Self-respect & Childhood Ryan, Nanette
The journal of ethics,
03/2023, Volume:
27, Issue:
1
Journal Article
Peer reviewed
When we raise children what we are typically aiming for is a kind of flourishing; we want childrento live well as children, and to grow to become adults who live well too. Undoubtedly, part of what ...we are aiming forwhen we aim for a child’s flourishing is that they meet their developmental milestones well, and that they succeedamong their peers. We are also generally interested in how a child regards themselves; we want children tobelieve that they have value, and that what they care about has value too. We also typically want children to havean appreciation for their relative value among others; that they are important among many other important beings,and we want them to act well in that knowledge. Of course, not all persons who raise children aim for those ends.Some do not care for how a child conceives of themselves, or whether the child flourishes at all. Others care fortheir children, and how they conceive of themselves, but aim poorly. As result, some children come to believe thatthey only deserve love and kindness when they succeed at meeting a caregiver’s ends. Some children come tobelieve that they have no worth at all. And yet other children, rather than believing they are unworthy, come toregard themselves as of superior worth; as children, for example, who bully and sneer at other children for being adifferent race, a different class, gender, ability, etc. may. When a child comes to understand themselves in theseterms, we typically see it at best as morally problematic, and at worst as a tragedy. Despite our interest inchildren’s self-conceptions, and the vast literature on how to conceive of and regard children, there is relatively littleregarding how children should conceive of and regard themselves. In order to explain how children shouldconceive of themselves it is my contention that a new account of self-respect is needed for the context of childhood;one that is responsive to the moral value of children, as well as their developmental capacities to recognize thatvalue. Given that developmental psychology is complex and subject to significant variation as children develop, myaim in this paper is to offer a snapshot of what I take self-respect to amount to in early childhood. In particular, Ifocus on an account fitting for children between three to six years of age.
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DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NUK, ODKLJ, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, SIK, UILJ, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
This research examines how consumers make trade-offs between highly competent, less moral service providers and highly moral, less competent service providers. Counter to research on general ...impression formation, which shows that moral traits dominate competence traits, the authors demonstrate that when choosing between service providers, consumers systematically value competence more than morality. However, underdog positioning moderates this effect. When a moral service provider is positioned as an underdog, consumers feel empathy, thereby attenuating the dominance of competence. Notably, although underdog positioning can help a moral provider overcome a deficit in competence, it does not help a competent service provider overcome a deficit in morality or a warm provider overcome a deficit in competence. Thus, underdog positioning is particularly well suited for less competent service providers who are highly moral.
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BFBNIB, INZLJ, IZUM, KILJ, NMLJ, NUK, OILJ, PILJ, PNG, SAZU, UKNU, UL, UM, UPUK, ZRSKP
Moral disengagement (MD) has been consistently associated with antisocial behavior (ASB) in prior research. Limited research tested the directionality of the bivariate relationship, and most studies ...focused only on the direction of MD predicting ASB, even though ASB could also influence MD based on the literature on attribution and behavioral influence on attitude. Moreover, the few studies testing reciprocal associations rarely controlled for stable individual differences and did not explicitly examine the age effect to allow for a clear developmental inference. We analyzed age-based self-report antisocial behavior and moral disengagement data across ages 16–23 from 1,349 juvenile offenders (86.43% male; 20.31% White, 41.29% Black, 33.65% Hispanic) in the Pathways to Desistance Project using a random intercept cross-lagged panel model. Controlling for stable individual differences in MD and ASB and their associations along with the autoregressive effects, there was a reciprocal relationship between MD and ASB from ages 16 to 18. However, from ages 19 to 21, only ASB significantly predicted MD in the following year. There was no significant cross-lagged effect from ages 21 to 23. Our findings highlight the dynamic relationship between MD and ASB from ages 16 to 23. Youth between 16 and 18 years old may be more pliable to change with treatment/intervention due to the two-way traffic of cognition and behavior, but we also caution against treatment efforts with a heavy focus on proactive criminal thinking involving moral disengagement to reduce offending behavior beyond age 18. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
Summary
By discussing “families” of moral emotions, we synthesize and review the moral emotions literature in an effort to advance organizational scholarship. First, we broadly discuss “what ...constitutes a moral emotion?” Second, we critically examine each family of moral emotions. We discuss key controversies and debates, particularly in terms of construct overlap, and provide recommendations. Third, we review scholarly work on each family of moral emotions in the workplace and offer ideas for future research. Finally, in our general future directions, we discuss a range of theoretical perspectives that can be used to advance the moral emotions literature in the management field.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
476.
Debunking arguments Korman, Daniel Z.
Philosophy compass,
December 2019, 2019-12-00, 20191201, Volume:
14, Issue:
12
Journal Article
Peer reviewed
Debunking arguments—also known as etiological arguments, genealogical arguments, access problems, isolation objections, and reliability challenges—arise in philosophical debates about a diverse range ...of topics, including causation, chance, color, consciousness, epistemic reasons, free will, grounding, laws of nature, logic, mathematics, modality, morality, natural kinds, ordinary objects, religion, and time. What unifies the arguments is the transition from a premise about what does or doesn't explain why we have certain mental states to a negative assessment of their epistemic status. I examine the common, underlying structure of the arguments and the different strategies for motivating and resisting the premises of debunking arguments.
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FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
477.
Awe and Humility Stellar, Jennifer E; Gordon, Amie; Anderson, Craig L ...
Journal of personality and social psychology,
02/2018, Volume:
114, Issue:
2
Journal Article
Peer reviewed
Humility is a foundational virtue that counters selfish inclinations such as entitlement, arrogance, and narcissism (Tangney, 2000). We hypothesize that experiences of awe promote greater humility. ...Guided by an appraisal-tendency framework of emotion, we propose that when individuals encounter an entity that is vast and challenges their worldview, they feel awe, which leads to self-diminishment and subsequently humility. In support of these claims, awe-prone individuals were rated as more humble by friends (Study 1) and reported greater humility across a 2-week period (Study 2), controlling for other positive emotions. Inducing awe led participants to present a more balanced view of their strengths and weaknesses to others (Study 3) and acknowledge, to a greater degree, the contribution of outside forces in their own personal accomplishments (Study 4), compared with neutral and positive control conditions. Finally, an awe-inducing expansive view elicited greater reported humility than a neutral view (Study 5). We also elucidated the process by which awe leads to humility. Feelings of awe mediated the relationship between appraisals (perceptions of vastness and a challenge to one's world view) and humility (Study 4), and self-diminishment mediated the relationship between awe and humility (Study 5). Taken together, these results reveal that awe offers one path to greater humility.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
