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Journal articles on the topic 'Moral Reasoning'

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Published: 4 June 2021
Last updated: 10 March 2023

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1

Scheffler, Israel. "Moral education beyond moral reasoning." New Directions for Child and Adolescent Development 1990, no. 47 (1990): 99–102. http://dx.doi.org/10.1002/cd.23219904713.

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2

Andre, Judith. "Beyond Moral Reasoning." Teaching Philosophy 14, no. 4 (1991): 359–73. http://dx.doi.org/10.5840/teachphil199114463.

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3

Li, Shangxi. "Gender Differences in Moral Development and Moral Reasoning." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1146–52. http://dx.doi.org/10.54097/ehss.v8i.4441.

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Based on Kohlberg's stage theory, this paper reviews the gender and age differences of individuals in moral choice and moral reasoning. Most experimental study did not show significant differences in moral choices at the Kohlberg stage. However, more women have a moral preference for care in moral reasoning. Moreover, women show different moral reasoning for different contexts and give more reactions, which is more flexible and complex. Moreover, older participants placed more emphasis on the morality of justice while younger participants placed more emphasis on the morality of care. Moral reasoning reasoning can become comprehensive and complex with grade level. This paper systematically sorts out the moral differences between men and women by reviewing and summarizing previous empirical research, in order to provide some references for subsequent research. However, previous empirical studies have mostly been based on middle-class samples, so hopefully there will be experiments on a wider sample in the future.
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4

Flanigan, Jessica. "Charisma and Moral Reasoning." Religions 4, no. 2 (April 17, 2013): 216–29. http://dx.doi.org/10.3390/rel4020216.

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5

Sastre Vilarrassa, Genoveva, Montserrat Moreno Marimón, and Mónica Timón Herrero. "Moral reasoning and education." Educar 22 (February 1, 1998): 155. http://dx.doi.org/10.5565/rev/educar.353.

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6

Kim, Yeun Joon, and Chen-Bo Zhong. "Moral Reasoning and Creativity." Academy of Management Proceedings 2016, no. 1 (January 2016): 14090. http://dx.doi.org/10.5465/ambpp.2016.19.

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7

Mower, Deborah. "Teaching Sympathetic Moral Reasoning." Teaching Ethics 8, no. 2 (2008): 1–14. http://dx.doi.org/10.5840/tej2008821.

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8

Mayton, Daniel M., Rhett Diessner, and Cheryl D. Granby. "Nonviolence and Moral Reasoning." Journal of Social Psychology 133, no. 5 (October 1993): 745–46. http://dx.doi.org/10.1080/00224545.1993.9713932.

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9

Sudić, Mislav, Pavle Valerjev, and Josip Ćirić. "Deontic Moral Reasoning Task." Psihologijske teme 28, no. 3 (2019): 483–506. http://dx.doi.org/10.31820/pt.28.3.2.

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Domain theory suggests that moral rules and conventions are perceived differently and elicit a different response. A special procedure was designed to test this hypothesis in a laboratory setting using a deontic reasoning task. The goal was to gain insight into the cognitive and metacognitive processes of deontic reasoning from simple deontic premises. In the 3x2x2 within-subjects design, we varied rule-content (moral, conventional, abstract), rule-type (obligation, permission) and the induced dilemma (punishment dilemma, reward dilemma). Participants (N = 78) were presented with 12 laws. After memorizing a law, eight cases were presented to participants so that they make a quick judgment. Participants were tasked with punishing rule-violators, ignoring rule-conformists, and rewarding rule-supererogation. Response times (RT) and accuracy were measured for each judgment, and final confidence was measured after a set of judgments. No differences were expected between rule-types, except for superior performance for moral content and punishment dilemmas. RT correlated negatively with confidence levels, while accuracy correlated positively. Moral reasoning was more accurate than conventional and abstract reasoning, and produced higher confidence levels. Better performance was found for punishment dilemmas than reward dilemmas, likely due to the presence of a cheater-detection module; but the differences were not found in moral reasoning. Moral reasoning was also independent of rule-type, while conventional and abstract reasoning produced superior performance in obligation-type than in permission-type rules. A large drop-off in accuracy was detected for rules that allowed undesirable behaviour, a phenomenon we termed the "deontic blind spot". However, this blind spot was not present in moral reasoning. Three lines of evidence indicate a qualitative difference between the moral and other deontic domains: (1) performance for moral content was independent of rule-type, (2) moral content produced an equal activation of violator- and altruist-detection modules, and (3) moral content produces higher levels of confidence.
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10

