The Reasonable Heart: Mary Wollstonecraft's View of the Relation Between Reason and Feeling in Morality, Moral Psychology, and Moral Development

Hypatia ◽  
1998 ◽  
Vol 13 (1) ◽  
pp. 78-117 ◽  
Author(s):  
Susan Khin Zaw
Keyword(s):  
Moral Development ◽  
Moral Education ◽  
Moral Psychology ◽  
Moral Philosophy ◽  
Development Failure

Wollstonecraft's early works express a coherent view of moral psychology, moral education and moral philosophy which guides the construction of her early fiction and educational works. It includes a valuable account of the relation between reason and feeling in moral development. Failure to recognize the complexity and coherence of the view and unhistorical readings have led to mistaken criticisms of Wollstonecraft's position. Part I answers these criticisms; Part II describes and textually supports her view.

Twenty-First-Century Magnanimity

2019 ◽  
pp. 266-291
Author(s):  
Kristján Kristjánsson
Keyword(s):  
Moral Development ◽  
Virtue Ethics ◽  
Moral Education ◽  
Moral Psychology ◽  
Moral Philosophy ◽  
Well Being ◽  
First Century ◽  
Subjective Well Being ◽  
Self Transcendence ◽  
The Relationship

Aristotelianism is all the rage in contemporary virtue ethics. Yet given how anachronistic Aristotle’s account of the meta-virtue of megalopsychia seems to be, there is a tendency to pass over it in silence. This chapter argues against such a move and maintain that Aristotle’s ideal can help illuminate a number of contemporary debates. In moral psychology, megalopsychia helps mediate between realist and anti-realist conceptions of selfhood. In moral education, megalopsychia casts light on the levels of moral development to which we can aspire through the cultivation of character, as well as the necessary individualization of education in virtue. In moral philosophy, megalopsychia helps crystallize debates about role moralities and the demands of noblesse oblige; the relationship between objective and subjective well-being; and to what extent contemplation and self-transcendence enter into well-being. This chapter provides a whistle-stop tour of those topics and explains the lessons Aristotle’s account of megalopsychia can teach us about them.

The Philosophy of Moral Development

2007 ◽  
Vol 12 (1) ◽  
pp. 71-86
Author(s):  
Anna Abram
Keyword(s):  
Moral Development ◽  
Virtue Ethics ◽  
Moral Psychology ◽  
Moral Philosophy ◽  
Developmental Psychology ◽  
Philosophy Of Education ◽  
Moral Failure ◽  
Personal Interaction ◽  
Interdisciplinary Study

This article presents a view of moral development based on the interdisciplinary study of moral psychology and virtue ethics. It suggests that a successful account of moral development has to go beyond what the developmental psychology and virtue ethics advocate and find ways of incorporating ideas, such as “moral failure” and “unpredictability of life.” It proposes to recognize the concept of moral development as an essential concept for ethics, moral philosophy and philosophy of education, and as a useful tool for anyone who wants to engage constructively in dialogues of religions, cultures and personal interaction.

scholarly journals Pinocchios hjerte: En kantiansk lesning av historien om tredukken som ville bli et ekte menneske

2020 ◽  
pp. 65-94
Author(s):  
Jon Vegard Hugaas
Keyword(s):  
Moral Development ◽  
Moral Education ◽  
Moral Philosophy ◽  
Moral Agent ◽  
Human Condition ◽  
Growing Up ◽  
Good Agent ◽  
The Human Condition

This chapter offers a closer reading of Collodi’s Pinocchio (2002) through the lens of Kant’s moral philosophy. It explores how the story thematizes important moral aspects of growing up, and it considers the story’s suitability in moral education. The first parts offer an analysis of Pinocchio against the backdrop of a short outline of central ideas in Kant’s account of the human condition. This shows how Collodi’s story evolves around two central questions: What is required in order to be a moral agent, and how does one become a morally good agent? The next part shows that Collodi’s own answers to these two questions support the claim that Pinocchio is a “Bildungsroman” and that the conception of moral development in the story is Kantian. The final parts address the challenge of the moral paradox to the possibility of moral education and argues the suitability of Pinocchio in moral education as a basis for interpretation of life from a child’s perspective.

Nietzsche and Contemporary Ethics

2020 ◽  
Author(s):  
Simon Robertson
Keyword(s):  
Moral Psychology ◽  
Moral Philosophy ◽  
Practical Reason ◽  
Value Theory ◽  
Critical Assessment ◽  
Normative Ethics ◽  
Ethical Thought ◽  
Normative Authority ◽  
Moral Theories ◽  
Principal Parts

