Moral identity as a goal of moral action: A Self-Determination Theory perspective

ABSTRACT

This paper aims at connecting Self-Determination Theory (SDT) with research on moral identity. It is argued that SDT provides a unique and integrative framework for addressing important questions that have guided research on moral identity for many years: What is a moral identity? How is it linked to moral action? How do moral identities develop? In the present paper, moral identity is conceptualized as a goal of moral action. Individuals want to maintain their moral identity, which in turn motivates them to act morally. Yet, moral identity motivation is not uniform. In line with SDT, it is possible to differentiate between more or less external and internal forms of moral identity motivation. The exact link between moral identity and moral action depends on the type of moral identity motivation involved. Development of moral identity trends towards more internal forms of moral identity motivation, which renders development an influential factor in shaping individuals’ motivation to act morally.     

Moral self-determination: The nature,existence, and formation of moral motivation

ABSTRACT

This paper addresses three basic questions about moral motivation. Concerning the nature of moral motivation, it argues that it involves responsiveness to both reasons of morality and the value of persons and everything else of value. Moral motivation is thus identified as reason-responsive appropriate valuing. Regarding whether it is possible for people to be morally motivated, the paper relies on Self-Determination Theory (SDT) to show how moral motivation is a likely product of education that is need-supportive in modeling appropriate valuing and engaging students in the kinds of reasoning that are essential to moral motivation. Virtuous motivation that inclines people to engage in morally motivated acts is equated with being morally self-determining or achieving the right kind of integrated motivation. SDT shows how people come to be morally motivated, and the paper concludes that an identified aspiration to be virtuous may play a significant role.     

Hypothetical Moral Situations

Abstract:

Hypothetical moral situations are often used by teachers and researchers in order to simulate real‐life moral problems. This article draws some logical distinctions between different types of moral conflict and the different types of question that can be asked about them. It is suggested that this approach must have serious limitations if it is assumed that there is a direct and straightforward connection between hypothetical and real‐life moral judgments, as the former necessarily lack the situational features of the latter.     

道德教育语境中的道德对话

对话是交往的重要环节,道德交往的主要形式是道德对话。在道德教育语境中,道德对话是人与人之间透过语言进行的平等交流,是人与文本作者之间借助文本内容达到的视界融合,是个体对自我道德意识、道德实践和道德教育活动的反思。在道德对话中,教育者与受教育者达成理解、共鸣与共享,在此基础上共同建构美好的道德生活。     

Developmental Level of Moral Judgment Influences Behavioral Patterns During Moral Decision-Making

Abstract

We developed and tested a behavioral version of the Defining Issues Test-1 revised (DIT-1r), which is a measure of the development of moral judgment. We conducted a behavioral experiment using the behavioral Defining Issues Test (bDIT) to examine the relationship between participants’ moral developmental status, moral competence, and reaction time when making moral judgments. We found that when the judgments were made based on the preferred moral schema, the reaction time for moral judgments was significantly moderated by the moral developmental status. In addition, as a participant becomes more confident with moral judgment, the participant differentiates the preferred versus other schemas better particularly when the participant’s abilities for moral judgment are more developed.     

道德教育中的反智主义：危害及其消解路径

作为争取民众参与权利、实现自由民主的现代反智主义思潮蔓延到道德教育内就会消解道德教育的“卓越性”,使道德教化普遍降格,面临着平庸化的处境,出现价值序列的颠倒和祛道德权威化的结局。道德教育要警惕可能堕落的危险。坚守自己卓越性的追寻,要引导学生去过一种好的生活,要使理性判断通向一种真正的善,要维护教师的道德权威。     

论国家伦理意识与学校道德教育权威的重塑

丧失权威的道德教育无以使人信服,难以使道德和主体之间建立一种肯定性关系,更无法实现使在道德上受过教育的人名副其实地信奉并躬行其被教过的道德。道德教育权威的重构需要国家伦理意识的支撑。只有国家对自身的伦理本性加以觉悟和现实体现,才能保证社会伦理安全,才能赢得人们对道德权威的信任。只有正义不仅体现在个人的灵魂里,也表现于国家的意志中,个体、社会、国家才能在价值共识的基础上建构道德意义的同一性,道德教育之整体精神才能得以确立和证明,教育亦将获得令人信服的力量。     

The role of elevation in moral judgment

ABSTRACT

Elevation is the emotion elicited by witnessing acts of moral beauty and may be framed as the opposite of disgust. Two studies investigated the role of elevation in moral judgment and its relation to disgust. In Study 1 it was investigated whether elevation can attenuate the effects of disgust on moral transgression judgments. Participants were either induced to experience disgust (by giving them a bitter beverage), or to experience disgust and elevation simultaneously (by video induction). No effects of either emotion on moral transgression judgments were found. In Study 2 the nature of causal connectedness between elevation and moral virtue judgments was investigated by testing whether elevation amplifies moral virtue judgments. It was found that participants judged morally good acts as being more morally good when being elevated, suggesting that there is a bidirectional causal link between elevation and judgments of moral virtue.     

