaining the evolution of this form of normative cognition we also require an understanding of the (...)
    Download  
     
    Export citation  
     
    Bookmark  
  48. Consequentialism, Moral Motivation and the Deontic Relevance of Motives.Seven Sverdlik - forthcoming - In Iakovos Vasiliou (ed.), Moral Motivation: A History. Oxford University press.
    This paper surveys the history of consequentialist thinking about the deontic relevance of motives in the period of its development, 1789-1912. If a motive is relevant deontically it is a factor that determines whether the action it leads to is right or wrong. Bentham, Austin, Mill, Sidgwick and Moore all either stated or implied that motives are never relevant deontically. Their related views on moral motivation—or which motives are morally praiseworthy—are also examined. Despite the arguments given by Mill (...)
    Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  49. Drugs and Hugs: Stimulating Moral Dispositions as a Method of Moral Enhancement.Michał Klincewicz, Lily Eva Frank & Marta Sokólska - 2018 - Royal Institute of Philosophy Supplement 83:329-350.
    Advocates of moral enhancement through pharmacological, genetic, or other direct interventions sometimes explicitly argue, or assume without argument, that traditional moral education and development is insufficient to bring about moral enhancement. Traditional moral education grounded in a Kohlbergian theory of moral development is indeed unsuitable for that task; however, the psychology of moral development and education has come a long way since then. Recent studies support the view that moral cognition (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  50. The Virtues of Authenticity: A Kierkegaardian Essay in Moral Psychology.Rick Anthony Furtak - 2003 - International Philosophical Quarterly 43 (4):423-438.
    Discussions of the concept of authenticity often fail to define the conditions of an appropriate emotional orientation toward the world. With a more solid philosophical understanding of emotion, it should be possible to define more precisely the necessary conditions of emotional authenticity. Against this background, I interpret Kierkegaard’s Either/Or as a narrative text that suggests a moral psychology of emotion that points toward the development of a better way of thinking about the ethics of authenticity. In the process, (...)
    Download  
     
    Export citation  
     
    Bookmark  
1 — 50 / 1000