Moral Reasoning, Moral Motivation and Informed Social Reflection

2013 ◽  
pp. 551-565 ◽  
Author(s):  
Janet Kwok ◽  
Robert L. Selman
2006 ◽  
Vol 35 (3) ◽  
pp. 387-406 ◽  
Author(s):  
Kelly R. Morton ◽  
Joanna S. Worthley ◽  
John K. Testerman ◽  
Marita L. Mahoney

2017 ◽  
Vol 14 (1) ◽  
pp. 48-72 ◽  
Author(s):  
Toby Svoboda

Moral error theorists hold that morality is deeply mistaken, thus raising the question of whether and how moral judgments and utterances should continue to be employed. Proposals include simply abolishing morality (Richard Garner), adopting some revisionary fictionalist stance toward morality (Richard Joyce), and conserving moral judgments and utterances unchanged (Jonas Olson). I defend a fourth proposal, namely revisionary moral expressivism, which recommends replacing cognitivist moral judgments and utterances with non-cognitivist ones. Given that non-cognitivist attitudes are not truth apt, revisionary expressivism does not involve moral error. Moreover, revisionary expressivism has the theoretical resources to retain many of the useful features of morality, such as moral motivation, moral disagreement, and moral reasoning. Revisionary expressivism fares better than the three major alternatives in both avoiding moral error and preserving these useful features of morality. I also show how this position differs from the “revolutionary expressivism” of Sebastian Köhler and Michael Ridge.


2010 ◽  
Vol 19 (4) ◽  
pp. 433-445 ◽  
Author(s):  
BRUCE MAXWELL ◽  
ERIC RACINE

Biomedical ethics is an essential part of the medical curriculum because it is thought to enrich moral reflection and conduce to ethical decisionmaking and ethical behavior. In recent years, however, the received idea that competency in moral reasoning leads to moral responsibility “in the field” has been the subject of sustained attention. Today, moral education and development research widely recognize moral reasoning as being but one among at least four distinguishable dimensions of psychological moral functioning alongside moral motivation, moral character, and moral sensitivity. In a reflection of this framework, medical educators and curriculum planners repeatedly advance the idea that educators should be concerned with supporting empathy, and this, very often, as a means of improving on and broadening medical ethics education’s traditional focus on moral reasoning.


2019 ◽  
Vol 42 ◽  
Author(s):  
Mark Alfano

Abstract Reasoning is the iterative, path-dependent process of asking questions and answering them. Moral reasoning is a species of such reasoning, so it is a matter of asking and answering moral questions, which requires both creativity and curiosity. As such, interventions and practices that help people ask more and better moral questions promise to improve moral reasoning.


1980 ◽  
Vol 25 (12) ◽  
pp. 1000-1000
Author(s):  
WILLIAM J. WINSLADE
Keyword(s):  

1992 ◽  
Vol 37 (7) ◽  
pp. 695-696
Author(s):  
John Snarey ◽  
Steven M. Thomas
Keyword(s):  

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