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Part II: There`s more to morality than harm and fairness Central
Part II: There`s more to morality than harm and fairness Central

... the human mind, which explains why they often take similar forms on different continents. I was particularly drawn to a new theory of morality Shweder had developed based on his research in Orissa (which I described in chapter 1). After he published that study, he and his colleagues continued to ana ...
The Splendor of Truth (Veritatis Splendor, John Paul II)
The Splendor of Truth (Veritatis Splendor, John Paul II)

... This morality teaching method presents students with various predicaments that call for moral choices. It then presents several moral systems including Christian morality as if all the systems were equally acceptable. Each student is asked to reflect on the situation and choose whichever system they ...
Introduction to Moral Reasoning in Sport
Introduction to Moral Reasoning in Sport

... Introduction to Moral Reasoning in Sport ...
Legalism. Anti
Legalism. Anti

... • Dr. Fox had an elderly woman patient, Mary, who was suffering from severe rheumatoid arthritis. Mary’s joints were so inflamed and swollen that she was totally bedridden, and spent most of her waking hours in pain, despite the pain relieving medication. She confided in her two sons who regularly ...
Ethical subjectivism, also called moral subjectivism, is a
Ethical subjectivism, also called moral subjectivism, is a

... Ethical subjectivism, also called moral subjectivism, is a philosophical theory that suggests moral truths are determined on an individual.It holds that there are no objective moral properties and that ethical statements are illogical because they do not express immutable truths. This makes ethical ...
An Empirical Perspective on the Mencius
An Empirical Perspective on the Mencius

... Metaphors for Moral Development Mencius: growth of sprouts. For example: 2A6: The reason why I say that humans all have hearts that are not unfeeling toward others is this. Suppose someone suddenly saw a child about to fall into a well: everyone in such a situation would have a feeling of alarm and ...
Shafer-Landua and Ethical Subjectivism - K
Shafer-Landua and Ethical Subjectivism - K

... 2. Either He does so because these are the right rules, or not. 3. Suppose not. 4. Then God’s commands are arbitrary, and supply no authoritative moral reasons for actions (at most the reasons are prudential—one serve’s one’s best interests by obeying them; but there is no reason to think disobedien ...
Lecture 1/15: II. Introduction to Applied Ethics
Lecture 1/15: II. Introduction to Applied Ethics

... people, "What does ethics mean to you?" Among their replies were the following: "Ethics has to do with what my feelings tell me is right or wrong." "Ethics has to do with my religious beliefs.“ "Being ethical is doing what the law requires." "Ethics consists of the standards of behavior our society ...
BEHAVIORAL ETHICS
BEHAVIORAL ETHICS

... McFerran, Aquino, and Duffy (this issue) examine moral personality and moral identity as precursors of moral awareness (i.e., being high in integrity). Integrity is operationalized as a stable and salient concern for living an ethical life and thus is tantamount to being chronically morally aware. F ...
Kants ethics and suicide show
Kants ethics and suicide show

... But many would disagree with his claim that whether or not someone feels an emotion such as ‘compassion’ is irrelevant to our assessment of moral actions. For Kant the only acceptable motive for moral action was a sense of duty. ...
Introduction A Pluralistic Approach to Moral Theory Excerpted from
Introduction A Pluralistic Approach to Moral Theory Excerpted from

... each provides a check on the other two. We don’t–at least not always–view conflict among the three branches as a bad thing. Indeed, such a system of overlapping and at times conflicting responsibilities is a way of hedging our bets. If we put all of our hope in only one of the branches of government ...
CONFUCIUS AND KANT OR THE ETHICS OF DUTY
CONFUCIUS AND KANT OR THE ETHICS OF DUTY

... longer obey, then politeness, intelligence and fidelity towards duty are neglected, the social order leads to anarchy, and nature itself is affected. Then, the universe turns into the real chaos. Immanuel Kant thinks that perfection is similar to holiness, it is not a gift given to any rational indi ...
Moral Theory - Academic Resources at Missouri Western
Moral Theory - Academic Resources at Missouri Western

