David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 31 (3):297-314 (2002)
Ideas from cognitive science are increasingly influential and provide insight into the nature of moral judgement. Three core ideas are discussed: modern schema theory, the frequency of automatic decision-making and implicit processes as the default mode of human information processing. The Defining Issues Test (DIT) measures the beginnings of moral understanding, which are largely non-verbal and intuitive, in contrast to the Moral Judgement Interview (MJI), which measures the highest level of verbal understanding. The positive attributes of the DIT and its conceptualisation of moral judgement schemas are more apparent in a time of increasing respect for implicit knowledge and processing. The DIT offers a means of measuring moral judgement that fits with current views in cognitive science. Although the MJI and interview techniques generally are worthwhile for measuring production competence, the DIT is better able to measure understanding at the level that drives most decisions for most people.
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Citations of this work BETA
Jason Borenstein, Matthew J. Drake, Robert Kirkman & Julie L. Swann (2010). The Engineering and Science Issues Test (ESIT): A Discipline-Specific Approach to Assessing Moral Judgment. [REVIEW] Science and Engineering Ethics 16 (2):387-407.
Dennis Moberg & David F. Caldwell (2007). An Exploratory Investigation of the Effect of Ethical Culture in Activating Moral Imagination. Journal of Business Ethics 73 (2):193 - 204.
Nicki Marquardt & Rainer Hoeger (2009). The Effect of Implicit Moral Attitudes on Managerial Decision-Making: An Implicit Social Cognition Approach. [REVIEW] Journal of Business Ethics 85 (2):157 - 171.
Carmel Herington & Scott Weaven (2008). Improving Consistency for Dit Results Using Cluster Analysis. Journal of Business Ethics 80 (3):499 - 514.
Liisa Myyrya, Soile Juujarvi & Kaija Pesso (2010). Empathy, Perspective Taking and Personal Values as Predictors of Moral Schemas. Journal of Moral Education 39 (2):213-233.
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