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  1. Animal Rights Activism, Marginalization, and Violence.Elisa Aaltola - 2004 - In Jonathan Lynch & Gary Wheeler (eds.), Cultures of Violence. Inter-Disciplinary Press.
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  2. The Chief Inducement? The Idea of Marriage as Friendship.Ruth Abbey & Douglas J. Den Uyl - 2001 - Journal of Applied Philosophy 18 (1):37–52.
    A combination of social forces has thrown marriage into question in westernised societies at the end of the millennium. This uncertainty creates space for new ways of thinking about marriage. In this context, we examine the idea of marriage as friendship. We trace its genealogy in the work of Mary Wollstonecraft, John Stuart Mill and Harriet Taylor and then subject it to critical scrutiny using some of Michel de Montaigne’s ideas. We ask how applic- able the ideal of higher friendship (...)
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  3. George Herbert Mead.Mitchell Aboulafia - 2001 - In L. Becker C. Becker (ed.), Encyclopedia of Ethics.
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  4. Patronizing.Jonathan E. Alder - 2001 - Journal of Social Philosophy 32 (4):621–635.
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  5. Afrontar el miedo desde le "Coaching".Alfonso Alonso - 2012 - Critica 62 (977):76-79.
    Para abordar el miedo desde el Coaching, hay primero que definir qué es el Coaching. Según la Internacional Coach Federation (ICF), e Coaching profesional consiste en una relación profesional continuada que ayuda a obtener resultados extraordinarios en la vida, profesión, empresa o negocios de las personas. Mediante el proceso de Coaching, el cliente (coachee) profundiza en su conocimiento, aumenta su rendimiento y mejora su calidad de vida.
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  6. Welfare, Work Requirements, and Dependant-Care.Elizabeth Anderson - 2004 - Journal of Applied Philosophy 21 (3):243-256.
    the arguments in their favour are weak. Arguments based on reciprocity fail to explain why only means-tested public benefits should be subject to work requirements, and why unpaid dependant care work should not count as satisfying citizens’ obligations to reciprocate. Argu- ments based on promoting the work ethic misattribute recipients’ nonwork to deviant values, when their core problem is finding steady employment consistent with supporting a family and meeting dependant care responsibilities. Rigid work requirements impose unreasonable costs on some of (...)
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  7. Social Education and Respect for Others.J. N. Andrews - 1976 - Journal of Moral Education 5 (2):139-143.
    Abstract: Bringing children to have respect for others is generally regarded as a central task of moral and social education. In this article one particular view of what ?respect for others? means and how it is justified is examined critically and found to be unsatisfactory. This view states that ?respect for others? follows logically from the proper conceptualization of ?person?, and claims, as a consequence, that in bringing children to respect others moral educators would be engaged primarily in a cognitive (...)
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  8. Forgiveness in Context.Molly Andrews - 2000 - Journal of Moral Education 29 (1):75-86.
    This article compares Enright's cognitive-developmental model of forgiveness (Enright et al., 1989, 1991, 1992, 1994) with a model of forgiveness based on communication between the wronged and the wrongdoer. While unilateral forgiveness is unconditional and is a process which happens wholly within the person who has suffered an injustice, negotiated forgiveness requires of the wrongdoer (1) confession; (2) ownership; and (3) repentance for their actions. Unilateral forgiveness is built upon the principle of identity; in contrast, negotiated forgiveness begins with, and (...)
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  9. Negligent Samaritans Are No Good.George J. Annas - 1979 - Journal of Law, Medicine & Ethics 7 (1):4-4.
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  10. Moral Paralysis and the Ethnocentric Fallacy.Barbara Applebaum - 1996 - Journal of Moral Education 25 (2):185-199.
    Abstract One of the greatest achievements ensuing from contemporary commitments to multiculturalism has been a greater awareness of the indignity of ethnocentrism. However, an inadequate understanding of how to avoid ethnocentrism may lead to moral paralysis. In this paper, it is argued that extolling the voices of others does not necessarily imply denigrating our own and that respecting diversity is the only genuine antidote for ethnocentrism.
