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Journal articles on the topic 'Moral Reasoning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Scheffler, Israel. "Moral education beyond moral reasoning." New Directions for Child and Adolescent Development 1990, no. 47 (1990): 99–102. http://dx.doi.org/10.1002/cd.23219904713.

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2

Andre, Judith. "Beyond Moral Reasoning." Teaching Philosophy 14, no. 4 (1991): 359–73. http://dx.doi.org/10.5840/teachphil199114463.

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3

Li, Shangxi. "Gender Differences in Moral Development and Moral Reasoning." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1146–52. http://dx.doi.org/10.54097/ehss.v8i.4441.

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Based on Kohlberg's stage theory, this paper reviews the gender and age differences of individuals in moral choice and moral reasoning. Most experimental study did not show significant differences in moral choices at the Kohlberg stage. However, more women have a moral preference for care in moral reasoning. Moreover, women show different moral reasoning for different contexts and give more reactions, which is more flexible and complex. Moreover, older participants placed more emphasis on the morality of justice while younger participants placed more emphasis on the morality of care. Moral rea

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4

Babaei, Atefeh, Maryam Bagheri, and Mohsen Shahriari. "Relationship between Moral Sensitivity and Moral Reasoning with Moral Courage in Nursing Students." Iranian Journal of Nursing and Midwifery Research 30, no. 2 (2025): 243–49. https://doi.org/10.4103/ijnmr.ijnmr_391_23.

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Abstract Background: Nursing students required to be prepared to face ethical problems in their future workplace. Solving moral dilemmas requires the implementation of moral decisions, which necessitates significant moral courage. Moral sensitivity and moral reasoning can play a key role in the emergence of morally courageous behavior. The aim of this study was to investigate the relationship between moral sensitivity and moral reasoning with moral courage in nursing students. Materials and Methods: This was a cross-sectional study. The participants consisted of 296 nursing students of Isfahan

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5

Flanigan, Jessica. "Charisma and Moral Reasoning." Religions 4, no. 2 (2013): 216–29. http://dx.doi.org/10.3390/rel4020216.

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6

Sastre Vilarrassa, Genoveva, Montserrat Moreno Marimón, and Mónica Timón Herrero. "Moral reasoning and education." Educar 22 (February 1, 1998): 155. http://dx.doi.org/10.5565/rev/educar.353.

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7

Kim, Yeun Joon, and Chen-Bo Zhong. "Moral Reasoning and Creativity." Academy of Management Proceedings 2016, no. 1 (2016): 14090. http://dx.doi.org/10.5465/ambpp.2016.19.

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8

Mower, Deborah. "Teaching Sympathetic Moral Reasoning." Teaching Ethics 8, no. 2 (2008): 1–14. http://dx.doi.org/10.5840/tej2008821.

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9

Mayton, Daniel M., Rhett Diessner, and Cheryl D. Granby. "Nonviolence and Moral Reasoning." Journal of Social Psychology 133, no. 5 (1993): 745–46. http://dx.doi.org/10.1080/00224545.1993.9713932.

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10

Sudić, Mislav, Pavle Valerjev, and Josip Ćirić. "Deontic Moral Reasoning Task." Psihologijske teme 28, no. 3 (2019): 483–506. http://dx.doi.org/10.31820/pt.28.3.2.

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Domain theory suggests that moral rules and conventions are perceived differently and elicit a different response. A special procedure was designed to test this hypothesis in a laboratory setting using a deontic reasoning task. The goal was to gain insight into the cognitive and metacognitive processes of deontic reasoning from simple deontic premises. In the 3x2x2 within-subjects design, we varied rule-content (moral, conventional, abstract), rule-type (obligation, permission) and the induced dilemma (punishment dilemma, reward dilemma). Participants (N = 78) were presented with 12 laws. Afte

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11

Allen, Jan. "Promoting Preschoolers’ Moral Reasoning." Early Child Development and Care 33, no. 1-4 (1988): 171–80. http://dx.doi.org/10.1080/0300443880330113.

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12

Bucciarelli, Monica, and Margherita Daniele. "Reasoning in moral conflicts." Thinking & Reasoning 21, no. 3 (2014): 265–94. http://dx.doi.org/10.1080/13546783.2014.970230.

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13

Grcic, Joseph. "Errors in Moral Reasoning." International Journal of Applied Philosophy 10, no. 2 (1996): 59–69. http://dx.doi.org/10.5840/ijap19961028.