Allen, Jan. "Promoting Preschoolers’ Moral Reasoning." Early Child Development and Care 33, no. 1-4 (January 1988): 171–80. http://dx.doi.org/10.1080/0300443880330113.

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11

Bucciarelli, Monica, and Margherita Daniele. "Reasoning in moral conflicts." Thinking & Reasoning 21, no. 3 (October 27, 2014): 265–94. http://dx.doi.org/10.1080/13546783.2014.970230.

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12

Grcic, Joseph. "Errors in Moral Reasoning." International Journal of Applied Philosophy 10, no. 2 (1996): 59–69. http://dx.doi.org/10.5840/ijap19961028.

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13

Mwamwenda, Tuntufye S. "Graduate Students' Moral Reasoning." Psychological Reports 68, no. 3_suppl (June 1991): 1368–70. http://dx.doi.org/10.2466/pr0.1991.68.3c.1368.

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Kohlberg's theory of moral development states that there are six stages of moral development acquired during childhood and adulthood. To estimate the level of 10 graduate students' development a moral judgement interview, Form A, was administered. Most of this small sample (7 women and 3 men) reasoned at Stage 4, although there were some responses at Stage 6, which, however, were not sufficient for most of these students to sustain the level.
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14

Nokes, Kathleen M. "Rethinking Moral Reasoning Theory." Image: the Journal of Nursing Scholarship 21, no. 3 (September 1989): 172–75. http://dx.doi.org/10.1111/j.1547-5069.1989.tb00126.x.

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15

Furness, H. S. "Medicine and Moral Reasoning." BMJ 309, no. 6960 (October 15, 1994): 1027. http://dx.doi.org/10.1136/bmj.309.6960.1027.

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16

Parsons, Susan. "FEMINISM AND MORAL REASONING." Australasian Journal of Philosophy 64, sup1 (June 1986): 75–90. http://dx.doi.org/10.1080/00048402.1986.9755427.

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17

Oberle, Kathleen. "Measuring Nurses' Moral Reasoning." Nursing Ethics 2, no. 4 (December 1995): 303–13. http://dx.doi.org/10.1177/096973309500200405.

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The purpose of this exploratory study was to examine the possibility of designing a satisfactory method, using written responses to hypotheical scenarios, for evaluating the quality of moral reasoning in student nurses. Scenarios were developed from interviews with practising nurses. Nurses and student nurses provided written responses to the scenarios, and nursing faculty members from six institutions sorted the responses according to their perceptions of quality (i.e. 'best', 'next best', 'worst' etc.). There was very little agreement among faculty members on the quality of the responses. Consequently, it was impossible to develop a 'best' response on which the faculty members could agree. Analysis revealed a framework used by the participants for ethical decision-making. The results of this study have important implications for the way in which we think about the teaching and the evaluation of nursing ethics.
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18

BOEKELOO, BRADLEY O., LISA A. SCHAMUS, and KATHLEEN S. OʼCONNOR. "SEX AND MORAL REASONING." Academic Medicine 73, no. 10 (October 1998): S84–87. http://dx.doi.org/10.1097/00001888-199810000-00054.

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19

KWOLEK, DEBORAH S., AMY V. BLUE, CHARLES H. GRIFFITH, JOHN E. WILSON, and STEVEN A. HAIST. "SEX AND MORAL REASONING." Academic Medicine 73, no. 10 (October 1998): S88–90. http://dx.doi.org/10.1097/00001888-199810000-00055.

