Topic
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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TL;DR: It is demonstrated how both the production and presentation of scientific information in an evidence-based decision-support contain implicit presuppositions and values, which pre-structure the moral environment of the clinical process of decision-making.
Abstract: This paper challenges the traditional assumption that descriptive and prescriptive sciences are essentially distinct by presenting a study on the implicit normativity of the production and presentation of biomedical scientific facts within evidence-based medicine. This interdisciplinary study serves as an illustration of the potential worth of the concept of implicit normativity for bioethics in general and for integrated empirical ethics research in particular. It demonstrates how both the production and presentation of scientific information in an evidence-based decision-support contain implicit presuppositions and values, which pre-structure the moral environment of the clinical process of decision-making. As a consequence, the evidence-based decision support did not only support the clinical decision-making process; it also transformed it in a morally significant way. This phenomenon undermines the assumption within much of the literature on patient autonomy that information disclosure is a conditional requirement before patient autonomy even starts; patient autonomy is already influenced during the production and presentation of information. These results imply an increased responsibility of those who produce and present evidence-based facts(i.e. scientists in general and physicians in particular). The insights of this study not only involve a different focus on both theory and practice of patient autonomy and informed consent, but they also call for a broader scope of morality than does traditional empirical research in bioethics. The concept of implicit normativity within integrated empirical ethics research calls for a strong cooperation between bioethicists and descriptive scientists, i.e., a cooperation that goes beyond the discipline-specific epistemic values and that takes place during all phases of the research process.
113 citations
01 Jan 2009
TL;DR: Narvaez and Lapsley as mentioned in this paper explored the neurobiological roots of our multiple moralities and developed the development of the moral personality with a focus on the relationship between self-awareness and self-love.
Abstract: Introduction Darcia Narvaez and Daniel K. Lapsley 1. The moral personality Dan P. McAdams 2. The moral functioning of the person as a whole: on moral psychology and personality science Daniel Cervone and Ritu Tripathi 3. Moral science? still metaphysical after all these years Owen Flanagan 4. Pluralism and moral identity David B. Wong 5. Neuroscience and morality: moral judgments, sentiments and values Jorge Moll, Ricardo de Oliveira-Souza and Roland Zahn 6. Triune ethics: the neurobiological roots of our multiple moralities Darcia Narvaez 7. Early foundations: conscience and the development of moral character Ross A. Thompson 8. The development of the moral personality Daniel K. Lapsley and Patrick L. Hill 9. Urban neighborhoods as contexts for moral identity development Daniel Hart and M. Kyle Matsuba 10. Moral personality exemplified Lawrence J. Walker and Jeremy A. Frimer 11. Greatest of the virtues? Gratitude and the grateful personality Robert A. Emmons 12. The elusive altruist: the psychological study of the altruistic personality Gustavo Carlo, Lisa M. PytlikZillig, Scott C. Roesch and Richard A. Dienstbier 13. Growing towards care: a narrative approach to prosocial moral identity and generativity of personality in emerging adulthood Michael Pratt, Mary Louise Arnold and Heather Lawford 14. Moral identity, integrity, and personal responsibility Barry R. Schlenker, Marisa L. Miller and Ryan M. Johnson 15. The dynamic moral self: a social psychological perspective Benoit Monin and Alex H. Jordan 16. The double-edged sword of a moral state of mind Linda J. Skitka and G. Scott Morgan 17. Moral identity in business situations: a social-cognitive framework for understanding moral functioning Karl Aquino and Dan Freeman 18. The moral functioning of mature adults and the possibility of fair moral reasoning Augusto Blasi 19. Moral personality: themes, questions, futures Darcia Narvaez and Daniel K. Lapsley.
112 citations
Journal Article•
TL;DR: In this article, the authors argue that for many teacher actions, personal reasons are subordinate to external standards and that the scope of these actions is much broader than people often assume, and that providing acceptable justification requires the existence of a community to both set standards for adequacy and determine a set of rules for guidance.
Abstract: What teachers do is neither natural nor necessary but based on choice. Since choice may harden into custom or dissipate into whim, one asks for justification; it is a way of assuring that teaching will periodically pass muster. In justifying their actions, people give reasons. For teachers, personal reasons can be appropriate when explaining a given action to others, but they carry less weight in considering the wisdom of an action or decision. In other words, some contexts call for explanation and others for justification. When one wants to understand why someone did something, one wants to know what actually motivated him or her; but if one wants to know whether what was done was right, one wants to hear and assess justifications. Here it is important that the reasons be good reasons, and it becomes less important whether they were operating at the time. The question, then, is what counts as good reasons in teaching. I argue that for many teacher actions, personal reasons are subordinate to external standards and that the scope of these actions is much broader than people often assume. Providing acceptable justification requires the existence of a community to both set standards for adequacy and determine a set of rules for guidance. The role obligations of teachers as members of such a community forge bonds that not only ensure compliance but generate effort and involvement.
112 citations
TL;DR: This paper propose a character-based redefinition of the moral domain that reintegrates moral development with the development of the self and of values, taking advantage of the insights into these areas of development afforded by the interactivist framework.
112 citations
Book•
20 Dec 2002
TL;DR: In this paper, the question that won't go away Science and Meaning Something rather than nothing A religious question? Meaning after God Man the Measure of All things? Variety, MEaning and Evaluation What Meaningfulness implies Meaning and Morality Humanity and Openess Chapter 2 The Barrier to Meaning The Void The Challenge of Modernity The Shadow of Darwin Science, Religion and Meaning Evolution and 'Blind' Forces The 'Nastiness' of the Evolutionary Mechanism Matter and Surplus Suffering The Character of the Cosmos Chapter 3 Meaning, Vulnerability and hope Morality and Achievement Fut
Abstract: Preface Chapter 1 The Question The question that won't go away Science and Meaning Something rather than nothing A Religious question? Meaning after God Man the Measure of All things? Variety, MEaning and Evaluation What Meaningfulness implies Meaning and Morality Humanity and Openess Chapter 2 The Barrier to Meaning The Void The Challenge of Modernity The Shadow of Darwin Science, Religion and Meaning Evolution and 'Blind' Forces The 'Nastiness' of the Evolutionary Mechanism Matter and Surplus Suffering The Character of the Cosmos Chapter 3 Meaning, Vulnerability and Hope Morality and Achievement Futility and Fragility Religion and the Buoyancy of the Good Vulnerability and Finitude Spirituality and Inner Change Doctrine and Praxis From Praxis to FAith Coda: Intimations of Meaning
112 citations