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1.
Felt moral obligation and the moral judgement–moral action gap: toward a phenomenology of moral life
《Journal of moral education》2012,41(4):417-435
The step-off point for this article is the problem of the ‘moral judgement–moral action gap’ as found in contemporary literature of moral education and moral development. We argue that this gap, and the conceptual problems encountered by attempts to bridge it, reflects the effect of a different, deeper and more problematic conceptual gap: the ‘ontological’ gap between meaningful moral events and the underlying natural structures or mechanical processes presumed to produce them. We contend that the very real fact that moral reasoning does not reliably produce moral action consistent with one’s moral reasoning cannot be adequately understood or clarified by appealing to natural structures and mechanical processes. Rather, a radically holistic perspective is required. It is for this reason that we look to an alternative metaphysical grounding for moral behaviour in the work of the French philosopher, Emmanuel Levinas. 相似文献
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Moral foundation theory posits that specific moral transgressions elicit specific moral emotions. To test this claim, participants (N = 195) were asked to rate their emotions in response to moral violation vignettes. We found that compassion and disgust were associated with care and purity respectively as predicted by moral foundation theory. However, anger, rage, contempt, resentment and fear were not associated to any single moral transgression. Thus, even though the type of moral violation matters for the type of emotion that is elicited, the link between moral foundations and moral emotions seems more complex than moral foundation theory suggests. Rather, the findings suggest that there are both emotion-specific foundations (i.e. care and purity) and emotion-unspecific foundations (i.e. fairness, authority and loyalty). 相似文献
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《Journal of moral education》2012,41(1):89-104
This study extends the examination of moral content in the media by exploring moral messages in television programming and viewer characteristics predictive of the ability to perceive such messages. Generalisability analyses confirmed the reliability of the Media’s Moral Messages (MMM) rating form for analysing programme content and the existence of 10 moral themes prevalent in television media. Standard regression analyses yielded evidence indicating viewers’ moral expertise, as measured by the Defining Issues Test (DIT), familiarity with the programme and level of education predicted their ability to perceive moral messages in a television drama popular in the USA at the time of data collection. Identification of patterns in moral content represented in television programming, as well as knowledge of how viewer characteristics relate to their ability to perceive such content, can provide parents and educators with a means for better comprehending messages regarding human interaction to which they or their children are exposed. 相似文献
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Wiel Veugelers 《Journal of moral education》2017,46(4):412-421
The Brazilian pedagogue Paulo Freire had a great influence on theory and practice of education across the world. Freire presented his theory and work as educational and political, not as moral. In this article, the legacy of Paulo Freire will be analysed from a moral education perspective. Nine pedagogical principles will be presented and the changes he contributed in different academic disciplines will be analysed. We conclude that in particular, his focus on social justice, empowerment and transformation can make moral education more linked to society, and more part of a process of humanisation. 相似文献
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《Journal of moral education》2012,41(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 of this conception of the moral domain on research in moral psychology. Examining these claims in light of key theoretical writings on the moral domain concept in cognitive moral developmentalism, the paper shows that the ‘great narrowing’ narrative is misinformed, superficial and historically inaccurate. On the basis of this critical analysis, we conclude that the primary heuristic value of the ‘great narrowing narrative’ is as a case lesson in the deep specificity of competing conceptions of the moral domain to the theoretical frameworks in which they are devised. 相似文献
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The rhetoric of black power: A moral demand? 总被引：2，自引：2，他引：0
Parke G. Burgess 《Quarterly Journal of Speech》2013,99(2):122-133
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Dogs are thought to evaluate humans’ emotional states, and attend more to crying people than to humming people. However, it is unclear whether dogs would go beyond focusing attention on humans in need by providing more substantive help to them. This study used a trapped-other paradigm, modified from use in research on rats, to study prosocial helping in dogs. A human trapped behind a door either cried or hummed, and the dog’s behavioral and physiological responses (i.e., door opening and heart rate variability) were recorded. Then, dogs participated in an impossible task to evaluate gaze at the owner as a measure of the strength of their relationship with their owner. Dogs in the distress condition opened at the same frequency, but significantly more quickly, than dogs in the control condition. In the distress condition, the dogs that opened showed lower levels of stress and were able to suppress their own distress response, thus enabling them to open the door more quickly. In the control condition, opening was not related to the dog’s stress level and may have instead been motivated by curiosity or a desire for social contact. Results from the impossible task suggest that openers in the distress condition may have a stronger bond with their owner than non-openers, while non-openers in the control condition showed a stronger bond than openers, which may further suggest that the trapped-other paradigm is reflective of empathy. 相似文献
