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1.
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
2.
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
3.
Itziar Etxebarria María-José Ortiz Pedro Apodaca Aitziber Pascual Susana Conejero 《Infancia y Aprendizaje》2015,38(4):746-774
Moral pride, namely the pride generated by morally positive behaviour, can foster prosocial behaviour. To demonstrate this, two quasi-experimental studies were conducted with nine- to 11-year-old children. Study 1 analysed the effect of the pride felt after engaging in prosocial behaviour, in four classrooms from two different schools (N = 94). Study 2 analysed the effect of the pride generated by the evocation of a past example of one’s own prosocial behaviour, in four classrooms from another school (N = 77). The hypothesis was supported in Study 1 but not in Study 2. Interesting correlations were found between dispositional moral pride (measured using a scale designed ad hoc) and other relevant variables in the moral field: intention to engage in prosocial behaviour, habitual prosocial behaviour and dispositional empathy. In general, these studies attest to the importance of moral pride, both dispositional and that felt in a specific situation, in moral life. 相似文献
4.
《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
5.
《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
6.
In his writings, David Orr claims that the US is in an “ecological crisis” and that this stems from a crisis of education.
He outlines a theory of ecological literacy, a mode by which we better learn the ecology of the Earth and live in a sustainable
manner. While emphasizing a shock doctrine, the diagnosis of “crisis” may be correct, but it is short-lived for children and
adults of the world. In this philosophical analysis of Orr’s theory, it is argued that we move beyond the perspective of crisis.
By extending Orr’s ecological literacy with biophilia and ecojustice and by recognizing the importance of experience-in-learning,
science education is envisioned to incorporate values and morals within a longer term ideology of educational reform. 相似文献
7.
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
8.
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
9.
What is the place of social theory in mathematics education research, and what is it for? This special issue of Educational Studies in Mathematics offers insights on what could be the role of some sociological theories in a field that has historically privileged learning theories coming from psychology and mathematics as the main theoretical frames informing research. Although during the last 10 years the term “socio-cultural” has become part of the accepted and widespread trends of mathematics education research when addressing learning, this issue gathers a collection of papers that depart from a “socio-cultural” approach to learning and rather deploy sociological theories in the analysis of mathematics education practices. In this commentary paper, we will point to what we see to be the contributions of these papers to the field. We will do so by highlighting issues that run through the six papers. We will try to synthetize what we think are the benchmarks of the social approach to mathematics education that they propose. We will also take a critical stance and indicate some possible extensions of the use of social theory that are not addressed in this special issue but nonetheless are worth being explored for a fuller understanding of the “social” in mathematics education. 相似文献
10.
Kurt Hahn’s moral equivalent of war 总被引：1，自引：0，他引：1
Lodewijk van Oord 《牛津教育评论》2013,39(3):253-265
Kurt Hahn’s educational thought is less well‐known than the educational institutions he established. This article analyses Hahn’s educational ideas through a reading of his speeches and limited writings, and sketches the historical context in which these ideas developed. Although his aristocratic background resulted in a thoroughly conservative worldview, he developed a largely progressive educational practice focusing on active ‘Samaritan service’ and experiential learning, enabling students to discover the Christian purpose of life. Hahn’s notion of Samaritan service has been adopted, in secularised form, by the International Baccalaureate, and it is here where his lasting contribution to primary and secondary education lies. 相似文献
11.
《Journal of moral education》2012,41(4):443-459
This paper presents three studies exploring the relationship between emotional responses to classic cognitive developmental moral dilemmas and moral reasoning indices as measured by the Defining Issues Test (DIT). Each study indicated that certain moral dilemmas elicit varying levels of anger and sadness as compared to a neutral baseline. In each study, decreased moral reasoning was observed in those instances where reports in both sadness and anger were high following a dilemma. This did not occur, however, in those instances where only sadness or anger was high following a dilemma. Affective inductions prior to taking the DIT (study 3) did not impact trends beyond that found for individual moral dilemmas in studies 1 and 2. Although certain dilemmas elicited affective states that temporarily influenced reasoning, in general participants’ reasoning levels stayed consistent across dilemmas. Results are discussed in terms of the role of affect on the moral judgment process. 相似文献
12.
