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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.
Susan Opotow; [4] Received her PhD in social psychology from Columbia University in 1987. Opotow's research focuses on moral exclusion that occurs in adolescents' interpersonal conflicts with peers. Ervin Staub; Emeritus professor of psychology at University of Massachusetts, Amherst. Staub was born in Hungary, Staub fled from Nazism and ...
Moral affect is “emotion related to matters of right and wrong”. Such emotion includes shame, guilt, embarrassment, and pride; shame is correlated with the disapproval by one's peers, guilt is correlated with the disapproval of oneself, embarrassment is feeling disgraced while in the public eye, and pride is a feeling generally brought about by a positive opinion of oneself when admired by ...
Some researchers include a metacognitive component in their definition. In this view, the Dunning–Kruger effect is the thesis that those who are incompetent in a given area tend to be ignorant of their incompetence, i.e., they lack the metacognitive ability to become aware of their incompetence.
The fact–value distinction is also closely related to the moralistic fallacy, an invalid inference of factual conclusions from purely evaluative premises. For example, an invalid inference "Because everybody ought to be equal, there are no innate genetic differences between people" is an instance of the moralistic fallacy.
The moralistic fallacy is the informal fallacy of assuming that an aspect of nature which has socially unpleasant consequences cannot exist. Its typical form is "if X were true, then Z would happen! Thus, X is false", where Z is a morally, socially or politically undesirable thing. What should be moral is assumed a priori to
In social cognitive theory of morality, self-regulatory mechanisms embedded in moral standards and self-sanctions translate moral reasoning into actions, and, as a result, moral agency is exerted. Thus, the moral self is situated in a broader, socio-cognitive self-theory consisting of self-organizing, proactive, self-reflective, and self ...
The cognitive domain is used to understand and develop a sense of moral intelligence by teaching children right from wrong, practical application of virtues, and exercising moral problem solving. The affective domain is an approach to develop moral intelligence through sense of when a situation is a moral dilemma , knowing how to respond to a ...