A Person-Centered Approach to Moral Judgment

By Eric Luis Uhlman, David Pizarro, and Daniel Diermeier
Perspectives on Psychological Science January 2015 vol. 10 no. 1 72-81

Both normative theories of ethics in philosophy and contemporary models of moral judgment in
psychology have focused almost exclusively on the permissibility of acts, in particular whether
acts should be judged based on their material outcomes (consequentialist ethics) or based on
rules, duties, and obligations (deontological ethics). However, a longstanding third perspective
on morality, virtue ethics, may offer a richer descriptive account of a wide range of lay moral
judgments. Building on this ethical tradition, we offer a person-centered account of moral
judgment, which focuses on individuals as the unit of analysis for moral evaluations rather than
on acts. Because social perceivers are fundamentally motivated to acquire information about the
moral character of others, features of an act that seem most informative of character often hold
more weight than either the consequences of the act, or whether or not a moral rule has been
broken. This approach, we argue, can account for a number of empirical findings that are either
not predicted by current theories of moral psychology, or are simply categorized as biases or
irrational quirks in the way individuals make moral judgments.

The entire article is here.

Teaching Moral Values

Panellists: Michael Portillo, Anne McElvoy, Claire Fox and Giles Fraser

Witnesses: Adrian Bishop, Dr. Sandra Cooke, Professor Jesse Prinz and Dr. Ralph Levinson

Teaching your children a set of moral values to live their lives by is arguably one of the most important aspects of being a parent - and for some, one of the most neglected. In Japan that job could soon be handed to teachers and become part of the school curriculum. The Central Council for Education is making preparations to introduce moral education as an official school subject, on a par with traditional subjects like Japanese, mathematics and science. In a report the council says that since moral education plays an important role not only in helping children realise a better life for themselves but also in ensuring sustainable development of the Japanese state and society, so it should to taught more formally and the subject codified. The prospect of the state defining a set of approved values to be taught raises some obvious questions, but is it very far away from what we already accept? School websites often talk of their "moral ethos". The much quoted aphorism "give me the child until he is seven and I'll give you the man" is attributed to the Jesuits and why are church schools so popular if it's not for their faith based ethos? Moral philosophy is an enormously diverse subject, but why not use it to give children a broad set of tools and questions to ask, to help them make sense of a complex and contradictory world? If we try and make classrooms morally neutral zones are we just encouraging moral relativism? Our society is becoming increasingly secular and finding it hard to define a set of common values. As another disputed epigram puts it "When men stop believing in God, they don't believe in nothing. They believe in anything."

Could moral education fill the moral vacuum?

Moral Maze - Presented by Michael Buerk

The audio file can be accessed here.

Book Critique of "The Quest for a Moral Compass"

By John Gray
The New Statesman
Originally published June 12, 2014

Book: The Quests for a Moral Compass: A Global History of Ethics
By Kenan Malik

Here is an excerpt:

The Quest for a Moral Compass is a rationalist history of ethics in which all of the repugnant and troubling elements of rationalism have been airbrushed, Soviet-style, from the record. To be sure, the absence from the book of the sleazy side of rationalism may come in part from mere ignorance. In any event, it’s clear that Malik prefers not to know. From one angle this may be the normal dishonesty of an evangelising ideologue: Malik has a world-view to promote, and he’s not going to let awkward facts get in his way. From another perspective, The Quest for a Moral Compass is a testament to the perplexities of secular faith. Like Lecky, Malik writes in order to prop up a belief in moral progress. The difference is that while the Victorian sage appears to have had few doubts regarding the creed he was promoting, Malik often seems as anxious to persuade himself as to persuade his readers.

The rest of the critique is here.

Should Medical Schools be Schools for Virtue?