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Simon Felgendreher 《Environmental Education Research》2018,24(4):479-491
A considerable literature looks at universities’ approaches to integrating sustainable development into teaching and learning, but less is known about how Education for Sustainable Development (ESD) affects student attitudes, values and norms. To our knowledge, only a few studies have quantified such effects of changes in curricula. This study contributes to this literature by quantifying and measuring the effect of a compulsory sustainability activity on students’ ethical and moral perceptions. Our results show that ESD can indeed affect moral perceptions of what constitutes socially appropriate behaviour, but not in a homogenous way. Instead, the effect varies with background characteristics of the students. 相似文献
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Universities worldwide strive to nurture socially responsible graduates to create a better society. Since ethical behavior of role models can stimulate followers’ professional standards and ethical values, it is crucial to focus on an appropriate path through which ethical values can be conveyed and learned by individuals. The current study seeks to examine if this objective can be facilitated through the positive role played by academic supervisors at higher education level. Owing to the very close leader-follower relationship, this study empirically investigated if ethical supervisors could stimulate prosocial behavior among students under their supervision. Data was collected from 240 postgraduate university students and analyzed using partial least squares structural equation modeling (PLS-SEM). The findings of this study revealed that students demonstrated greater anonymous, emotional, and compliant prosocial behavior when they perceived stronger ethical supervision. Study implications and limitations have been discussed. 相似文献
11.
Considering a company’s limited time and resources, an effective training method that improves employees’ ability to make ethical decision is needed. Based on social cognitive theory, this study proposes that employing games in an ethics training program can help improve moral reasoning through actively engaging learners. The experimental design with an ethic board game as the experimental group and ethics instructions as the comparison group was conducted to examine the effectiveness of a game-based ethic training method on improving moral reasoning. Results show that using games in an ethics training program significantly decreases respondents’ importance rating on issues associated with lower stages of an individual’s cognitive moral development (CMD) and increases their importance rating on issues associated with the highest stage of CMD. In addition, a game-based ethics training program was found to produce significantly greater change on the importance rating towards issues associated with the middle stage of CMD than a non-game based ethics training program. These findings suggest that a game-based ethics training program could effectively develop moral reasoning, and shape moral views better than a non-game-based training program. Discussions and suggestions for future research were included to conclude this study. 相似文献
12.
《Asia Pacific Journal of Education》2012,32(4):416-429
The growing interest in video gaming is matched by a corresponding increase in concerns about the harmful effects on children and adolescents. There are numerous studies on aggression and addiction which spark debates on the negative effects of video gaming. At the same time, there are also studies demonstrating prosocial effects. This paper focuses on how video games, particularly massively multiplayer online role-playing games (MMOs and MMORPGs for short) that allow interaction with other players, can play a part in players' moral and character development. Although there are many games with moral content, the MMO game World of Warcraft (WoW for short) is used as an illustrative example because of its popularity, to demonstrate how players, through game content and game play, are confronted with moral dilemmas which demand decision-making, social obligations and responsibilities, perspective-taking and empathy, perseverance and delayed gratification. 相似文献
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《Infancia y Aprendizaje》2013,36(3):365-379
ResumenEl artículo de Palacios publicado en este mismo número de la revista comentando nuestro anterior trabajo (Fernández, Álvarez y Bravo, 2003) acerca de una evaluación de resultados a largo plazo en acogimiento residencial, plantea una interesante oportunidad para debatir no sólo la metodología y resultados de nuestra investigación, sino el propio concepto de acogimiento residencial y el papel que este tipo de servicios sociales debe tener para la protección infantil. Este artículo responderá a los comentarios realizados por Palacios acerca de las limitaciones de la investigación, las posibilidades de realizar generalizaciones, las cuestiones metodológicas y los objetivos del acogimiento residencial. Nuestra respuesta plantea la necesidad de nuevos diseños metodológicos y los problemas para averiguar las relaciones causa-efecto en acogimiento residencial, el uso de una nueva terminología que supere viejos conceptos como “instituciones” o “institucionalizado”, así como la justificación de estos programas y un conjunto claro de funciones para el acogimiento residencial. No obstante, el artículo apoya y está totalmente de acuerdo con la propuesta de Palacios de dar prioridad al desarrollo de acogimientos familiares y reducir el acogimiento residencial destinándolo sólo a los casos necesarios 相似文献
