This edited volume features cutting-edge work in moral psychology by pre-eminent scholars in moral self-identity, moral character, and moral personality.
Christian Miller explores ethical implications of his new theory of character, which holds that our characters are made up of mixed traits with some morally positive and some morally negative aspects. He examines whether judgements of character are systematically erroneous, and assesses the challenge to virtue ethics from scepticism about virtue.
Since the 1990s, many philosophers have drawn on recent advances in cognitive psychology, brain science and evolutionary psychology to inform their work. These three volumes bring together some of the most innovative work by both philosophers and psychologists in this emerging, collaboratory field.
There are many exciting points of contact between developmental psychology in the attachment paradigm and the kinds of questions first raised by Aristotle's ethics, and which continue to preoccupy moral philosophers today. The book brings experts from both fields together to explore them for the first time, to demonstrate why philosophers working in moral psychology, or in 'virtue ethics' - better, the triangle of relationships between the concepts of human nature, human excellence, and the best life for human beings - should take attachment theory more seriously than they have done to date. Attachment theory is a theory of psychological development. And the characteristics attachment theory is a developmental theory of - the various subvarieties of attachment - are evaluatively inflected: to be securely attached to a parent is to have a kind of attachment that makes for a good intimate relationship. But obviously the classification of human character in terms of the virtues is evaluatively inflected too. So it would be strange if there were no story to be told about how these two sets of evaluatively inflected descriptions relate to one another. Attachment and Character explores the relationship between attachment and prosocial behaviour; probes the concept of the prosocial itself, and the relationship between prosocial behaviour, virtue and the quality of the social environment; the question whether there even are such things as stable character traits; and whether attachment theory, in locating the origins of virtue in secure attachment, and attachment dispositions in human evolutionary history, gives support to ethical naturalism, in any of the many meanings of that expression.
"Character" has become a front-and-center topic in contemporary discourse, but this term does not have a fixed meaning. Character may be simply defined by what someone does not do, but a more active and thorough definition is necessary, one that addresses certain vital questions. Is character a singular characteristic of an individual, or is it composed of different aspects? Does character--however we define it--exist in degrees, or is it simply something one happens to have? How can character be developed? Can it be learned? Relatedly, can it be taught, and who might be the most effective teacher? What roles are played by family, schools, the media, religion, and the larger culture? This groundbreaking handbook of character strengths and virtues is the first progress report from a prestigious group of researchers who have undertaken the systematic classification and measurement of widely valued positive traits. They approach good character in terms of separate strengths-authenticity, persistence, kindness, gratitude, hope, humor, and so on-each of which exists in degrees. Character Strengths and Virtues classifies twenty-four specific strengths under six broad virtues that consistently emerge across history and culture: wisdom, courage, humanity, justice, temperance, and transcendence. Each strength is thoroughly examined in its own chapter, with special attention to its meaning, explanation, measurement, causes, correlates, consequences, and development across the life span, as well as to strategies for its deliberate cultivation. This book demands the attention of anyone interested in psychology and what it can teach about the good life.
The development of character is a valued objective for many kinds of educational programs that take place both in and outside of school. Educators and administrators who develop and run programs that seek to develop character recognize that the established approaches for doing so have much in common, and they are eager to learn about promising practices used in other settings, evidence of effectiveness, and ways to measure the effectiveness of their own approaches. In July 2016, the National Academies of Sciences, Engineering, and Medicine held a workshop to review research and practice relevant to the development of character, with a particular focus on ideas that can support the adults who develop and run out-of-school programs. This publication summarizes the presentations and discussions from the workshop.
A collection of essays about character and character education by some of the top scholars in the fields of ethical theory, moral development research, and education
This follow-up to The Moral Domain carries forward the exploration of new ways of modeling moral behavior. This follow-up to The Moral Domain carries forward the exploration of new ways of modeling moral behavior. Whereas the first volume emphasized the work of Lawrence Kohlberg and the tradition of cognitive development, The Moral Self presents a paradigm that also incorporates noncognitive structures of selfhood. The concerns of the sixteen essays include the diversity of moral outlooks, the dynamics of creating a moral self, cognitive and noncognitive prerequisites of the psychological-development of autonomy and moral competence, and motivation and moral personality. Contributors and ContentPart I, Conceptual Foundations: Harry Frankfurt, Amélie Oksenberg Rorty, Ernst Tugendhat, Ernest S. Wolf, Thomas Wren - Part II, Building a New Paradigm: Augusto Blasi, Anne Colby, William Damon, Helen Haste, Mordecai Nisan, Gil G. Noam, Larry Nucci, John Lee - Part III, Empirical Investigation: Monika Keller, Wolfgang Edelstein, Lothar Krappmann, Leo Montada, Gertrud Nunner-Winkler, Ervin Staub