作为moral reasonability的道德理性及其优先性 总被引：1，自引：0，他引：1
马永翔 《北京师范大学学报(社会科学版)》2009,(4)
通行的"道德理性"概念的所指及有效性并未局限在理论范围,还必然地延展到实践领域。对于其丰富内含,植根于西方传统形而上学的reason和rationality却不能给予充分表达。基于这两个概念的一些西方传统道德哲学(如康德的道义论)看起来至高至远,其实并不具有经验或实践层面的可普遍化性,因而在实际生活中难免走向反面。研究发现,如果使用英文词moral reasonability来理解和解释道德理性,或可弥补上述欠缺。因为,相较而言,这后一概念蕴含有一种着眼于"探究原因、提供理由"的最低限度的道德要求或"超底线准则",作为一种形式性的"前道德立场",它更易于落实到现实生活。这个概念不仅能够表达出道德理性中被前两个概念所忽略的含义,而且因为其历史特点具有优先性。 相似文献
13.
14.
Wayne Melville 《Cultural Studies of Science Education》2013,8(1):237-244
This commentary considers two lines of inquiry into the work of Ideland and Malmberg: the role of discourse in shaping teachers’ responses to Roberts’ (2011) Visions of Science and the moral imperatives that will accompany any shifts between Vision I and II. Vision I of science has accreted to itself great power and prestige, both of which shape notions of a ‘good’ science education. Any shift towards Vision II will require serious engagement in a Foucaultian discourse into the issues of power, inclusion and exclusion that Ideland and Malmberg describe. Similarly, the moral imperatives that arise require courage to both contest the status quo in science education, and develop a reasoned, morally defensible, response to the challenge that Vision II is really a form of ideological activism. 相似文献
15.
16.
Andrew Stables 《Educational Philosophy and Theory》2018,50(14):1568-1569
17.
Mustafa Sami Topcu 《欧洲师范教育杂志》2011,34(1):99-125
The purpose of the present study was to explore the relationships among Turkish elementary student teachers’ epistemological beliefs and moral reasoning, and to determine which types of epistemological beliefs elementary student teachers exhibit. The findings of the present study demonstrated that epistemological beliefs did not make a unique contribution to moral reasoning and student teachers’ epistemological beliefs developed as more or less independent beliefs. The factor analyses results suggest that multidimensional theory is more appropriate than unidimensional theory in explaining student teachers’ epistemological beliefs. 相似文献
18.
Marvin W. Berkowitz 《Cultura y Educación》2013,25(15):39-46
Sin lugar a dudas, el estilo de comunicación de los padres influye en el desanollo del razonamiento moral de sus hijos. En este artículo se presentan las conclusiones de diversas investigaciones realizadas al respecto, mostrando cómo las pautas de comunicación familiar reflejan el «estadio» familiar de razonamiento moral y desarrollando, además, un modelo de tratamiento de temas morales entre compañeros de clase denominado discusión transactiva. 相似文献
19.
《Journal of moral education》2012,41(4):505-517
In recent years, Cambodia has transitioned from a communist state to a liberal democracy following market economic practices. Transition in the political economy has, in turn, influenced education and, more specifically, moral education. In this article, I define moral education more broadly than many, as additionally dedicated to the preparation of students ideologically for participation in, or opposition to, political and economic movements at the world level. During successive communist regimes (Democratic Kampuchea, 1975–1979, and the People's Republic of Kampuchea, 1979–1989), Cambodian governments used education to prepare ‘new’ men and women capable of participation in, or withdrawal from, the international socialist revolution. Beyond advancing ways of thinking and acting appropriate in contemporary Cambodian society, moral education in the State of Cambodia (1989–1993) and the Kingdom of Cambodia (1993–present) is preparing students for participation in the world to which democratization and liberalization have led. 相似文献
20.
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