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14

Mwamwenda, Tuntufye S. "Graduate Students' Moral Reasoning." Psychological Reports 68, no. 3_suppl (1991): 1368–70. http://dx.doi.org/10.2466/pr0.1991.68.3c.1368.

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Kohlberg's theory of moral development states that there are six stages of moral development acquired during childhood and adulthood. To estimate the level of 10 graduate students' development a moral judgement interview, Form A, was administered. Most of this small sample (7 women and 3 men) reasoned at Stage 4, although there were some responses at Stage 6, which, however, were not sufficient for most of these students to sustain the level.

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15

Nokes, Kathleen M. "Rethinking Moral Reasoning Theory." Image: the Journal of Nursing Scholarship 21, no. 3 (1989): 172–75. http://dx.doi.org/10.1111/j.1547-5069.1989.tb00126.x.

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16

Furness, H. S. "Medicine and Moral Reasoning." BMJ 309, no. 6960 (1994): 1027. http://dx.doi.org/10.1136/bmj.309.6960.1027.

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17

Parsons, Susan. "FEMINISM AND MORAL REASONING." Australasian Journal of Philosophy 64, sup1 (1986): 75–90. http://dx.doi.org/10.1080/00048402.1986.9755427.

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18

Oberle, Kathleen. "Measuring Nurses' Moral Reasoning." Nursing Ethics 2, no. 4 (1995): 303–13. http://dx.doi.org/10.1177/096973309500200405.

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The purpose of this exploratory study was to examine the possibility of designing a satisfactory method, using written responses to hypotheical scenarios, for evaluating the quality of moral reasoning in student nurses. Scenarios were developed from interviews with practising nurses. Nurses and student nurses provided written responses to the scenarios, and nursing faculty members from six institutions sorted the responses according to their perceptions of quality (i.e. 'best', 'next best', 'worst' etc.). There was very little agreement among faculty members on the quality of the responses. Co

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19

BOEKELOO, BRADLEY O., LISA A. SCHAMUS, and KATHLEEN S. OʼCONNOR. "SEX AND MORAL REASONING." Academic Medicine 73, no. 10 (1998): S84–87. http://dx.doi.org/10.1097/00001888-199810000-00054.

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20

KWOLEK, DEBORAH S., AMY V. BLUE, CHARLES H. GRIFFITH, JOHN E. WILSON, and STEVEN A. HAIST. "SEX AND MORAL REASONING." Academic Medicine 73, no. 10 (1998): S88–90. http://dx.doi.org/10.1097/00001888-199810000-00055.

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21

SELF, DONNIE J., and DEWITT C. BALDWIN. "SEX AND MORAL REASONING." Academic Medicine 73, no. 10 (1998): S91–93. http://dx.doi.org/10.1097/00001888-199810000-00056.

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22

Paulo, Norbert. "Moral Consistency Reasoning Reconsidered." Ethical Theory and Moral Practice 23, no. 1 (2019): 107–23. http://dx.doi.org/10.1007/s10677-019-10037-3.

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Abstract Many contemporary ethicists use case-based reasoning to reach consistent beliefs about ethical matters. The idea is that particular cases elicit moral intuitions, which provide defeasible reasons to believe in their content. However, most proponents of case-based moral reasoning are not very explicit about how they resolve inconsistencies and how they abstract principles from judgments about particular cases. The aim of this article is to outline a methodology—called Consistency Reasoning Casuistry—for case-based reasoning in ethics. This methodology draws on Richmond Campbell and Vic

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23

Goldman, Alan H. "Moral reasoning without rules." Mind & Society 2, no. 2 (2001): 105–18. http://dx.doi.org/10.1007/bf02512362.

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24

Saunders, Leland F. "What is moral reasoning?" Philosophical Psychology 28, no. 1 (2013): 1–20. http://dx.doi.org/10.1080/09515089.2013.801007.

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25

Horty, John F. "Reasoning with Moral Conflicts." Nous 37, no. 4 (2003): 557–605. http://dx.doi.org/10.1046/j.1468-0068.2003.00452.x.

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26

Weisz, Arlene N., and Beverly M. Black. "Gender and Moral Reasoning." Journal of Human Behavior in the Social Environment 5, no. 1 (2002): 35–52. http://dx.doi.org/10.1300/j137v05n01_03.