Nietzsche is one of the most subversive ethical thinkers of the Western canon. This book offers a critical assessment of his ethical thought and its significance for contemporary moral philosophy. It develops a charitable but critical reading of his thought, pushing some claims and arguments as far as seems fruitful while rejecting others. But it also uses Nietzsche in dialogue with, so to contribute to, a range of long-standing issues within normative ethics, metaethics, value theory, practical reason, and moral psychology. The book is divided into three principal parts. Part I examines Nietzsche’s critique of morality, arguing that it raises well-motivated challenges to morality’s normative authority and value: his error theory about morality’s categoricity is in a better position than many contemporary versions; and his critique of moral values has bite even against undemanding moral theories, with significant implications not just for rarefied excellent types but also us. Part II turns to moral psychology, attributing to Nietzsche and defending a sentimentalist explanation of action and motivation. Part III considers his non-moral perfectionism, developing models of value and practical normativity that avoid difficulties facing many contemporary accounts and that may therefore be of wider interest. The discussion concludes by considering Nietzsche’s broader significance: as well as calling into question many of moral philosophy’s deepest assumptions, he challenges our usual views of what ethics itself is—and what it, and we, should be doing.

scholarly journals Technology of Use of Hadith Examples in Spiritual and Moral Education of Students

2021 ◽  
Vol 04 (11) ◽  
Author(s):  
Asror Samiev ◽  
Keyword(s):  
Moral Development ◽  
Moral Education ◽  
Education Of Students

This article is mainly aimed at reinforcing education and humanity in the process of spiritual and moral development during the globalization, mainly in the course of the current scientific and technological tendencies, and their solution of the use of hadith examples in educational classes. The information included and the use of harmoniously developed generation is illuminated with examples of the current issues.

Methodological support for spiritual and moral education at various age stages of development

2021 ◽  
pp. 34-41
Author(s):  
А.V. Ivanov ◽  
Keyword(s):  
Moral Development ◽  
Children And Adolescents ◽  
Moral Education ◽  
Role Playing ◽  
Preschool Age ◽  
Evolutionary Development ◽  
Self Awareness ◽  
Educational Work ◽  
Role Playing Games ◽  
New Education

Researched are problems of spiritual and moral education of children and adolescents at various age stages, identifying the content and methods of their spiritual and moral development. The following age periods are considered: preschool age, primary school age, adolescence and adolescence, taking into account the leading activity (according to L.S. Vygotsky and D.B. Elkonin), the level of intellectual and moral development (L. Kohlberg, J. Piaget), self-awareness. The age characteristics of children and adolescents also determine the specific ways of educational work from preschool story-role-playing games to discussions, trainings, conferences, group work in older adolescence and youth. The article presents the content and methods of spiritual and moral education and self-education, areas of activity identified in the course of empirical research. The purpose of spiritual and moral education is aimed at developing spiritual qualities that ensure the development of the spiritual consciousness of children, adolescents and youth in accordance with the tasks of the new education, which characterizes the expansion of consciousness by realizing its relationship with the Cosmos, with the deep processes of the evolutionary development of mankind, overcoming the narrow framework of personal egoistic consciousness. The materials of the article are of practical value for researchers of educational problems, students and also school teachers.

Moral Education

2019 ◽  
pp. 121-148
Author(s):  
Craig Smith
Keyword(s):  
Middle Class ◽  
Moral Education ◽  
Moral Philosophy ◽  
Political Stability ◽  
Moral Science ◽  
Active Pedagogy ◽  
British State ◽  
Forward Looking

This chapter explores how Ferguson used the moral philosophy of chapter 3, based on the moral science of chapter 2, to create a system of education for the rising Scottish middle class. It examines his notion of active pedagogy and his use of stoic and Christian ideas to create a cadre of well-educated and sensible gentlemen who would form the backbone of the British state. The chapter examines Ferguson as a theorist of the modern gentleman rather than the ancient citizen and suggests that he saw institutions as shaped by their personnel. This leads to an account that favours political stability and gradual reform. Ferguson is seen as forward looking educator rather than backward looking nostalgic for Roman citizenship.

The Development of Kant’s Conception of Divine Freedom

2021 ◽  
pp. 295-319
Author(s):  
Patrick Kain
Keyword(s):  
Moral Psychology ◽  
Moral Philosophy ◽  
Philosophical Theology ◽  
Alternative Possibilities ◽  
Divine Nature ◽  
Distinctive Features ◽  
Self Sufficiency ◽  
Lecture Notes ◽  
Divine Freedom ◽  
Perfect World

While several scholars have suggested that Kant’s early engagement with Leibniz’s philosophical theology led Kant to a conception of the divine will that helped to motivate many of the distinctive features of Kant’s mature moral psychology and moral philosophy, commentators have nevertheless neglected and failed to understand Kant’s account of divine freedom and how it functions in his rejection of substance monism, fatalism, and threats to divine self-sufficiency. This chapter examines the development of Kant’s position in a variety of his early and later published works and in his drafts, Reflexionen, and lecture notes. God is conceived of as the ens realissimum, possessing or exemplifying all fundamental realities or perfections, and it is God’s cognition of his own goodness that gives rise to his volition to create the most perfect world. Divine freedom is understood as a rational and autonomous expression of the divine nature itself, without requiring alternative possibilities.

Sign in / Sign up

Export Citation Format

Share Document