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Mastering methods for moral reasoning as a form of ethical competence: A methods-based approach to ethics education
Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
2017 (English)In: WHAT MAY BE LEARNT IN ETHICS? CONFERENCE 11-13 DECEMBER 2017 ABSTRACTS, Göteborg: Göteborgs universitet, 2017, p. 16-16Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper focuses on an aspect of ethics rarely treated by scholars or in textbooks, namely the methods for reasoning by which one can arrive at justified moral decision. While these methods are rarely spelled out, they seem to be taken for granted in ethical debates and by scholars working within the field. We argue that the ability to master these methods is a clear candidate for ethical competence – a form of such competence which is both theoretically and practically useful in ethics education at various levels, particularly in comparison to standard theory-based accounts to ethics education. While others have criticized theory-based approaches to ethics education, the methods-based approach that we explore has not been suggested as an alternative. Hence, our research topic is methods for moral reasoning as a basis for ethical competence and ethics education. We have used two complementary methodological tools for arriving at our conclusion that mastering such methods is a form of ethical competence, useful in schools. We combine (1) personal substantial experiences from teaching ethics, in particular to teacher students, with (2) philosophical analysis of ethical debates and theories. By (1) we get important indications about the usefulness of a methods-based approach to ethics education. (2) helps us reveal what ethical debates and theories assume about requirements on moral reasoning. What emerges is a set of basic seemingly uncontroversial methods for moral reasoning, which can be roughly structured under the headings “information”, “vividness” and “coherence”. Hence analytical moral philosophy provides our main theoretical framework.

Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2017. p. 16-16
Keywords [en]
Ethical competence, ethics education, teaching ethics, moral methodology, methods-based approach
National Category
Philosophy, Ethics and Religion Educational Sciences
Research subject
Ethics
Identifiers
URN: urn:nbn:se:umu:diva-142857OAI: oai:DiVA.org:umu-142857DiVA, id: diva2:1165213
Conference
WHAT MAY BE LEARNT IN ETHICS? Present and future conceptions of ethical competence.
Available from: 2017-12-12 Created: 2017-12-12 Last updated: 2018-06-09

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Samuelsson, LarsLindström, Niclas

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • de-DE
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
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