ETHICS IN PROGRESS
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Deliberation and Automaticity in Habitual Acts
Get PDFMost philosophers and psychologists assume that habitual acts do not ensue from deliberation, but are direct responses to the circumstances: habit essentially involves a variety of automaticity. My objective in this paper is to show that this view is unduly restrictive. A habit can explain an act in various ways. Pointing to the operation of automaticity is only one of them. I draw attention to the fact that acquired automaticity is one outgrowth of habituation that is relevant to explanation, but not the only one. Habituation shapes our emotional and motivational make up in ways that affect deliberation itself. Hence mentioning a habit might be indispensable in explaining an act which nevertheless ensues from deliberation. The view that habitual acts are direct responses to the circumstances implies an impoverished conception of habit, which fails to do justice to its rich explanatory potential in theoretical and pre-theoretical contexts, as well as to its role in the history of philosophy
Underclass i kultura ubóstwa w badaniach nad rozwojem kompetencji moralnych i społecznych w środowiskach ludzi ubogich
Get PDFIn this paper, I consider whether a theoretically defined concept of underclass can be helpful in social scientific discourse. I analyze, review and categorize the concept of a underclass and I made some suggestions for a use of the concept application in the study of social, psychological and moral consequences of poverty. It begins with a discussion of the continuing and pervasive appeal of structural explanations as the root cause of poverty. Then are also examined cultural theories, which by contrast find explanation for poverty in various elements of culture (ex. cultural traits of poor are thought to be different from those of the rest society). A third, a synthetic review of the urban underclass concept is explored. The article also describes the concept of a „culture of poverty” (taking into account the context of the subculture) and „lower class value stretch” as influential concepts in analyses of contemporary poverty and in explanations of the behavior of the poor.In this paper, I consider whether a theoretically defined concept of underclasscan be helpful in social scientific discourse. I analyze, review and categorize the conceptof a underclass and I made some suggestions for a use of the concept application inthe study of social, psychological and moral consequences of poverty. It begins with adiscussion of the continuing and pervasive appeal of structural explanations as theroot cause of poverty. Then are also examined cultural theories, which by contrast findexplanation for poverty in various elements of culture (ex. cultural traits of poor arethought to be different from those of the rest society). A third, a synthetic review of theurban underclass concept is explored. The article also describes the concept of a „cultureof poverty” (taking into account the context of the subculture) and „lower class valuestretch” as influential concepts in analyses of contemporary poverty and in explanationsof the behavior of the poor
Relationship between Social Support and Life Satisfaction of College Students: Resilience As a Mediator and Moderator
Get PDFA total of 843 college students in Guangdong University of Foreign Studies were investigated using a social support evaluation scale, a resilience scale, and a life satisfaction evaluation scale. Results were analyzed using IBM® SPSS 21.0® and Amos 17.0. It was shown that there existed a positive correlation respectively among resilience, social support and life satisfaction. Social support predicted resilience positively and resilience partially mediated the association between social support and life satisfaction. Finally, resilience moderated the association between social support and life satisfaction; the higher the resilience level, the more significant the positive predictive effect of social support on life satisfaction. College students\u27 life satisfaction is closely related to social support and resilience; resilience partially plays a mediating and moderating role between social support and life satisfaction.
Wspólnie ku podmiotowości. Wokół książki Spór o podmiotowość – perspektywa interdyscyplinarna
Get PDFThe review paper revisits the problem of subjectivity with particular focus on the latest research in this field presented in The Dispute about Subjectivity – an Interdisciplinary Perspective, edited by Adriana Warmbier (2016). I pay special attention to the interdisciplinary perspective of the analyzed issues of subjectivity as a research object in humanities (philosophy, psychology, anthropology) and cognitive sciences.The review paper revisits the problem of subjectivity with particular focus on the latest research in this field presented in The Dispute about Subjectivity – an Interdisciplinary Perspective, edited by Adriana Warmbier (2016). I pay special attention to the interdisciplinary perspective of the analyzed issues of subjectivity as a research object in humanities (philosophy, psychology, anthropology) and cognitive sciences
Chinese Adolescents’ Conceptions of Teacher’s Authority and Their Relations to Rule Violations in School
Get PDFBased on the Social Cognitive Domain Theory, the paper explored the adolescents’ conceptions of teacher authority in different domains and their relations to rule violations in school. The main results are: 1) Adolescents viewed moral, conventional, and prudential issues as legitimately subject to teachers’ authority and personal issues as under personal jurisdiction, but they were equivocal about contextually conventional issues. 2) Seventh graders judged all acts as more legitimately subject to teachers’ authority, all rule violations as more negative than did older students. 3) Compared with adolescents from big cities, adolescents from rural area viewed moral, conventional, contextually conventional, and personal issues as more legitimately subject to teacher authority, and endorsed less personal jurisdiction over those issues; but there were no significant differences in moral domain. 4) Male subjects reported more violations in conventional and prudential domain. 5）Adolescents’ older age, less endorsement of legitimacy of teacher authority, and greater dislike for school predicted more teacher- and self-reported misconducts. Implications for moral education from these results were also discussed
Inclusion and Moral Competence. Hypotheses about Two Closely Related Tasks of the School
Get PDFIn my article, I will give a short historical overview of inclusion-research. The focus lies on relation between moral and inclusion. I will introduce three branches of inclusion research and deduce my definition of inclusion from it. Inclusion can be understood as a dynamic process of realizing of equal participation on the one hand and of entitlement to diversity on the other hand. That means, inclusion lives from the solution of its immanent conflict- the conflict between equality and diversity. Therefore, I assume that “the ability to solve problems and conflicts on the basis of universal moral principles by means of deliberation and discussion, instead of using violence, deceit and coercion, or more specifically… the ability to judge arguments in regard to their moral quality instead of their opinion-agreement” (Lind 2016) is urgently needed. This ability is an important precondition for realizing inclusion. Following educational theory of morality by Lind and others, it’s not necessary to change the moral attitudes (moral orientation) in persons that are involved in the process of inclusion. It’s more important to improve their inclusive ability and their inclusive behavior. Inclusive behavior means a behavior with which shows recognition of both: of diversity of all as well as of the dignity of each individual. On this theoretical basis, I furthermore want to introduce a little research project carried out by the author in Vocational School Centre. The aim of this project was to improve the inclusive behavior by using the Konstanz Method of Dilemma Discussion®
Preface to the Issue Moral Competence & Subjectivity: Topical Issues
Get PDFPreface to the Issue Moral Competence & Subjectivity: Topical Issues
Robot Morality: Bertram F. Malle’s Concept of Moral Competence
Get PDFBertram F. Malle is one of the first scientists, combining robotics with moral competence. His theory outlines that moral competence can be understood as a system of five components including moral norms, a moral vocabulary, moral cognition, moral decision making and moral communication. Giving a brief (1) introduction of robot morality, the essay analyses Malle’s concept of moral competence (2) and discusses its consequences (3) for the future of robot science. The thesis will further argue that Malle’s approach is insufficient due to three reasons: his function argument is very simplifying and therefore troubling; each component of his theory is inconsistent and, finally, closely connected to our common understanding of personhood, which raises new philosophical questions surrounding the basic issue of if and/or when machines can be considered people