By Daniel Sulmasy
The Journal of Internal Medicine
Originally posted in July, 2000 and still relevant today

Here is an excerpt:

As Branch writes, “Medicine, after all, is a moral profession.” Yet medicine is increasingly viewed as just another business, and the concept of medicine as a profession, as a “special” endeavor with a different set of moral obligations and expectations, has been denounced as elitist, self-serving, and detrimental to the spirit of the competitive marketplace. Some fear that the recent financial reorganization of health care, premised upon the notion that there is nothing special about medicine, poses a particularly grave threat to the essence of medicine as a profession. Others argue that the professionalism of medicine can be reconstructed in such a way that it can guard against the financial forces that threaten to undermine its moral potency.

The entire article is here.

To Bee or not To Bee: Punishment, bee keeping, and the virtue of making choices

By Katrina Siefferd
Psychiatric Ethics Blog - Kerry Gutridge
Originally posted August 28, 2013

Here is an excerpt:

Recently I’ve been thinking about the importance of rehabilitative programs and alternative sentencing from the perspective of Aristotelian virtue theory. Virtue theory supports such programs as an important way to recognize offenders’ moral agency. Moral agency involves the ability of a person to act such that their actions deserve praise or blame. Virtue theory sees choice-making as the primary means for a moral agent to develop and exercise character traits: by choosing generous actions one becomes more generous, and in turn, being generous allows one to choose generous actions more easily. The theory provides a means for critiquing punishments that unfairly impose upon this process of moral development.

The Aristotelian label for this process – where character traits like honesty, kindness and courage become stable – is “habituation.” Habituation involves practicing the trait via the use of practical reason, which allows a person to determine which actions are appropriate in any given situation. A stable disposition to act in accordance with a trait, such as honesty, is established as a result of making appropriately honest choices over time and in a variety of circumstances. However, even stable traits do not dictate automatic behavioral responses: if they were, changes in character would be impossible. Instead, traits should be seen as flexible reasons-responsive dispositions to behave that are in constant development or decline, depending on the choices that one makes (see Annas 2011; Webber 2006).

The entire blog post is here.

Situationism and Confucian Virtue Ethics

By Deborah S. Mower

Ethical Theory and Moral Practice
February 2013, Volume 16, Issue 1, pp 113-137

Abstract

Situationist research in social psychology focuses on the situational factors that influence behavior. Doris and Harman argue that this research has powerful implications for ethics, and virtue ethics in particular. First, they claim that situationist research presents an empirical challenge to the moral psychology presumed within virtue ethics. Second, they argue that situationist research supports a theoretical challenge to virtue ethics as a foundation for ethical behavior and moral development. I offer a response from moral psychology using an interpretation of Xunzi—a Confucian virtue ethicist from the Classical period. This Confucian account serves as a foil to the situationist critique in that it uncovers many problematic ontological and normative assumptions at work in this debate regarding the prediction and explanation of behavior, psychological posits, moral development, and moral education. Xunzi’s account of virtue ethics not only responds to the situationist empirical challenge by uncovering problematic assumptions about moral psychology, but also demonstrates that it is not a separate empirical hypothesis. Further, Xunzi’s virtue ethic responds to the theoretical challenge by offering a new account of moral development and a ground for ethical norms that fully attends to situational features while upholding robust character traits.

The entire article is here.

The Application of Virtue Ethics to the Practice of Counseling Psychology

Virtue Ethics in Counseling Psych

This dissertation can be found in the public domain here.

Virtue Ethics and Social Psychology

From a lecture at Ohio State University in November 2003 at the Merson Center.

The paper is available in the public domain here.

Virtue Ethics and Social Psychology

What if the Secret to Success Is Failure?

By Paul Tough
The New York Times Sunday Magazine
Published September 18, 2011

Dominic Randolph can seem a little out of place at Riverdale Country School — which is odd, because he’s the headmaster. Riverdale is one of New York City’s most prestigious private schools, with a 104-year-old campus that looks down grandly on Van Cortlandt Park from the top of a steep hill in the richest part of the Bronx. On the discussion boards of UrbanBaby.com, worked-up moms from the Upper East Side argue over whether Riverdale sends enough seniors to Harvard, Yale and Princeton to be considered truly “TT” (top-tier, in UrbanBabyese), or whether it is more accurately labeled “2T” (second-tier), but it is, certainly, part of the city’s private-school elite, a place members of the establishment send their kids to learn to be members of the establishment. Tuition starts at $38,500 a year, and that’s for prekindergarten.

