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Morality

About: Morality is a research topic. Over the lifetime, 22623 publications have been published within this topic receiving 545733 citations. The topic is also known as: moral & morals.


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Journal ArticleDOI
TL;DR: Within a broad sample of participants, it is found that scores on a measure of psychopathy predicted sharply lower scores on the harm and fairness subscales of a measureof moral concern, but showed no relationship with authority, and very small relationships with in group and purity.
Abstract: A long-standing puzzle for moral philosophers and psychologists alike is the concept of psychopathy, a personality disorder marked by tendencies to defy moral norms despite cognitive knowledge about right and wrong. Previously, discussions of the moral deficits of psychopathy have focused on willingness to harm and cheat others as well as reasoning about rule-based transgressions. Yet recent research in moral psychology has begun to more clearly define the domains of morality, encompassing issues of harm, fairness, loyalty, authority, and spiritual purity. Clinical descriptions and theories of psychopathy suggest that deficits may exist primarily in the areas of harm and fairness, although quantitative evidence is scarce. Within a broad sample of participants, we found that scores on a measure of psychopathy predicted sharply lower scores on the harm and fairness subscales of a measure of moral concern, but showed no relationship with authority, and very small relationships with ingroup and purity. On a measure of willingness to violate moral standards for money, psychopathy scores predicted greater willingness to violate moral concerns of any type. Results are further explored via potential mediators and analyses of the two factors of psychopathy.

165 citations

Journal ArticleDOI
TL;DR: NuccI et al. as discussed by the authors found that the responses of both teachers and children to social conventional events differed from their responses to moral events, and that the teacher and child forms of response to transgression changed with child age.
Abstract: NuccI, LARRY P., and Nucci, MARIA SANTIAGO. Children's Social Interactions in the Context of Moral and Conventional Transgressions. CHILD DEVELOPMENT, 1982, 53, 403-412. Observations were made in 10 schools at the second, fifth-, and seventh-grade levels of the forms of responses teachers and children provided to moral and social conventional transgressions. A total of 439 moral and 1,045 social conventional events were observed. It was found that the responses of both teachers and children to social conventional events differed from their responses to moral events. Children were much more likely to respond to moral events than to conventional events. Their responses to moral events revolved around the intrinsic (hurtful or unjust) consequences of the actions upon victims. Children's responses to conventional transgressions focused on aspects of the social order (that is, rules, normative expectations). Children showed an increased tendency to respond to convention with age. Teachers were more likely to respond to social conventional than to moral events. Their responses to the two forms of transgression complemented the responses made by children. Both the teacher and child forms of response to transgression changed with child age. In a second aspect of the study it was found, through interviews of children about ongoing events, that the children made a conceptual discrimination between the observed moral and conventional events.

165 citations

Book
01 Jan 2007
TL;DR: In this paper, a formidable display of boundary-breaking scholarship, drawing upon the domains of philosophy, education and psychology, KristjAin Kristj Ainsson analyses and dispels myriad misconceptions about Aristotle's views on morality, emotions and education, including the claims of the emotional intelligence theorists that they have revitalised Aristotle's message for the present day.
Abstract: What can Aristotle teach us that is relevant to contemporary moral and educational concerns? What can we learn from him about the nature of moral development, the justifiability and educability of emotions, the possibility of friendship between parents and their children, or the fundamental aims of teaching? The message of this book is that Aristotle has much to teach us about those issues and many others. In a formidable display of boundary-breaking scholarship, drawing upon the domains of philosophy, education and psychology, KristjAin KristjAinsson analyses and dispels myriad misconceptions about Aristotle’s views on morality, emotions and education that abound in the current literature - including the claims of the emotional intelligence theorists that they have revitalised Aristotle’s message for the present day. The book proceeds by enlightening and astute forays into areas covered by Aristotle’s canonical works, while simultaneously gauging their pertinence for recent trends in moral education. This is an arresting book on how to balance the demands of head and heart: a book that deepens the contemporary discourse on emotion cultivation and virtuous living and one that will excite any student of moral education, whether academic or practitioner.

165 citations

BookDOI
01 Jan 1996
TL;DR: In this article, Reed, Reed, and Reed, Selves, Values, Cultures, I.C. Uzgiris, Together and Apart: The Enactment of Values in Infancy, and Nucci, Morality and the Personal Sphere of Actions.
Abstract: Contents: Preface. E.S. Reed, Selves, Values, Cultures. I.C. Uzgiris, Together and Apart: The Enactment of Values in Infancy. L.P. Nucci, Morality and the Personal Sphere of Actions. S.M. Okin, The Gendered Family and the Development of a Sense of Justice. E. Turiel, Equality and Hierarchy: Conflict in Values. L. Ross, A. Ward, Naive Realism in Everyday Life: Implications for Social Conflict and Misunderstanding. T. Brown, Values, Knowledge, and Piaget.

165 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20231,329
20222,639
2021652
2020815
2019825
2018831