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  11. Making Strangers Familiar.Jennifer Niskala Apps - 2010 - Ethics and Behavior 20 (1):80-81.
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  12. Isolation, Loneliness and the Falsification of Reality.Brad Art - 1992 - International Journal of Applied Philosophy 7 (1):31-36.
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  13. Meet the Meat: So, Where's the Beef?H. E. Baber - manuscript
    Preferentism is the doctrine that "in deciding what is good and what is bad for a given individual, the ultimate criterion can only be his own wants and his own preferences." If preferentism is true then it would seem to follow that modifying a person's preferences so that they are satisfied by what is on offer should be as good as improving the circumstances of her life to satisfy her preferences. Our intuitive response to stories of life-adjustment through brainwashing, psychosurgery (...)
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  14. The Ethics of Dwarf-Tossing.H. E. Baber - 1989 - International Journal of Applied Philosophy 4 (4):1-5.
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  15. Executive Function and Temperamental Fear Concurrently Predict Deception in School-Aged Children.Sarah Babkirk, Lauren V. Saunders, Beylul Solomon, Ellen M. Kessel, Angela Crossman, Nurper Gokhan & Tracy A. Dennis - 2015 - Journal of Moral Education 44 (4):425-439.
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  16. Knowledge and Acknowledgement: Concept of Alterity as a Tool for Social Interaction.Ballarín Josep Manel, Marín Francesc-Xavier & Navarro Angel-Jesús - 2012 - Ramon Llull Journal of Applied Ethics 3 (3):135.
    Human beings inhabit a symbolic reality that articulates meaning. This is culture understood as a web of meanings that actually builds our identity by providing guidance in the complexity of our environment. It is the complex interplay between identity and alterity, between interiority and exteriority, between familiarity and strangeness. Worldviews set up borders that delimit one's own world and others' ground by establishing stereotypes and prejudices. This article presents the results of a research project on prejudices towards the other in (...)
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  17. On the Duty of Not Taking Offence.Robin Barrow - 2005 - Journal of Moral Education 34 (3):265-275.
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  18. Injustice, Inequality, and Ethics: A Philosophical Introduction to Moral Problems.Robin Barrow - 1982 - Barnes & Noble.
    Abortion, distribution of wealth, civil disobedience, reverse discrimination, sex-role stereotyping, censorship – what does philosophy have to contribute to these practical moral issues? In this important book, first published in 1982, Robin Barrow argues convincingly that the capacity to make fine conceptual discriminations is crucial to an informed response to such issues, and he alerts us to the degree to which this ability has been lacking in much previous philosophical thought. The author presents a series of formidable arguments regarding the (...)
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  19. Ethics and Public Policy.Tom L. Beauchamp - 1975 - Prentice-Hall.
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  20. Is There Really Development? An Alternative Interpretation.Clive Beck - 1989 - Journal of Moral Education 18 (3):174-185.
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  21. Oppositional Defiance, Moral Reasoning and Moral Value Evaluation as Predictors of Self-Reported Juvenile Delinquency.Marinus Gcj Beerthuizen, Daniel Brugman & Karen S. Basinger - 2013 - Journal of Moral Education 42 (4):1-15.
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  22. Deonance and Distrust: Motivated Third Party Information Seeking Following Disclosure of an Agent's Unethical Behavior. [REVIEW]Chris M. Bell & Kelley J. Main - 2011 - Journal of Business Ethics 102 (1):77-96.
    This article explores the hypothesis that third parties are motivated to seek information about agents who have behaved unethically in the past, even if the agent and available information are irrelevant to the third parties’ goals and interests. We explored two possible motives for this information seeking behavior: deonance, or the motive to care about ethics and justice simply for the sake of ethics and justice, and distrust-based threat monitoring. Participants in a consumer decision task were found to seek out (...)
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  23. Handbook of Prosocial Education.Christi Bergin - 2014 - Journal of Moral Education 43 (1):126-129.
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  24. The Critical Aesthetics of Disney World.Arnold Berleant - 1994 - Journal of Applied Philosophy 11 (2):171-180.