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27

Weisz, Arlene N., and Beverly M. Black. "Gender and Moral Reasoning." Journal of Human Behavior in the Social Environment 6, no. 3 (2002): 17–34. http://dx.doi.org/10.1300/j137v06n03_02.

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28

MWAMWENDA, TUNTUFYE S. "GRADUATE STUDENTS' MORAL REASONING." Psychological Reports 68, no. 4 (1991): 1368. http://dx.doi.org/10.2466/pr0.68.4.1368-1370.

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29

Lariguet, Guillermo. "Intuitionism and Moral Reasoning." Derecho PUCP 79 (November 30, 2017): 127–50. https://doi.org/10.18800/derechopucp.201702.007.

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My goal for this paper can be presented as follows: I will attempt to show that objections to intuitionism, although they are serious, do not undermine entirely its fertility for knowledge and moral reasoning. This is probably the perception of contemporary philosophers like David Enoch, Robert Audi, Russ Shafer-Landau or John McDowell. In order to fulfill the objective mentioned above, I will do the following. First, I will outline broadly two of the paradigmatic features of moral intuitionism in order to identify it as a particular metaethics doctrine. Secondly, I will summarize some of the

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30

Conley, Terri D., Rosemary A. Jadack, and Janet Shibley Hyde. "Moral dilemmas, moral reasoning, and genital herpes." Journal of Sex Research 34, no. 3 (1997): 256–66. http://dx.doi.org/10.1080/00224499709551892.

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31

Bretzke, James T. "Book Review: Moral Anatomy and Moral Reasoning." Theological Studies 55, no. 2 (1994): 375–76. http://dx.doi.org/10.1177/004056399405500225.

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32

Benjamin, Martin. "Moral Reasoning, Moral Pluralism, and the Classroom." Philosophy of Education 61 (2005): 23–36. http://dx.doi.org/10.47925/2005.023.

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33

Fanshabi, Achmad Dzikri, and Dede Rahmat Hidayat. "Students' Perceptions And Preferences Regarding Moral Reasoning Through Online Counseling: A Systematic Study." Journal of Social Science (JoSS) 2, no. 12 (2024): 1107–12. http://dx.doi.org/10.57185/joss.v2i12.222.

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The level of moral reasoning is very important for children to influence ethics. A student's moral reasoning can increase the desire to apply good morals to students. This study discusses online counseling to improve moral reasoning. The purpose of this study was to explain students' perceptions and preferences for online counseling services to help improve moral reasoning. The systematic review was carried out by the Systematic Review and Meta-Analysis (PRISMA) approach. Initially, there were 80 articles from three databases as follows: PubMed (6 articles), CINAHL (71 articles), and SINTA (3

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34

Kurniawan, Heru. "PENALARAN MORAL ANAK DALAM CERITA PADA MAJALAH BOBO DAN HARIAN KOMPAS." Poetika 6, no. 2 (2018): 66. http://dx.doi.org/10.22146/poetika.v6i2.39017.

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Children's stories in Bobo Magazine and Kompas Daily represent both levels of praconventional and conventional moral reasoning. From these two levels of moral reasoning, there are three stages of a child's moral reasoning, namely moral reasoning for obedience of punishment, relativist-instrument moral reasoning, and moral reasoning of a good child. Of these three moral reasoning, the dominant moral reasoning of children is the relativist-instrument and the orientation of a good child, while obedience reasoning does not dominate. This shows that mutual moral awareness of children is transaction

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35

Syahira, Salsabila, and Hazhira Qudsyi. "Family Functioning and Moral Reasoning Among Early Adolescence." Ittishal Educational Research Journal 2, no. 2 (2021): 18–26. http://dx.doi.org/10.51425/ierj.v2i2.22.

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This research aimed to test empirically correlation between family functioning and moral reasoning in early adolescents. This research was carried out on 143 primary high-school students in Balikpapan. This research used a quantitative approach with moral reasoning scale and family functioning scale to measure variables. Result of data analysis showed that there was a significant positive correlation between family functioning and moral reasoning. And for the analysis between family functioning and each dimension of moral reasoning, the results were no correlation between family functioning an

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36

Goldman, Alan H. "Legal Reasoning as a Model for Moral Reasoning." Law and Philosophy 8, no. 1 (1989): 131. http://dx.doi.org/10.2307/3504633.

