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The Potter Box is a model for making ethical decisions, developed by Ralph B. Potter, Jr., professor of social ethics emeritus at Harvard Divinity School. [1] It is commonly used by communication ethics scholars. According to this model, moral thinking should be a systematic process and how we come to decisions must be based in some reasoning.
Kohlberg began work on this topic as a psychology graduate student at the University of Chicago in 1958 and expanded upon the theory throughout his life. [ 1 ] [ 2 ] [ 3 ] The theory holds that moral reasoning , a necessary (but not sufficient) condition for ethical behavior, [ 4 ] has six developmental stages , each more adequate at responding ...
The American Psychological Association (APA) Ethical Principles of Psychologists and Code of Conduct (for short, the Ethics Code, as referred to by the APA) includes an introduction, preamble, a list of five aspirational principles and a list of ten enforceable standards that psychologists use to guide ethical decisions in practice, research ...
Moral psychology is the study of human thought and behavior in ethical contexts. [1] Historically, the term "moral psychology" was used relatively narrowly to refer to the study of moral development. [2] [3] This field of study is interdisciplinary between the application of philosophy and psychology.
Situational ethics can also be classed under the ethical theory genre of "proportionalism" which says that "It is never right to go against a principle unless there is a proportionate reason which would justify it." [6] J. A. T. Robinson, a situational ethicist, considered the approach to be a form of ethical relativism. [citation needed]
Their Daedalus article became the first statement of moral foundations theory, [1] which Haidt, Graham, Joseph, and others have since elaborated and refined, for example by splitting the originally proposed ethic of hierarchy into the separate moral foundations of ingroup and authority, and by proposing a tentative sixth foundation of liberty. [2]
Whereas the formal curricula are about educating students to be competent democratic citizens by practising student participation, qualitative studies have shown that in everyday school life, values education and school democracy often appeared to be reduced to traditional disciplining with a high focus on rules and regulations.
Care ethics is different from other ethical models, such as consequentialist theories (e.g. utilitarianism) and deontological theories (e.g. Kantian ethics), in that it seeks to incorporate traditionally feminine virtues and values which, proponents of care ethics contend, are absent in traditional models of ethics. [10]