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20

SELF, DONNIE J., and DEWITT C. BALDWIN. "SEX AND MORAL REASONING." Academic Medicine 73, no. 10 (October 1998): S91–93. http://dx.doi.org/10.1097/00001888-199810000-00056.

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21

Paulo, Norbert. "Moral Consistency Reasoning Reconsidered." Ethical Theory and Moral Practice 23, no. 1 (November 1, 2019): 107–23. http://dx.doi.org/10.1007/s10677-019-10037-3.

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Abstract Many contemporary ethicists use case-based reasoning to reach consistent beliefs about ethical matters. The idea is that particular cases elicit moral intuitions, which provide defeasible reasons to believe in their content. However, most proponents of case-based moral reasoning are not very explicit about how they resolve inconsistencies and how they abstract principles from judgments about particular cases. The aim of this article is to outline a methodology—called Consistency Reasoning Casuistry—for case-based reasoning in ethics. This methodology draws on Richmond Campbell and Victor Kumar’s naturalistic model for the resolution of inconsistencies between the content of intuitions about particular cases. I argue that reasons similar to those that motivate their model also support a more abstract form of moral reasoning that goes beyond mere resolutions of inconsistencies between case judgments and demands the formulation of more abstract moral norms. Consistency Reasoning Casuistry, it is argued, is a good candidate for a methodology for case-based moral reasoning that is in harmony with paradigms of contemporary moral psychology and that can accommodate the methodology implicit in the work of many contemporary ethicists.
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22

Goldman, Alan H. "Moral reasoning without rules." Mind & Society 2, no. 2 (September 2001): 105–18. http://dx.doi.org/10.1007/bf02512362.

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23

Saunders, Leland F. "What is moral reasoning?" Philosophical Psychology 28, no. 1 (May 17, 2013): 1–20. http://dx.doi.org/10.1080/09515089.2013.801007.

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24

Horty, John F. "Reasoning with Moral Conflicts." Nous 37, no. 4 (December 2003): 557–605. http://dx.doi.org/10.1046/j.1468-0068.2003.00452.x.

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25

Weisz, Arlene N., and Beverly M. Black. "Gender and Moral Reasoning." Journal of Human Behavior in the Social Environment 5, no. 1 (January 2002): 35–52. http://dx.doi.org/10.1300/j137v05n01_03.

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26

Weisz, Arlene N., and Beverly M. Black. "Gender and Moral Reasoning." Journal of Human Behavior in the Social Environment 6, no. 3 (October 2002): 17–34. http://dx.doi.org/10.1300/j137v06n03_02.

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27

MWAMWENDA, TUNTUFYE S. "GRADUATE STUDENTS' MORAL REASONING." Psychological Reports 68, no. 4 (1991): 1368. http://dx.doi.org/10.2466/pr0.68.4.1368-1370.

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28

Conley, Terri D., Rosemary A. Jadack, and Janet Shibley Hyde. "Moral dilemmas, moral reasoning, and genital herpes." Journal of Sex Research 34, no. 3 (January 1997): 256–66. http://dx.doi.org/10.1080/00224499709551892.

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29

Bretzke, James T. "Book Review: Moral Anatomy and Moral Reasoning." Theological Studies 55, no. 2 (June 1994): 375–76. http://dx.doi.org/10.1177/004056399405500225.

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30

Benjamin, Martin. "Moral Reasoning, Moral Pluralism, and the Classroom." Philosophy of Education 61 (2005): 23–36. http://dx.doi.org/10.47925/2005.023.

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31

Goldman, Alan H. "Legal Reasoning as a Model for Moral Reasoning." Law and Philosophy 8, no. 1 (April 1989): 131. http://dx.doi.org/10.2307/3504633.

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32

McCormick-Gendzel, Mary, and Martha Jurchak. "A Pathway for Moral Reasoning in Home for Moral Reasoning in Home Healthcare." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 24, no. 10 (November 2006): 654–61. http://dx.doi.org/10.1097/00004045-200611000-00011.