  25. A Paradise Built in Hell: The Extraordinary Communities That Arise in Disaster.Stephen Bernardini & Daniel Hart - 2011 - Journal of Moral Education 40 (1):123-125.
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  26. Explaining Unethical Behaviour Among People Motivated to Act Prosocially.David M. Bersoff - 1999 - Journal of Moral Education 28 (4):413-428.
    Moral reasoning theorists working in the constructivist tradition have tended to explain unethical behaviour by assuming that a breakdown occurs in the link between a person's moral judgement within a particular situation and his ultimate behaviour in that situation. This breakdown is usually seen as being the result of the individual ignoring his deontic judgement in favour of meeting a competing, non-moral social obligation or of fulfilling a selfish interest. This model of unethical behaviour has led to suggestions that moral (...)
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  27. Being Appropriately Disgusted.Brian Besong - 2014 - Journal of Value Inquiry 48 (1):131-150.
    Empirical research indicates that feelings of disgust actually affect our moral beliefs and moral motivations. The question is, should they? Daniel Kelly argues that they should not. More particularly, he argues for what we may call the irrelevancy thesis and the anti-moralization thesis. According to the irrelevancy thesis, feelings of disgust should be given no weight when judging the moral character of an action (or norm, practice, outcome, or ideal). According to the anti-moralization thesis, feelings of disgust should not be (...)
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  28. Language Socialisation and the Construction of Socio-Moral Meanings.Sunil Bhatia - 2000 - Journal of Moral Education 29 (2):149-166.
    Although researchers working from the cognitive-developmental and domain perspective have contributed significantly in presenting insights on children's moral knowledge, specific questions about how caregivers' language-based input facilitates their children's understanding of moral knowledge have not been examined. This article explores how language-based socialisation patterns play an important role in care-givers' and children's construction of socio-moral meanings. I argue that it is through participation in communicative and narrative practices that children begin to understand cultural meanings about morality. By drawing on theories (...)
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  29. Ethical Issues in a Study of Internet Use: Uncertainty, Responsibility, and the Spirit of Research Relationships.Melinda C. Bier, Stephen A. Sherblom & Michael A. Gallo - 1996 - Ethics and Behavior 6 (2):141 – 151.
    In this article we explore ethical issues arising in a study of home Internet use by low-income families. We consider questions of our responsibility as educational researchers and discuss the ethical implications of some unanticipated consequences of our study. We illustrate ways in which the principles of research ethics for use of human subjects can be ambiguous and possibly inadequate for anticipating potential harm in educational research. In this exploratory research of personal communication technologies, participants experienced changes that were personal (...)
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  30. Uniquely My Own: One Woman's Experience of Living with a Physical Disability.Stephanie Birmingham - 2013 - Narrative Inquiry in Bioethics 3 (3):186-189.
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  31. Reforming Moral Misbehaviour.Ronnie Blakeney - 1990 - Journal of Moral Education 19 (2):101-113.
    Abstract When families, schools, and communities are unable, through traditional means, to ?modify? habitual, intractible patterns of moral misbehaviour among children and adolescents, these children are often referred to residential treatment. At The Berkeley Academy we have developed principles, policies and practices of intervention which not only address effectively these patterns of moral misbehaviour, but also address the underlying moral disorder, thus helping the child to restructure the way she thinks, feels, and behaves in school, in families and in the (...)
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  32. For a Fundamental Social Ethic: A Philosophy of Social Change.Oliva Blanchette - 1973 - New York: Philosophical Library.
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  33. On Taking Responsibility for One’s Past.Jeffrey Blustein - 2000 - Journal of Applied Philosophy 17 (1):1–19.
  34. Loving Noncompliance: Determining Medical Neglect by Parents of HIV-Positive Children.R. Bourne - 2000 - Journal of Clinical Ethics 11 (2):121-125.
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  35. Children, Teens, Motor Vehicles and the Law.J. F. Bowman, Michele Fields, Tom Rice & Arlene Greenspan - 2007 - Journal of Law, Medicine & Ethics 35 (s4):81-82.
