Children's Reasoning about Moral Decisions and Emotions: Does Race Matter?

2010 ◽  
Author(s):  
Drika Makariev ◽  
Kristin H. Lagattuta
Keyword(s):  
Noûs ◽  
1988 ◽  
Vol 22 (1) ◽  
pp. 89 ◽  
Author(s):  
Holly M. Smith
Keyword(s):  

2021 ◽  
Vol 27 (4) ◽  
Author(s):  
Francisco Lara

AbstractCan Artificial Intelligence (AI) be more effective than human instruction for the moral enhancement of people? The author argues that it only would be if the use of this technology were aimed at increasing the individual's capacity to reflectively decide for themselves, rather than at directly influencing behaviour. To support this, it is shown how a disregard for personal autonomy, in particular, invalidates the main proposals for applying new technologies, both biomedical and AI-based, to moral enhancement. As an alternative to these proposals, this article proposes a virtual assistant that, through dialogue, neutrality and virtual reality technologies, can teach users to make better moral decisions on their own. The author concludes that, as long as certain precautions are taken in its design, such an assistant could do this better than a human instructor adopting the same educational methodology.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jenny McDonald ◽  
Jane Graves ◽  
Neeshaan Abrahams ◽  
Ryan Thorneycroft ◽  
Iman Hegazi

Abstract Background Whereas experience and cognitive maturity drives moral judgement development in most young adults, medical students show slowing, regression, or segmentation in moral development during their clinical years of training. The aim of this study was to explore the moral development of medical students during clinical training. Methods A cross-sectional sample of medical students from three clinical years of training were interviewed in groups or individually at an Australian medical school in 2018. Thematic analysis identified three themes which were then mapped against the stages and dimensions of Self-authorship Theory. Results Thirty five medical students from years 3–5 participated in 11 interviews and 6 focus groups. Students shared the impacts of their clinical experiences as they identified with their seniors and increasingly understood the clinical context. Their accounts revealed themes of early confusion followed by defensiveness characterised by desensitization and justification. As students approached graduation, some were planning how they would make moral choices in their future practice. These themes were mapped to the stages of self-authorship: External Formulas, Crossroads and Self-authorship. Conclusions Medical students recognise, reconcile and understand moral decisions within clinical settings to successfully reach or approach self-authorship. Curriculum and support during clinical training should match and support this progress.


2017 ◽  
Vol 24 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Tom Farsides ◽  
Paul Sparks ◽  
Donna Jessop
Keyword(s):  

2017 ◽  
Vol 15 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Ylva Ferstl ◽  
Elena Kokkinara ◽  
Rachel Mcdonnell

2020 ◽  
Author(s):  
Alexander Behnke ◽  
Diana Armbruster ◽  
Anja Strobel

Safeguarding the rights of minorities is crucial for just societies. However, there are conceivable situations were minority rights might seriously impede the rights of the majority. Favoring the minority in such cases constitutes a violation of utilitarian principles. To investigate the emotional, cognitive, and punitive responses of observers of such utilitarian rule transgressions, we conducted an online study with 1004 participants. Two moral scenarios (vaccine policy and epidemic) were rephrased in the third-party perspective. In both scenarios the protagonist opted against the utilitarian option which resulted in more fatalities in total, but avoided harm to a minority. The scenarios varied in whether the minority would have been harmed accidentally or deliberate. The majority of participants chose not to punish the scenarios’ protagonists at all. However, 30.5% judged that protecting the minority over the interests of the majority when only accidental harm would have occurred (vaccine policy) was worthy of punishment. In comparison, only 11.5% opted to punish a protagonist whose decision avoided deliberate harm to a minority at the cost of the majority (epidemic). Emotional responses and appropriateness ratings paralleled these results. Furthermore, complex personality × situation interactions revealed the influence of personality features, i.e., psychopathy, empathy, altruism, authoritarianism, need for cognition and faith in intuition, on participants’ responses. The results further underscore the need to consider the interaction of situational features and inter-individual differences in moral decisions and sense of justice.


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