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Moral Taste and Moral Education: An Interview Study
Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.ORCID iD: 0000-0003-4637-6903
Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.ORCID iD: 0000-0001-6310-151x
2021 (Swedish)In: Abstract Book 23rd Annual International Conference on Education: 17-20 May 2021, Athens, Greece / [ed] Gregory T. Papanikos, Aten: Athens Institute for Education and Research (ATINER), 2021, Vol. 23, p. 46-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In recent research on moral psychology, the human consciousness has been compared to a tongue, with different taste buds, which together can cause a variety of sensations. According to this theory people, in general, have a preparedness to react to situations, which can provide opportunities or pose threats in a social context. Moral psychologist, Jonathan Haidt (2012, 2013), has described these receptors as pairs, for example: care/harm, justice/cheating, loyalty/betrayal, authority/subversion, holiness/degradation, and liberty/oppression. Which of these foundations the individual develops a taste for depends, largely, on the social and cultural context (Graham, Haidt & RimmKaufman 2008). Hence, the choices teachers make of which issues to address and in what way can contribute to a learning environment that influences their pupils‘ moral outlook. The purpose of this study is to investigate which of these moral intuitions or taste preferences that teachers want to endorse and cultivate in their pedagogical practices. Against this background, a number of qualitative research interviews were conducted with experienced teachers in the non-confessional subject religious education (RE), who have a particular responsibility for moral education in the Swedish school system. The interviews were partly based on a modified version of the Moral Foundations Questionnaire, which was deliberately developed in order to determine the participants‘ moral taste, and the participants were asked to elaborate their answers (Graham, Haidt & Nosek, 2008). The results of our study indicate that the participants tended to favour care and justice over loyalty, authority and holiness. As one of the participants puts it: "many of my examples relate to the weak and vulnerable or the ones that are denied their rights in society… these pedagogical choices are based on the content of the curriculum but also mirror my own preferences". In this paper we will analyze the interviews with the RE teachers and critically discuss the consequences the moral foundations theory have for moral education.

Place, publisher, year, edition, pages
Aten: Athens Institute for Education and Research (ATINER), 2021. Vol. 23, p. 46-
Series
Education Abstracts ; 23
Keywords [en]
Moral Education, Ethics Education, Moral Psychology, Moral Foundations Theory.
National Category
Philosophy, Ethics and Religion Educational Sciences
Identifiers
URN: urn:nbn:se:umu:diva-183378ISBN: 978-960-598-402-1 (electronic)OAI: oai:DiVA.org:umu-183378DiVA, id: diva2:1557122
Conference
23rd Annual International Conference on Education, Athens, Greece, May 17-20, 2021
Available from: 2021-05-25 Created: 2021-05-25 Last updated: 2021-05-25Bibliographically approved

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Lindström, NiclasSamuelsson, Lars

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CiteExportLink to record
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Citation style
  • apa
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Language
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  • asciidoc
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