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  36. Abusing the Unemployed: An Invisible Injustice.Glynis M. Breakwell - 1985 - Journal of Moral Education 14 (1):56-62.
    Abstract The study reported examined how young people respond to abuse directed at them purely because they are unemployed. Since young unemployed are known to blame themselves for their failure to gain a job, it was predicted they would not regard the abuse as unjust and would be unable to defend themselves adequately. This was found to be the case: young people sought to justify themselves by pleas of helplessness or totally failed to evolve any argument in self?defence. Alternatively, the (...)
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  37. Tolerance and Moral Reasoning Among Adolescents in Ireland.Ann Breslin - 1982 - Journal of Moral Education 11 (2):112-127.
    This research was undertaken in order to investigate the relationship between tolerance and moral reasoning among adolescents in Northern Ireland and in the Irish Republic. A study of Lawrence Kohlberg's theory of moral development led to the expectation that individuals who understood the ?principled? level of moral reasoning would be more tolerant than those who reasoned predominantly at the ?conventional? level. The subjects of this research, all senior students, completed a questionnaire which furnished data on their level of moral reasoning, (...)
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  38. Young Persons' Conceptions of Criminal Events.Laurence B. Brown & Mansur Lalljee - 1981 - Journal of Moral Education 10 (3):165-172.
  39. Developmental Delay or Regression in Moral Reasoning by Juvenile Delinquents?Daniel Brugman * & A. Elisabeth Aleva - 2004 - Journal of Moral Education 33 (3):321-338.
    This study extends research on moral reasoning competence in juvenile delinquents to their practical reasoning and perception of an institutional moral atmosphere in order to find out whether a delay in moral competence is one of the causes of the offence or one of the consequences of institutionalization or both. The study involved 64 delinquent adolescents from a modern, humane, high security detention centre and 81 secondary school pupils, all males. Delinquent adolescents exhibited lower moral competence than non?delinquents, particularly in (...)
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  40. 7 Ethical Thinking in Family Therapy.John Burnham, Suzanne Cerfontyne & Joan Wynn - 2003 - In Derek Hill & Caroline Jones (eds.), Forms of Ethical Thinking in Therapeutic Practice. Open University Press. pp. 103.
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  41. Books and Becoming Good: Demonstrating Aristotle's Theory of Moral Development in the Act of Reading.Amanda Cain - 2005 - Journal of Moral Education 34 (2):171-183.
    In the Nicomachean ethics, Aristotle sets down a scattered and fractional account of the development of moral virtue within young people. Philosopher Martha Nussbaum defends Aristotle's neglect of a systematic account of moral development and argues that more complex expressions of character?building, such as learning to expose oneself to proper desires, feelings, pleasures and pains, are better illustrated through drama or literature than through philosophy. In this vein, the author draws upon literary thinkers J.B. Kerfoot, Sven Birkerts and Wayne C. (...)
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  42. Development of Children's Moral Evaluations of Modesty and Self-Promotion in Diverse Cultural Settings.Catherine Ann Cameron, Cindy Lau, Genyue Fu & Kang Lee - 2012 - Journal of Moral Education 41 (1):61-78.
    This cross-cultural study of the moral judgements of Mainland Han-Chinese, Chinese-Canadian, and Euro-Canadian children aged seven to 11 examined the evaluations of narrative protagonists? modest lies and self-promoting truthful statements in situations where they had done a good deed. The story characters had thus either lied or told the truth about a prosocial act that they had committed. Chinese children judged modest lies more positively and boastful truths less positively than Euro-Canadian children. Chinese and Chinese-Canadian children rated immodest statements more (...)
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  43. Children of Homosexuals and Transsexuals More Apt to Be Homosexual. [REVIEW]Paul Cameron - 2006 - Journal of Biosocial Science 38 (3):413-418.
    Do the sexual inclinations of parents influence those of their children? Of 77 adult children of homosexual parents who volunteered for three different investigations, at least 23 (30%) were currently homosexual: twelve (55%) of 22 daughters and three (21%) of fourteen sons of lesbians; five (29%) of seventeen daughters and three (17%) of eighteen sons of gays; none of six sons with both a gay and a lesbian parent. At least 25 (32%) were currently heterosexual. Of the ten with transsexual (...)