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Whether moral conceptions are universal or culture-specific is controversial in moral psychology. One option is to refrain from imposing theoretical constraints and to ask laypeople from different cultures how they conceptualize morality. Our article adopts this approach by examining laypeople’s associations of moral character in individualistic- and collectivistic-oriented cultures. Using correspondence analysis we found that the concept of moral character yielded widely shared associations with justice and welfare concerns. Yet, there were also clear cultural differences with individualistic-oriented samples associating more frequently rights-based features and collectivistic-oriented samples more frequently associating duty-based attributes. When matching freelisted trait categories with Schwartz’s value types, moral value hierarchies were similar across cultures and correlated significantly with explicit moral value ratings. We conclude that imposing constraints through an expert-designed category system can narrow the scope of inquiry to common moral aspects related to problem-solving, promotion of prosocial actions and control of antisocial behaviour. 相似文献
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Kevin Byrne John Trushell 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(1):6-19
This paper reports an illuminative small‐scale study that trialled a survey instrument with 55 final‐year undergraduates categorised by age. The survey investigated students' use of information and communication technologies (ICT), including the Internet, and students' engagement in lecturer impressing strategies and cheating behaviours such as plagiarism. The study disclosed differences in ICT usage by age, but these differences did not achieve significance. The study disclosed also that 0.27 of the sample had reported a single instance of cheating behaviours while 0.2 of the sample had reported multiple instances of cheating behaviours. Analyses of data discerned no significant correlations between these cheating behaviours and age or ICT capability, but significant negative correlations were found between cheating behaviours and engagement in certain Internet activities. Inferences are tentatively drawn for further research and for academic practices. 相似文献
16.
Darcia Narvaez 《Journal of moral education》2016,45(3):256-260
The main arguments of my lecture were how humans are failing themselves and devastating earth’s biosphere, at least in part, because they became uncooperative with two key ecological inheritances: raising the young within the human evolved developmental niche and, as part of this, facilitating the development of a deep attachment to, knowledge of and respect for their local landscape of other-than-human entities. Without humanity’s return to these cooperative evolutionary roots, the species will be doomed, along with many other-than-human beings. The now-widespread mental illness of ‘human supremacism’ that results from these missing pieces has spread around the planet and is destroying ecological integrity. The ‘Sacred Money and Markets’ story (SMM) that David Korten criticizes and I briefly discuss is a symptom of these missing pieces of human inheritance. We must return to a Sacred Life and Living Earth story with lifestyles to match. 相似文献
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《Teaching and Teacher Education》2000,16(7):681-695
This paper shows how manner may be made visible, as a philosophical concept and an object of empirical inquiry. Using Aristotle's ethics as the framework, the philosophical inquiry examines the conceptual nature of teachers’ moral conduct, and the empirical inquiry analyzes their moral conduct. This dual conceptual/empirical approach permits inquirers to observe and interpret how teachers express moral virtue. One may draw the conclusion that it is possible to systematically observe and interpret manner in teaching. An implication for teacher education is that encouraging teachers to consider their manner may result in more educative interactions between teachers and students. 相似文献
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《Journal of moral education》2012,41(4):441-456
The concept of friendship has had a great deal of attention within recent years from philosophers. However, this attention restricts itself to friendship between adults and rarely considers the issue of friendship between children. The issue of friendship and how we socialise with others ought to be an important concept for education, yet schools rarely take the forming, nurturing and nourishing of friendship beyond helping to deal with disputes between friends when they disrupt school life. I wish to argue that whilst friendship is critical to the development of character and can properly be seen as part of ‘an invitation to the moral life’, it also has value in and of itself as part of the flourishing life. 相似文献
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《Journal of moral education》2012,41(2):201-224
The purpose of this study was to examine how moral reasoning develops for 236 students enrolled in either a diversity course or a management course. These courses were compared based on the level of diversity inclusion and type of pedagogy employed in the classroom. We used causal modelling to compare the two types of courses, controlling for the effects of demographic (i.e., race, gender), curricular (i.e., previous course-related diversity learning) and pedagogical (i.e., active learning) covariates. Results showed that students enrolled in the diversity course demonstrated higher levels of moral reasoning than students enrolled in the management course. In addition, results show that previous diversity courses as well as current enrolment in a diversity course contributed to moral reasoning gains. Implications are discussed. 相似文献