Designing a Method of Moral Education Based on an Integrated Approach to Moral Judgment

Bibliographic Data

ID16912262
AuthorsHyon Namgung (0000-0002-7431-6396, Seoul National University of Education, corresponding author)
Year2022
Volume12
Issue1
Publication date2022-01-01
Open AccessYes
TypeARTICLE
VenueSAGE Open (JOURNAL)
Journal identifiersISSN: 2158-2440 • E-ISSN: 2158-2440
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/21582440221079909
OpenAlexW4214854081
LanguageEN
References cited18

Aristotle argued that emotions should be controlled according to the principle of moderation to realize virtue (human excellence). This study examines moral education in Korea, which is grounded in the ethics of Aristotle and values reason in moral judgment. The advantages and disadvantages of specific approaches are analyzed by categorizing moral philosophy and moral psychology studies based on their focus: reason or other factors. The roles of reason, emotion, and intuition in moral judgment are presented as the “integrated approach to moral judgment” in education. The results show that elements such as reason, emotion, and intuition influence moral judgment and interact with each other, allowing actors to make moral judgments that suit the situation. Methods for future moral education are suggested by presenting different processes that an actor must undergo and by introducing how to train them for moral quandaries

Epistemology · Intuition · Moderation · Moral authority · Moral development · Moral disengagement · Moral psychology · Moral reasoning · Social cognitive theory of morality · Social intuitionism · Virtue · Emotions and Moral Behavior · Ethics in Business and Education · Philosophy · Psychology · Social Psychology · Values and Moral Education

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Open DOIOpen Access