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  44. Chinese Adolescents' Attitudes Towards Collective and Communicable Responsibility.Guozhen Cen - 2008 - Journal of Moral Education 37 (2):185-203.
    This research explored the attitudes of 386 Chinese adolescent students toward collective and communicable responsibility, using three scenarios involving school, society and history, with two different situations and two types of projections per scenario. The results showed that: (1) the majority of Chinese adolescents believed that collective and communicable responsibility was unjust, and this belief differed significantly with different age groups; (2) the majority expressed the view that collective and communicable responsibility could be understood and accepted; (3) their feelings toward (...)
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  45. Culture, Power and the Social Construction of Morality: Moral Voices of Chinese Students.Kimberly A. Chang - 1996 - Journal of Moral Education 25 (2):141-157.
    Abstract This study challenges Carol Gilligan's gendered interpretation of moral voice by examining the ways in which moral problems and responses were socially constructed in the contexts of power relations based not on gender, but culture. In?depth interviews were conducted with 30 mainland Chinese men and women studying in the United States regarding their lived experiences of moral conflict and choice. Out of these interviews, the problem of power emerged as a central moral concern in Chinese students? relationships with Americans. (...)
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  46. Consider This, Skeptics of Recovered Memory.Ross E. Cheit - 1998 - Ethics and Behavior 8 (2):141 – 160.
    Some self-proclaimed skeptics of recovered memory claim that traumatic childhood events simply cannot be forgotten at the time only to be remembered later in life. This claim has been made repeatedly by the Advisory Board members of a prominent advocacy group for parents accused of sexual abuse, the so-called False Memory Syndrome Foundation. The research project described in this article identifies and documents the growing number of cases that have been ignored or distorted by such skeptics. To date, this project (...)
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  47. A Political Theory of Blackmail: A Reply to Professor Dripps. [REVIEW]Russell L. Christopher - 2009 - Criminal Law and Philosophy 3 (3):261-269.
    This essay was originally presented at the Rutgers Institute for Law and Philosophy as part of the Symposium on The Evolution of Criminal Law Theory. It is a Reply to Professor Donald Dripps’ politically-based justification for blackmail’s prohibition. Under Dripps’ account, by exacting payment from the victim blackmail is an impermissible form of private punishment that usurps the state’s public monopoly on law enforcement. This essay demonstrates that Dripps’ account is either under-inclusive or over-inclusive or both. Dripps’ account is applied (...)
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  48. Tolerance, Acceptance and the Virtue of Orthonomy: A Reply to Lawrence Blum and Brenda Almond.Michelle Ciurria - 2011 - Journal of Moral Education 40 (2):255-264.
    In the Journal of Moral Education, 39(2), Brenda Almond and Lawrence Blum debate the importance of tolerance versus acceptance in sex education. Blum defines acceptance as ?positive regard?, in contradistinction to mere tolerance, ?a live and let live attitude toward others, an acceptance of coexistence, but with a disapproval of that ?other??. Employing consequentialist and definitional arguments, he defends an acceptant educational policy. I shore up this defence by addressing the issue of autonomy: specifically, I refute the claim that acceptance (...)
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  49. Social Responsibility Ethics: Doing Right, Doing Good, Doing Well.Charles R. Clark - 1993 - Ethics and Behavior 3 (3 & 4):303 – 327.
    The ethics of social responsibility is discussed in reference to six case vignettes drawn from forensic psychology. A definitional model of social responsibility is proposed, and two unequal components of the concept - respect for the individual and concern for social welfare - are identified. The sources of ethical conflict in regard to social responsibility are enumerated. Scholarly criticism of the value orientation of forensic psychology is reviewed, and forensic psychology is contrasted with social policy advocacy efforts made by organized (...)
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  50. The Material Culture of Sex, Procreation, and Marriage in Premodern Europe. [REVIEW]Albrecht Classen - 2002 - The Medieval Review 12.
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