Randolph, by contrast, comes across as an iconoclast, a disrupter, even a bit of an eccentric. He dresses for work every day in a black suit with a narrow tie, and the outfit, plus his cool demeanor and sweep of graying hair, makes you wonder, when you first meet him, if he might have played sax in a ska band in the ’80s. (The English accent helps.) He is a big thinker, always chasing new ideas, and a conversation with him can feel like a one-man TED conference, dotted with references to the latest work by behavioral psychologists and management gurus and design theorists. When he became headmaster in 2007, he swapped offices with his secretary, giving her the reclusive inner sanctum where previous headmasters sat and remodeling the small outer reception area into his own open-concept work space, its walls covered with whiteboard paint on which he sketches ideas and slogans. One day when I visited, one wall was bare except for a white sheet of paper. On it was printed a single black question mark.

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The most critical missing piece, Randolph explained as we sat in his office last fall, is character — those essential traits of mind and habit that were drilled into him at boarding school in England and that also have deep roots in American history. “Whether it’s the pioneer in the Conestoga wagon or someone coming here in the 1920s from southern Italy, there was this idea in America that if you worked hard and you showed real grit, that you could be successful,” he said. “Strangely, we’ve now forgotten that. People who have an easy time of things, who get 800s on their SAT’s, I worry that those people get feedback that everything they’re doing is great. And I think as a result, we are actually setting them up for long-term failure. When that person suddenly has to face up to a difficult moment, then I think they’re screwed, to be honest. I don’t think they’ve grown the capacities to be able to handle that.”

Randolph has been pondering throughout his 23-year career as an educator the question of whether and how schools should impart good character. It has often felt like a lonely quest, but it has led him in some interesting directions. In the winter of 2005, Randolph read “Learned Optimism,” a book by Martin Seligman, a psychology professor at the University of Pennsylvania who helped establish the Positive Psychology movement. Randolph found the book intriguing, and he arranged a meeting with the author. As it happened, on the morning that Randolph made the trip to Philadelphia, Seligman had scheduled a separate meeting with David Levin, the co-founder of theKIPP network of charter schools and the superintendent of the KIPP schools in New York City. Seligman decided he might as well combine the two meetings, and he invited Christopher Peterson, a psychology professor at the University of Michigan, who was also visiting Penn that day, to join him and Randolph and Levin in his office for a freewheeling discussion of psychology and schooling.

Levin had also spent many years trying to figure out how to provide lessons in character to his students, who were almost all black or Latino and from low-income families. At the first KIPP school, in Houston, he and his co-founder, Michael Feinberg, filled the walls with slogans like “Work Hard” and “Be Nice” and “There Are No Shortcuts,” and they developed a system of rewards and demerits designed to train their students not only in fractions and algebra but also in perseverance and empathy. Like Randolph, Levin went to Seligman’s office expecting to talk about optimism. But Seligman surprised them both by pulling out a new and very different book, which he and Peterson had just finished:“Character Strengths and Virtues: A Handbook and Classification,” a scholarly, 800-page tome that weighed in at three and a half pounds. It was intended, according to the authors, as a “manual of the sanities,” an attempt to inaugurate what they described as a “science of good character.”

It was, in other words, exactly what Randolph and Levin had been looking for, separately, even if neither of them had quite known it. Seligman and Peterson consulted works from Aristotle to Confucius, from the Upanishads to the Torah, from the Boy Scout Handbook to profiles of Pokémon characters, and they settled on 24 character strengths common to all cultures and eras. The list included some we think of as traditional noble traits, like bravery, citizenship, fairness, wisdom and integrity; others that veer into the emotional realm, like love, humor, zest and appreciation of beauty; and still others that are more concerned with day-to-day human interactions: social intelligence (the ability to recognize interpersonal dynamics and adapt quickly to different social situations), kindness, self-regulation, gratitude.

The entire story can be found here.