... Asst. Professor of Philosophy Missouri Western State University ...
Ethics and Business
Ethics and Business

... • Business Ethics class is not aim simply to help you to learn about ethics, but aim to help you do ethics. That is, The goal of Business ethics is to help each of us become more ethical and help us all to create and promote ethical institutions. Copyright © 2012 Pearson Education, Inc. All rights r ...
hong kong baptist university
hong kong baptist university

... COURSE INTENDED LEARNING OUTCOMES (CILOS) CILO No. ...
boss1_ppt_ch_09
boss1_ppt_ch_09

... answers. Most college freshmen are at this stage. By substituting wider norms and laws for peer group culture, a process known as cultural relativism, people move to the second conventional stage. Most Americans are at this stage of moral development, which involves adopting prevailing views rather ...
Chapter 4
Chapter 4

... Stage theories judge people from other cultures based on how closely they resemble westerners People from many cultures prefer own groups and rate them more positively than outsiders Piaget theory emphasized several concepts important for cognitive development today “Everyday cognition”: cognition i ...
Identity versus Role Confusion Stage
Identity versus Role Confusion Stage

... • Justice and care are two distinct orientations • Girls are more likely to reason based on care orientation, boys relatively more on justice • Recent research of sex differences suggests North American bias © 2009 Allyn & Bacon Publishers ...
Developmental Psychology Vocabulary
Developmental Psychology Vocabulary

... environmental factors affect psychological development? 30. How does socialization shape children’s beliefs about gender? 31. How do preconventional, conventional, and postconventional stages of moral reasoning differ? 32. What aspects of Kohlber’s model have been supported? What are its limitations ...
Catholic Moral Decision Making
Catholic Moral Decision Making

... Another model of morality is rooted in love. The gospel mandate to love one another, the two great commandments, is the heart of the Beatitudes, the new law Jesus handed down at his Sermon on the Mount. Such love is directed toward others. Love-based morality insists that the love Jesus taught us by ...
ethics
ethics

... invited some Greeks who were present to a conference, and ask them how much money it would take for them to be prepared to eat the corpses of their fathers; they replied that they would not do that for any amount of money. Next, Darius summoned some members of the Indian tribe known as Callatiae, wh ...
Chapter 4
Chapter 4

... contributing factors across the lifespan to help you better understand/deal with the situation? • What biological, social, cognitive factors are at work here? ...
Moral Reasoning
Moral Reasoning

... business every day. It’s a generally moral action, or that the distributiors of defective merchandise see the greatest good for the greatest number in the crapshoot they play with their products. To every manager faced with the choice of honoring the general good or of honoring his own good by incre ...
lecture
lecture

... • Kant’s main insight is this: If all men are rational and morality is rooted in reason, then morality will have the same content for all and make the same demand on everyone. Perfectly objective moral theory… ...
File
File

... Usefulness of Kohlberg’s theory  Helps us understand how our moral capabilities develop  Reveals how we can become increasingly sophisticated and critical in our understanding of moral standards we hold  People generally progress through the stages in the same sequence and not everyone progresse ...
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Lawrence Kohlberg

Lawrence Kohlberg (/ˈkoʊlbərɡ/; October 25, 1927 – January 19, 1987) was an American psychologist best known for his theory of stages of moral development. He served as a professor in the Psychology Department at the University of Chicago and at the Graduate School of Education at Harvard University. Even though it was considered unusual in his era, he decided to study the topic of moral judgment, extending Jean Piaget's account of children's moral development from twenty-five years earlier. In fact, it took Kohlberg five years before he was able to publish an article based on his views. Kohlberg's work reflected and extended not only Piaget's findings but also the theories of philosophers George Herbert Mead and James Mark Baldwin. At the same time he was creating a new field within psychology: ""moral development"". Scholars such as Elliot Turiel and James Rest have responded to Kohlberg's work with their own significant contributions. In an empirical study by Haggbloom et al. using six criteria, such as citations and recognition, Kohlberg was found to be the 30th most eminent psychologist of the 20th century.
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