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  1. Revisiting the Social Origins of Human Morality: A Constructivist Perspective on the Nature of Moral Sense-Making.Andrés Segovia-Cuéllar - 2021 - Topoi 41 (2):313-325.
    A recent turn in the cognitive sciences has deepened the attention on embodied and situated dynamics for explaining different cognitive processes such as perception, emotion, and social cognition. This has fostered an extensive interest in the social and ‘intersubjective’ nature of moral behavior, especially from the perspective of enactivism. In this paper, I argue that embodied and situated perspectives, enactivism in particular, nonetheless require further improvements with regards to their analysis of the social nature of human morality. In brief, enactivist (...)
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  • Problems in the Study of Infant Emotional Development.Michael Lewis - 2011 - Emotion Review 3 (2):131-137.
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  • Mothers’ Insistence when Prohibiting Infants from Harming Others in Everyday Interactions.Audun Dahl - 2016 - Frontiers in Psychology 7.
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  • Educating the whole child: social-emotional learning and ethics education.Nikolaus J. Barkauskas & Michael D. Burroughs - 2017 - Ethics and Education 12 (2):218-232.
    Research supporting social and emotional learning in schools demonstrates numerous benefits for students, including increased academic achievement and social and emotional competencies. However, research supporting the adoption of SEL lacks a clear conception of ethical competence. This lack of clarity is problematic for two reasons. First, it contributes to the conflation of social, emotional, and ethical competencies. Second, as a result, insufficient attention is paid to the related, yet distinct, ends of social-emotional and ethical education. While supporting SEL we critique (...)
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