德育的张力——浅论社会性道德背景与道德教育

在构建和谐社会的方略下，如何进行高校道德教育成为一个重要课题。在讨论了社会性道德背景的产生以及道德教育与社会性道德背景之间的冲突，并考察了西方伦理学者对此问题的解答的基础上，笔者认为保持道德教育中社会主义道德规范与特定的社会性道德背景之间适度的张力是一种较为明智的态度。     

道德的主体性与道德教育

道德是个体的内在需要，是指向自我的生存，更是自我自由与自律的确证。道德的主体性特征要求我们转变德育观念，突出学生在教育过程中的主体性，强调道德教育的现实意义与时代意义。在教育实践中，教育者应当与学生建立对话交流关系，增强课堂的现实感与生活感，     

做好大学生思想道德教育之思考

加强和改进大学生思想道德教育,就是要提高和促进大学生全面发展的能力,解决好"培养什么人、如何培养人"这个根本问题。就是要遵循大学生思想政治教育规律和大学生成长成才规律,牢固树立"学校教育,育人为本,德智体美,德育为先"的思想,把大学生思想道德教育摆在学校各项工作首位,把育人贯穿教育教学各个环节。     

试析墨子的德教方法

墨子中国历史上伟大的思想家、教育家，他对于道德教育非常重视。在长期的德育实践中，他提出了一系列对于当代德育仍具有重要借鉴价值的德教基本方法、施教方法、受教方法、环境育人法和德教评估方法。     

道德制度化、法律化——制度伦理建设的有效途径

道德制度化、法律化，有其历史必然性和现实可行性，是制度伦理建设的有效途径。加强制度伦理建设要采取切实有效的具体措施，加强各个领域的道德规章和法律建设，同时又必须将道德的制度化、法律化保持在适当的限度内。     

Education and the overcoming of evil

Abstract

In this essay, I try to make sense out of Kant’s unusual concept of grace, particularly as regards its uneasy relationship to education within the context of the effort to overcome evil. The key to the puzzle, I argue, lies in what I call ‘moral receptivity’. Part of education’s job is to make us morally receptive to grace by preparing us for its possibility.     

论教师道德权威

教师道德权威是教师在学生面前具有的道德方面的力量和威望,它受社会舆论和传统的影响,受法律保护,而教师自身的知识经验、能力和德性是教师真正拥有道德权威的关键。教师道德权威是教师对学生顺利进行德育的保障,是促进学生道德发展的无形的力量。当代社会要求的变化、教师职业道德建设的不足以及教师自身德性的失落使得教师道德权威备受挑战,这需要教师自身、教育有关部门、政府三方合力去应对。     

道德滑坡之困与道德评价体系的合理重建

通过分析“一次性囚徒困境”悖论。本文认为当前道德滑坡的现状源于制度框架层面的缺陷。通过剖析相关概念。本文找到了道德教育失效的根源——混淆道德义务与超道德行为、道德要求与超道德要求,指出我们当前的道德教育,其实质更接近超道德教育,进而认为要使德育富有成效,必须建立分层次的道德评价体系和有重点的道德教育原则,使德育回归到普通道德教育。     

Transforming Moral Education

Abstract

The anomalous character of approaches to moral education that focus on love and an ethic of care is explained in this paper. It is then argued that if moral education is to foster generative love, education itself must be redefined and moral education as we know it must be transformed.     

Evil,virtue, and education in Kant

Abstract

For Kant, we cannot understand how to approach moral education without confronting the radical evil of humanity. But if we start out, as Kant thinks we do, from a morally corrupt state, how can we make moral progress? In response, I explore in this paper Kant’s gradualist and revolutionary accounts of moral progress. These differing accounts of progress raise two key questions in the literature: are these accounts compatible and which type of progress comes first? Against other views in the literature, I argue that gradual progress through a change of mores must come first and can gradually lead toward, as its ideal endpoint, a revolution in our disposition (or a change of heart) and the overthrowing of our radical evil. This has important implications for moral pedagogy.     

论道德认知及其能力培养

道德认知是由道德范畴、概念、规则为内容和以道德推理、道德判断、道德选择为形式的统一.道德认知能力的培养,应注意道德内容与道德形式的统一,遵循人的身心发展、认知发展的规律,突出主体性道德教育等.     

论道德教育融入学生文化的路向

道德教育的目的是培养学生的道德主体性。学生文化为学生道德主体性的获得提供了文化生成的母体。因此,道德教育必须融入学生文化中。道德教育需要在重视、引导学生文化发展的基础上提升和完善学生的道德主体性。