The relationship between moral reasoning and political orientation.

Emler, Nicholas; Renwick, Stanley J.; Malone, Bernadette

doi:10.1037/0022-3514.45.5.1073

Cited by 164 publications

(149 citation statements)

References 22 publications

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“…Some theorists (e.g., Emler et al, 1983;Shweder, 1982) suggest that the Kohlbergian scheme of moral judgment is really liberalism bias masquerading as cognitive development; in this view, combining both DIT and measures of liberalism-conservatism does not make much theoretical sense in that the measures are redundant. In contrast, Piaget (1932Piaget ( /1965 and Kohlberg (1984) suggested that the autonomous and heteronomous aspects of moral thinking operate sequentially, one process in ascendancy at one time.…”

Section: Discussionmentioning

confidence: 99%

“…Of these, 50 Baptists and 46 UCC members had complete protocols on every dent and dependent variables would not produce interpretable and interesting findings. Furthermore, Emler et al (1983) posed their challenge to the moral judgment construct in terms of political identity (the selfconscious affirmation about whether one is a liberal or a conservative). In addition, other researchers have used this 1-item self-report measure to assess political ideology (e.g., Men, 1991).…”

Section: Methodsmentioning

confidence: 99%

“…For instance, Emler, Resnick, and Malone (1983) contended that the Kohlbergian scheme of moral stages-and the Defining Issues Test (DIT) in particular-is really a manifestation of liberal-conservative political ideology. Emler et al stated, Moral reasoning and political attitudes are by and large one and the same thing.…”

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confidence: 99%

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Individual moral judgment and cultural ideologies.

Narváez¹,

Getz²,

Rest³

et al. 1999

Developmental Psychology

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Moral judgment cannot be reduced to cultural ideology, or vice versa. But when each construct is measured separately, then combined, the product predicts powerfully to moral thinking. In Study 1, 2 churches (N = 96) were selected for their differences on religious ideology, political identity, and moral judgment. By combining these 3 variables, a multiple correlation of .79 predicted to members' moral thinking (opinions on human rights issues). Study 2 replicated this finding in a secular sample, with the formula established in Study 1 (R = .11). Individual conceptual development in moral judgment and socialization into cultural ideology co-occur, simultaneously and reciprocally, in parallel, and not serially. Individual development in moral judgment provides the epistemological categories for cultural ideology, which in turn influences the course of moral judgment, to produce moral thinking (e.g., opinions about abortion, free speech).Theories of moral development typically invoke two processes to explain change over time: (a) socialization of the individual into cultural ideology and (b) the individual's cognitive construction of social and moral meaning. Theorists differ in terms of emphasizing one process or the other and in terms of which process is assumed to be dominant at one period of time. The concepts of autonomy and heteronomy are used to refer, respectively, to the individual, cognitive-constructionist, agentic aspect of morality and to the external, shared-group, conforming aspect. Autonomy and heteronomy are the yin and the yang of moral theorists. On the one hand, cognitive-developmental theories, centering on the construct of moral judgment, emphasize the development of autonomy. On the other hand, social learning theories and cultural psychology theories, centering on cultural transmission, emphasize heteronomy. Moreover, Piaget (1932/1965 postulated that development consists of moving from heteronomy to autonomy; Kohlberg

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Individual moral judgment and cultural ideologies.

Narváez¹,

Getz²,

Rest³

et al. 1999

Developmental Psychology

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“…Emler, Renwick e Malone (1983), por exemplo consideram que este instrumento serve apenas para aferir a atitude social relativamente a determinados assuntos, ou a sua ideologia política -ambas com a função de facilitar o processo de adaptação social. Para Emler et al (1983), se o raciocínio moral fosse uma competência, nesse caso não seria possível simular um nível de juízo moral superior ao que as pessoas efectivamente possuem.…”

