Psychology is relevant to judging moral theories. Ever since G. E. Moore's discussion of the naturalistic fallacy (1903), many philosophers have denied this, but the charge of irrelevancy overlooks the fact that the assumptions on which a moral position rests often include non-moral elements. If the non-moral bits are wrong, the moral position will often be undermined. This paper concerns some ...

There is a new method for teaching moral reasoning, and it does not require a traditional classroom. The Ethics Bowl began in 1993 when Professor Robert Ladenson organized a competition in which several teams debated resolutions to moral dilemmas. This first event, held at the Illinois Institute of Technology, was a success due to the fact that students not only achieved a deep and nuanced unde...

the paper discusses study of kant's deontological ethics in organization and comparison of it with pillars of worldly ethic in organization and whether kant's ethics is compatible with them. kant's ethics is one of the most deontological theories in which intention and motive of action are basic roles. kant merely regarded the motive of action of moral rules, respect to them. kan...

In this paper, we highlight several historical developments in the neuroscience of ethics as well as recent advances that forecast the experimental research to come. We argue, in particular, that our understanding of the moral brain will benefit from the further use of a formal, mathematical approach to the construction and testing of alternative theories, such as that found in the field of neu...

When ethics committees evaluate the research proposals submitted to them by biomedical scientists, they can seek guidance from laws and regulations, their own beliefs, values and experiences, and from the theories of philosophers. The starting point of this paper is that philosophers can only be helpful to the members of ethics committees if they take into account in their models both the basic...

The important role of the teacher in developing morally sensitive individuals is widely acknowledged. This paper examines the integration of context-specific moral development interventions within a four-year undergraduate teacher education programme in Ireland. The intervention strategy employed a case-based pedagogical approach where participants (n = 123) explored and discussed classroom sce...

Several theories, both ancient and recent, suggest that having the time to contemplate a decision should increase moral awareness and the likelihood of ethical choices. Our findings indicated just the opposite: greater time for deliberation led to less ethical decisions. Post-hoc analyses and a followup experiment suggested that decision-makers act as if their previous choices have created or l...

Sacrificial dilemmas, especially trolley problems, have rapidly become the most recognizable scientific exemplars of moral situations; they are now a familiar part of the psychological literature and are featured prominently in textbooks and the popular press. We are concerned that studies of sacrif icial dilemmas may lack experimental, mundane, and psychological realism and therefore suffer fr...

Are current theories of moral responsibility missing a factor in the attribution of blame and praise? Four studies demonstrated that even when cause, intention, and outcome (factors generally assumed to be sufficient for the ascription of moral responsibility) are all present, blame and praise are discounted when the factors are not linked together in the usual manner (i.e., cases of ‘‘causal d...