NCJ Number
170182
Date Published
1996
Length
8 pages
Annotation
In considering the ways in which psychology contributes to the field of applied ethics as discussed by Elizabeth Welfel (NCJ-170181), this paper discusses what is known about reasoning generally and how this might impact upon moral reasoning specifically.
Abstract
In exploring the ways in which psychology contributes to applied ethics, Welfel begins by highlighting the contributions of several developmental psychologists to the current understanding of moral reasoning. She maintains that James Rest's four-component theory of moral development offers the most insightful framework for exploring the psychological processes involved in the production of moral action. This conclusion is based on the fact that the theory not only includes the construct of moral reasoning, but also considers the psychological components of moral sensitivity, moral motivation, and moral character. Although Rest's theory may be a practical place to start when designing an ethics curriculum, there is research not addressed by this theory that might provide additional clarity to an understanding of the mechanisms that promote ethical development. There are two features of cognitive development that significantly impact on critical thinking skills and, therefore, may also impact and perhaps even moderate moral development. These skills are a person's metacognitive competence and epistemological position on the nature of knowledge. Improvements in epistemological position and metacognitive competence may lead to greater competence in moral reasoning. If good skills of argument are used in the course of moral reasoning, then what Rest calls moral motivation and moral character should be considered part of any good moral reasoning process. 33 notes