Section: Discussão Geralunclassified

Raciocínio deôntico em reclusos

Quelhas

Guerreiro

2012

Análise Psicológica

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A teoria dos modelos mentais (Johnson-Laird, 1983, 2006; Johnson-Laird & Byrne, 1991) tem, recentemente, investido na compreensão do processo de modulação (semântica e pragmática) do raciocínio condicional (Johnson-Laird & Byrne, 2002; Quelhas & Byrne, 2003; Quelhas & Johnson-Laird, 2004, 2005; Quelhas, Johnson-Laird, & Juhos, 2010). O presente estudo insere-se nesse âmbito, nomeadamente na compreensão da modulação pragmática que deriva de conhecimentos relacionados com o modo de vida das pessoas. Para esse efeito seleccionamos uma amostra de participantes que cumpriam pena num estabelecimento prisional (reclusos), e fomos avaliar o seu modo de compreender frases condicionais deônticas (e.g., “Se o jovem votar, então tem de ter completado 18 anos”), e de raciocinar com esse tipo de frases. Como grupo de controlo usamos uma amostra sem qualquer contacto com o sistema judicial, e avaliámos o juízo moral em ambas as amostras. Os resultados replicam efeitos de modulação semântica, i.e., frases condicionais idênticas na forma (Se p, então q), mas de diferentes conteúdos, são interpretadas de modo diferente. Como consequência de as pessoas considerarem diferentes possibilidades, congruentes com cada frase, irão também representar diferentes modelos mentais e assim ter diferentes padrões nas inferências condicionais. Mas, no que respeita à modulação pragmática, que nos fazia esperar diferenças no grupo de reclusos, nenhum resultado vai nesse sentido, i.e., os reclusos interpretam as frases deônticas do mesmo modo, fazem os mesmos padrões inferenciais, e também não se diferenciam pelo nível de juízo moral do grupo de controle.

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“…It has been shown that one can cheat the Defining Issues Test for moral reasoning, 24 and use of the test in education and training would have little effect other than destroying the usefulness of the test. However, even if such a form of assessment were practicable the Kohlberg stages have been criticised because they allegedly reflect political preferences.…”

Section: A Very Summary Account Of Ethical Education and Another Cautmentioning

confidence: 99%

Values ethics and legal ethics: the QLD and LETR Recommendations 6, 7, 10, and 11

Ferris

2014

The Law Teacher

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The LETR Report recommended increased attention to ethics and values and to critical thinking. These aims could be achieved jointly through teaching ethical thinking: not as theory but as part of developing the capacity for ethical conduct. Such a pedagogy has the potential to become a QLD signature pedagogy supporting "life-narratives" of students.The LETR Report recommends a review of the QLD emphasising legal values and ethics. Concern with values and ethics is linked to concern with professional conduct. Maintaining the law degree as a general or liberal qualification is also strongly desired. These potentially conflicting drivers generate ambivalence towards legal ethics as a subject for study, especially if legal ethics is perceived as teaching the professional codes.Resolution of this tension is achievable through recognising the potential role of ethical teaching as part of an identity apprenticeship. Developing ethical character is as much a liberal as a professional aim. Ethics teaching can play an integrative role in the QLD.Formation of student identity is a central part of Higher Education taking colouration from being situated in legal education. In this context teaching legal ethics becomes the use of a salient example for carrying out the broader project of developing ethical capacity. Teaching of professional ethics and values for integrity and qualityThe importance of ethics and values within legal education and training is stressed by the final report of the Legal Education and Training Review independent research team (LETR Report). "Ethics" includes professional ethics and "values" those values specifically that underpin the rule of law: these two areas link up with a concern with professionalism. This emphasis on ethics and values is situated within a regulatory context. This means that ethics and values are important when they serve the broader objectives of supporting systemic integrity and service quality, rather than for their own sake. The perspective of the team was informed by the needs of the justice system and the legal services market: the general public, providers, and consumers, as well regulators.As an educator committed to increasing the role and range of values based teaching and learning in legal education and working in academic higher education my perspective is different. My starting point is that value informed legal education and ethical education is beneficial for my students, both those who go on to become legal service providers and those who do not. Even in the context of professional training and continuing professional development a concern with facilitating the growth of the capabilities of the learner to reason and act ethically is my focus.The Foreword to the LETR Report identifies several "key messages", most of which seem to be broad objectives for legal education and training. Given first place is conservation of the existing strengths of legal education, training and professional practice. However, immediately after conservation is the need to encou...

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The relationship between moral reasoning and political orientation.

Cited by 164 publications

References 22 publications

Individual moral judgment and cultural ideologies.

Individual moral judgment and cultural ideologies.

Raciocínio deôntico em reclusos

Values ethics and legal ethics: the QLD and LETR Recommendations 6, 7, 10, and 11

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