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33

Jones, C., and Mike McNamee. "Moral Reasoning, Moral Action, and the Moral Atmosphere of Sport." Sport, Education and Society 5, no. 2 (October 2000): 131–46. http://dx.doi.org/10.1080/713696034.

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34

Kurniawan, Heru. "PENALARAN MORAL ANAK DALAM CERITA PADA MAJALAH BOBO DAN HARIAN KOMPAS." Poetika 6, no. 2 (December 31, 2018): 66. http://dx.doi.org/10.22146/poetika.v6i2.39017.

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Children's stories in Bobo Magazine and Kompas Daily represent both levels of praconventional and conventional moral reasoning. From these two levels of moral reasoning, there are three stages of a child's moral reasoning, namely moral reasoning for obedience of punishment, relativist-instrument moral reasoning, and moral reasoning of a good child. Of these three moral reasoning, the dominant moral reasoning of children is the relativist-instrument and the orientation of a good child, while obedience reasoning does not dominate. This shows that mutual moral awareness of children is transactional and existential, namely children are conditioned to do good because they want to get a prize, and awareness of their desire to be good children. With the reality of such children's stories, our children who read children's stories wake up to the realization that I am doing good because of the gifts and awareness to be a good child.
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35

Syahira, Salsabila, and Hazhira Qudsyi. "Family Functioning and Moral Reasoning Among Early Adolescence." Ittishal Educational Research Journal 2, no. 2 (July 31, 2021): 18–26. http://dx.doi.org/10.51425/ierj.v2i2.22.

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This research aimed to test empirically correlation between family functioning and moral reasoning in early adolescents. This research was carried out on 143 primary high-school students in Balikpapan. This research used a quantitative approach with moral reasoning scale and family functioning scale to measure variables. Result of data analysis showed that there was a significant positive correlation between family functioning and moral reasoning. And for the analysis between family functioning and each dimension of moral reasoning, the results were no correlation between family functioning and pre-conventional moral reasoning, family functioning correlate with conventional moral reasoning, and no correlation between family functioning and post-conventional moral reasoning.
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36

Tam, Agnes. "Why Moral Reasoning Is Insufficient for Moral Progress." Journal of Political Philosophy 28, no. 1 (May 7, 2019): 73–96. http://dx.doi.org/10.1111/jopp.12187.

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37

James, Ariel. "The moral continuum: Congruence, consistency, and continuity in moral cognition." Theory & Psychology 27, no. 5 (July 7, 2017): 643–62. http://dx.doi.org/10.1177/0959354317718637.

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This article provides a criticism of the model of fragmented moral cognition, which states that the processes of moral evaluation are fragmented, compartmentalized, and discontinuous at a cognitive level, in accordance with dual process theories of reasoning. Contrary to this view, I argue that the concept of “moral mind” stands for a graded and continuous mechanism of thinking, without functional breaks between intuitive processing and conscious reasoning. Therefore, I suggest that moral cognition is a general psychological process—a moral continuum—that is irreducible to any particular type or style of reasoning.
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38

Croce, Michel. "Moral Understanding, Testimony, and Moral Exemplarity." Ethical Theory and Moral Practice 23, no. 2 (December 9, 2019): 373–89. http://dx.doi.org/10.1007/s10677-019-10051-5.

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AbstractWhile possessing moral understanding is agreed to be a core epistemic and moral value, it remains a matter of dispute whether it can be acquired via testimony and whether it involves an ability to engage in moral reasoning. This paper addresses both issues with the aim of contributing to the current debates on moral understanding in moral epistemology and virtue ethics. It is argued that moral epistemologists should stop appealing to the argument from the transmissibility of moral understanding to make a case for their favorite view of moral understanding. It is also argued that proponents of exemplarist moral theories cannot remain neutral on whether the ability to engage in moral reasoning is a necessary component of moral understanding.
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39

Gasser, Luciano, and Tina Malti. "Children’s and their friends’ moral reasoning." International Journal of Behavioral Development 36, no. 5 (June 26, 2012): 358–66. http://dx.doi.org/10.1177/0165025412448353.

