Topic
Social cognitive theory of morality
About: Social cognitive theory of morality is a research topic. Over the lifetime, 5842 publications have been published within this topic receiving 250337 citations.
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TL;DR: The authors argue that the object of study of much recent work is not morality but a "science" that can and can't claim to have discovered about morality, and they point out that the focus of recent moral psychology and neuroscience research is not on morality but neuroscience.
Abstract: In this article I ask what recent moral psychology and neuroscience can and can’t claim to have discovered about morality. I argue that the object of study of much recent work is not morality but a...
54 citations
TL;DR: It is concluded, in optimistic agreement with Railton, that progress in moral philosophy depends on having a better understanding of the mechanisms behind the authors' moral intuitions, and that a computational perspective on moral learning underscores these conclusions.
54 citations
TL;DR: This paper provided an analysis of moral emotions from an attributional point of view, guided by the metaphors of man as a naive scientist (Heider, 1958) and as a moral judge (Weiner, 2006).
Abstract: This article provides an analysis of moral emotions from an attributional point of view, guided by the metaphors of man as a naive scientist (Heider, 1958) and as a moral judge (Weiner, 2006). The theoretical analysis focuses on three concepts: (a) The distinction between the actor and the observer, (b) the functional quality of moral emotions, and (c) the perceived controllability of the causes of events. Moral emotions are identified (admiration, anger, awe, contempt, disgust, elevation, embarrassment, envy, gratitude, guilt, indignation, jealousy, pity, pride, rage, regret, remorse, resentment, respect, schadenfreude, scorn, shame, and sympathy). A classification of these moral emotions is suggested and the empirical evidence briefly summarized. In discussing our results, we identify unresolved issues awaiting further analyses and research.
54 citations
TL;DR: Preschoolers' and adults' perceptions of moral beliefs alongside facts and opinions are examined, revealing the perception that disagreements about widely shared moral beliefs have only one right answer while disagreements about controversial moral beliefs do not emerges relatively early.
54 citations
TL;DR: In this paper, a new model for moral education is proposed, which is based on emotional guidance and observation-based tasks, and the development of empathy as a foundation for educating for compassion.
Abstract: We propose compassion as a new model for moral education. The insufficiency of Kohlberg's cognitive model for such education is shown, as is the absence of compassion in dialogical ethics. We review briefly some authors who have treated the theme of compassion and propose the development of empathy as a foundation for educating for compassion. Specifically, we propose emotional guidance and observation-based tasks. Socio-affective experiences, the acquisition of social skills and the awakening of moral awareness are resources which enable the development of empathy. To put oneself in someone else's place, feel for them, sympathize with them, is not merely the result of an exclusive intellectual exercise; rather it is linked to a moral sensibility. A moral engagement, a moral stance in the face of tragedy, requires compassion for the commitment to be effective. To educate in compassion is to educate for a moral life.
54 citations