David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 28 (3):311-321 (1999)
This article provides a social domain theory analysis of the role of parents in moral development. Social knowledge domains, including morality as distinct from other social concepts, are described. Then, it is proposed that, although morality is constructed from reciprocal social interactions, both affective and cognitive components of parents' interactions with their children may facilitate children's moral development. The affective context of the relationship may influence children's motivation to listen to and respond to parents; in addition, affect associated with responses to transgressions can affect children's encoding and remembering of those events. Although moral interactions occur frequently in peer contexts, parents' domain-specific feedback about the nature of children's moral interactions are proposed to provide a cognitive mechanism for facilitating moral development. Parents promote children's moral understanding by providing domain appropriate and developmentally sensitive reasoning and explanations about the child's social world, which may stimulate the development of more mature moral thought. Various findings from the socialisation literature are presented and interpreted from within the social domain framework
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Kim Sterelny (2010). Moral Nativism: A Sceptical Response. Mind and Language 25 (3):279-297.
Catherine Ann Cameron, Cindy Lau, Genyue Fu & Kang Lee (2012). Development of Children's Moral Evaluations of Modesty and Self-Promotion in Diverse Cultural Settings. Journal of Moral Education 41 (1):61-78.
Ali Teymoori & Wan Shahrazad (2011). Relationship Between Mother, Father, and Peer Attachment and Empathy With Moral Authority. Ethics and Behavior 22 (1):16 - 29.
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