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37

Moon, Kyung-ho. "Moral educational implications of neuroscientific research on moral decisionmaking." Brain, Digital, & Learning 13, no. 4 (2023): 537–51. http://dx.doi.org/10.31216/bdl.20230031.

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In this study, the two types of moral judgment, rational reasoning and emotional intuition, were analyzed with a focus on neuroscientific interpretation of human responses in the trolley dilemma and footbridge dilemma. Based on such analysis, the cognitive approach required to make correct moral judgments was sought with a focus on establishing the relationship between reason and emotion. And the implications of this neuroscientific approach for moral education were derived. According to the results of neuroscientific research on people's moral judgments in the trolley dilemma and footbridge d

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38

McCormick-Gendzel, Mary, and Martha Jurchak. "A Pathway for Moral Reasoning in Home for Moral Reasoning in Home Healthcare." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 24, no. 10 (2006): 654–61. http://dx.doi.org/10.1097/00004045-200611000-00011.

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39

Gasser, Luciano, and Tina Malti. "Children’s and their friends’ moral reasoning." International Journal of Behavioral Development 36, no. 5 (2012): 358–66. http://dx.doi.org/10.1177/0165025412448353.

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Friends’ moral characteristics such as their moral reasoning represent an important social contextual factor for children’s behavioral socialization. Guided by this assumption, we compared the effects of children’s and friends’ moral reasoning on their aggressive behavior in a low-risk sample of elementary school children. Peer nominations and teacher reports were used to assess children’s aggressive behavior and friendships. During individual interviews, moral reasoning was measured by justifications following moral judgments and moral emotion attributions. Results revealed that, compared to

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40

James, Ariel. "The moral continuum: Congruence, consistency, and continuity in moral cognition." Theory & Psychology 27, no. 5 (2017): 643–62. http://dx.doi.org/10.1177/0959354317718637.

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This article provides a criticism of the model of fragmented moral cognition, which states that the processes of moral evaluation are fragmented, compartmentalized, and discontinuous at a cognitive level, in accordance with dual process theories of reasoning. Contrary to this view, I argue that the concept of “moral mind” stands for a graded and continuous mechanism of thinking, without functional breaks between intuitive processing and conscious reasoning. Therefore, I suggest that moral cognition is a general psychological process—a moral continuum—that is irreducible to any particular type

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41

Jones, C., and Mike McNamee. "Moral Reasoning, Moral Action, and the Moral Atmosphere of Sport." Sport, Education and Society 5, no. 2 (2000): 131–46. http://dx.doi.org/10.1080/713696034.

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42

Lim, Lyndon, and Elaine Chapman. "Development and Preliminary Validation of the Moral Reasoning Questionnaire for Secondary School Students." SAGE Open 12, no. 1 (2022): 215824402210852. http://dx.doi.org/10.1177/21582440221085271.

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Moral reasoning is a key element of the Singapore Ministry of Education’s Character and Citizenship Education curriculum, and educators in Singapore are currently encouraged to facilitate growth in students’ moral reasoning based on the Stages of Moral Development established by Lawrence Kohlberg. To monitor students’ progress in this area, however, a validated test of moral reasoning is needed. A review of existing moral reasoning assessments indicated that none provide a practical means by which large numbers of students in Singapore classrooms can be assessed in this area. In this study, th

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43

Et. al., Father Sri Marshal Joseph,. "A STUDY ON MORAL REASONING AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN SATHYAMANGALAM TALUK OF ERODE DISTRICT." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (2021): 1322–27. http://dx.doi.org/10.17762/turcomat.v12i4.1201.

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Moral reasoning is mainly focusing on making right decisions to do right activities and exhibit good behaviour of school students in a particular situation and it provides chances for them to discover and realize values, to build character and to improve personality. The findings reveal that there exits significant difference amongst moral reasoning of secondary school students and their profile. Moral reasoning is positively and moderately related with academic achievement of secondary school students. Hence, secondary school teachers should give proper guidance to their secondary school stud

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44

Croce, Michel. "Moral Understanding, Testimony, and Moral Exemplarity." Ethical Theory and Moral Practice 23, no. 2 (2019): 373–89. http://dx.doi.org/10.1007/s10677-019-10051-5.

