Moral Reasoning Essay

centuries. Under this theme, moral psychologists have investigated the roles of reason and emotion in making moral judgements, which, in the context of moral dilemmas, involves evaluating the acceptability of an action, given the virtues held by a specific culture (Haidt, 2001). Moral reasoning involves the conscious, effortful, and controllable mental manipulation of information, while moral emotions involve spontaneous, affectively charged judgements that lack conscious reasoning (Haidt, 2001). While earlier

without any guidance. The factors stated in the assignment’s question; the multiple intelligences, character, behavior, or spiritual development are far too important in understanding one’s “self,” to be left to chance. Any one of these areas of moral development are not formed in a vacuum, and without the gentle prodding’s given to a young child, the

Over the last decades, research in moral psychology was dominated by the role of reasoning in making moral judgments (Kohlberg, 1969; Turiel, 1983), while a more recent research emphasizes the role of automatic emotional processes (Blair, 1995; Haidt, 2001; Pizzaro & Salovey, 2002). Therefore, there has been a great tension to whether intuitions or reasons play critical role in making moral judgments. Haidt (2001) argues moral reasoning involves a conscious process, which means that the process

perspectives on moral reasoning and all of them have their positive and negative sides. In the article The Basic Stances of Metaethics the authors define each of the main perspectives on moral reasoning, objectivism, cultural relativism, subjective relativism, and emotivism, and they leave the reader with a good understanding of each of them. In this essay I am going to outline the central arguments of each perspective and give positive and negative critiques. Objectivism is the view that some moral principles

present a critical review of the literature on moral reasoning. The main focus of this literature review is to assess the understanding on moral reasoning exhibited by participants in previous research. The chapter is divided into three main sections. It begins with a critical review of the research and theories presented in lieu of ‘moral reasoning’, and then the review focuses on the interrelationship of education, accountants and moral reasoning. The final section of the chapter presents the

theorist to describe the development of moral reasoning and how changes occur overtime. Based on Jean Piagets theory it was psychologist Lawrence Kohlberg that further developed the moral reasoning theory that morality starts in the early years of a childs life and can be influenced by negative or positive factors. Lawrence Kohlberg defined moral reasoning as judgments about right or wrong. He believed that at birth all humans were born without morals, ethics, and honesty. He established that

Carol Gilligan, who studied under Kohlberg, sensed that his moral stages were inadequate and placed girls’ moral reasoning at a lower level that boys. Kohlberg’s theories were based on a “justice perspective, in which the focus is on the rights of the individual” (Ashford, 2013, p. 440). Gilligan suggested that the way boys and girls are raised in our society leads to differences in moral reasoning. Boys view morality primarily in terms of justice and fairness and girls see morality in terms of

The conventional stage of moral reasoning is most commonly seen in adolescents and adults. Being able to reason in a conventional way is being able to compare the morality of actions to that of society’s expectations. The conventional level consists of the third and fourth stages of moral development. The conventional morality stage is made up of the acceptance of society’s conventions of right and wrong. When an individual is at this level they will obey rules and conform to the norms of society

Huckleberry Finn, Huck is using Kohlberg’s stage four moral reasoning when deciding whether or not to turn Jim in for being a runaway slave. Lawrence Kohlberg was a prominent psychologist who created a comprehensive theory of moral development for humans. Kohlberg states that stage four moral reasoning is that Social rules and laws determine behaviour. The individual now takes into consideration a larger perspective, that of societal laws. Moral decision making becomes more than consideration of close

relating to moral reasoning and how it develops. In these three levels of moral reasoning there is six sub-stages make his theory more reasonable. The first stage of this theory is Preconventional Moral Reasoning. This first stage is when a child accepts and believes the rules of an authority figure such as parents and teachers. According to Kohlberg children under 10 years of age follow this Preconventional Moral Reasoning. The second stage of Kohlberg’s theory is the Conventional Moral Reasoning. This