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Friends’ moral characteristics such as their moral reasoning represent an important social contextual factor for children’s behavioral socialization. Guided by this assumption, we compared the effects of children’s and friends’ moral reasoning on their aggressive behavior in a low-risk sample of elementary school children. Peer nominations and teacher reports were used to assess children’s aggressive behavior and friendships. During individual interviews, moral reasoning was measured by justifications following moral judgments and moral emotion attributions. Results revealed that, compared to individuals’ moral reasoning, friends’ moral reasoning was more consistently related to children’s aggressive behavior. Moreover, friends’ aggressive behavior mediated the relationship between friends’ moral reasoning and children’s aggressive behavior. The findings provide evidence for the important role that friends’ moral development plays in children’s behavioral socialization, and highlight the need for integrated, systematic approaches to moral development and friendship relations.
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40

KETEFIAN, SHAKÉ. "Moral Reasoning and Ethical Practice." Annual Review of Nursing Research 7, no. 1 (September 1989): 173–95. http://dx.doi.org/10.1891/0739-6686.7.1.173.

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41

Lee Hoon, Chang. "Moral Reasoning of Malaysian Adolescents." International Journal of Learning: Annual Review 12, no. 5 (2007): 149–60. http://dx.doi.org/10.18848/1447-9494/cgp/v14i05/45330.

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42

Dunlap, Julie J. "Moral Reasoning about Animal Treatment." Anthrozoös 2, no. 4 (December 1989): 245–58. http://dx.doi.org/10.2752/089279389787057894.

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43

Proroković, Ana, and Ljiljana Gregov. "Cognitive Reflection and Moral Reasoning." Advances in Cognitive Psychology 18, no. 2 (June 2022): 122–31. http://dx.doi.org/10.5709/acp-0356-y.

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44

Mudrack, Peter E. "Moral Reasoning and Personality Traits." Psychological Reports 98, no. 3 (June 2006): 689–98. http://dx.doi.org/10.2466/pr0.98.3.689-698.

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45

Ornery, Anna. "Values, Moral Reasoning, and Ethics." Nursing Clinics of North America 24, no. 2 (June 1989): 499–508. http://dx.doi.org/10.1016/s0029-6465(22)01502-x.

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46

Campbell, Tom, Scott Veitch, and William Lucy. "Moral Conflict and Legal Reasoning." University of Toronto Law Journal 51, no. 2 (2001): 185. http://dx.doi.org/10.2307/826041.

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47

McRorie, Christina G. "Moral Reasoning in “the World”." Theological Studies 82, no. 2 (June 2021): 213–37. http://dx.doi.org/10.1177/00405639211009939.

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While moral theology fundamentally relies on human reason, scholarship on social sin now raises complex questions about the connection between understanding and moral responsibility. Considering these within the frame of reflection on “the world,” this essay proposes reading our culturally mediated defects of reason as a kind of worldliness that is both imposed from without and yet also reflects humanity’s sinful rebelliousness. In this theological register, following the recommendation of liberation and contextual theologians to learn from the “other” appears necessary as a practice of epistemic humility appropriate to humanity’s finite and fallen condition, and is thus useful for tempering moral theology’s longstanding confidence in reason. It also offers a way to make ourselves vulnerable to grace.
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48

Jackson, Kathryn. "Critical Thinking and Moral Reasoning." Inquiry: Critical Thinking Across the Disciplines 4, no. 2 (1989): 4. http://dx.doi.org/10.5840/inquiryctnews19894272.

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49

Pollock, John L. "A Theory of Moral Reasoning." Ethics 96, no. 3 (April 1986): 506–23. http://dx.doi.org/10.1086/292772.

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50

Diessner, Rhett, Daniel Mayton Ii, and Mary Anne Dolen. "Values Hierarchies and Moral Reasoning." Journal of Social Psychology 133, no. 6 (December 1993): 869–71. http://dx.doi.org/10.1080/00224545.1993.9713953.

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