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AbstractWhile possessing moral understanding is agreed to be a core epistemic and moral value, it remains a matter of dispute whether it can be acquired via testimony and whether it involves an ability to engage in moral reasoning. This paper addresses both issues with the aim of contributing to the current debates on moral understanding in moral epistemology and virtue ethics. It is argued that moral epistemologists should stop appealing to the argument from the transmissibility of moral understanding to make a case for their favorite view of moral understanding. It is also argued that propon

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45

Tam, Agnes. "Why Moral Reasoning Is Insufficient for Moral Progress." Journal of Political Philosophy 28, no. 1 (2019): 73–96. http://dx.doi.org/10.1111/jopp.12187.

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46

Marino, Patricia. "Moral coherence and value pluralism." Canadian Journal of Philosophy 43, no. 1 (2013): 117–35. http://dx.doi.org/10.1080/00455091.2013.774841.

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This paper addresses the question of what value pluralism tells us about the pursuit of moral coherence as a method of moral reasoning. I focus on the status of the norm of ‘systematicity, ’ or the demand that our principles be as few and as simple as possible. I argue that, given certain descriptive facts about the pluralistic ways we value, epistemic ways of supporting a systematicity norm do not succeed. Because it is sometimes suggested that coherence functions in moral reasoning as it does in scientific reasoning, my argument considers analogies and disanalogies between moral reasoning an

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47

Haron, Hasnah, Ishak Ismail, Yuvaraj Ganesan, and Danizah Che Din. "Moral Reasoning of Malaysian Auditor." Advanced Science Letters 21, no. 4 (2015): 942–46. http://dx.doi.org/10.1166/asl.2015.5946.

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This study examines the level of moral reasoning of Malaysian auditors. Analysis on 79 respondents, found that Malaysian auditors have a moderate level of moral reasoning. The study found that 57% of respondents have a moral reasoning level more than 27.6% and a mean P score of 28.8%. This implies that Malaysian auditors are more concerned with social expectations and will act in accordance to it. Improved moral reasoning will lead to improved ethical behavior. This study helps Malaysian Institute of Accountant (MIA) to strategize and to increase the level of moral reasoning of auditors for a

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48

Weber, James. "Does It Matter How One Assesses Moral Reasoning? Differences (Biases) in the Recognition Versus Formulation Tasks." Business & Society 57, no. 7 (2016): 1440–64. http://dx.doi.org/10.1177/0007650316675611.

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Most business ethics scholars interested in understanding individual moral cognition or reasoning rely on the Defining Issues Test (DIT). They typically report that managers and business students exhibit a relatively high percentage of principled moral reasoning when resolving ethical dilemmas. This article applies neurocognitive processes and Bloom’s Taxonomy of Educational Objectives, and its more recent revision, as theoretical foundations to explore whether differences emerge when using a recognition of learning task, such as the DIT or similar instruments, versus a formulation of knowledg

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49

Brunozzi, Philippe. "Normative Reasons and Moral Reasoning in the Mengzi and the Xunzi." Journal of Chinese Philosophy 44, no. 1-2 (2017): 33–52. http://dx.doi.org/10.1163/15406253-0440102006.

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Given that moral reasoning is directed towards providing well-supported answers to moral questions, our understanding of what it means to be a normative reason that speaks in favor or against a line of conduct largely informs our conception of moral reasoning. This article focuses on this relationship between moral reasoning and normative reasons and tries to clarify how the early Confucian conceptions of moral reasoning we find in the Mengzi and the Xunzi are conditioned by their underlying accounts of normative reasons. This enables us to better locate and synthesize the remarks concerning m

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50

Nandifa, Veronica Nadya Puteri, Yeremias Jena, and Satya Joewana. "BENEFICENCE IS THE HIGHEST MORAL IMPERATIVE OF A DOCTOR DEALING WITH THE POOR QUALITY OF PATIENT AUTONOMY." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 9, no. 1 (2020): 44. http://dx.doi.org/10.22146/jpki.44511.

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Background: Doctors need good moral reasoning to solve moral issues that cause dilemmas in decision making. But researches on medical students suggest that there was no significant moral development in four-year length of studies and there was a moral regression instead since the students entered clinical years. The aim of this study is to find out the description about Duration of Study in Medical School and Moral Reasoning among Medical Students.Methods: This is a descriptive study using cross-sectional design. Samples were medical students of Atma Jaya Catholic University of Indonesia which

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