Ethical Theory and Moral Practice 20 (1):121-136 (2017)

Authors
Anders Schinkel
VU University Amsterdam
Abstract
At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes moral progress? Does the idea of individual moral progress presuppose a predetermined end or goal of moral education and development, or not? In this article we analyze the concept of moral progress to shed light on the psychology of moral development and vice versa; these analyses are found to be mutually supportive. We suggest that: moral progress should be conceived of as development that is evaluated positively on the basis of relatively stable moral criteria that are the fruit and the subject of an ongoing conversation; moral progress does not imply the idea of an end-state; individual moral progress is best conceived of as the development of various components of moral functioning and their robust integration in a person’s identity; both children and adults can progress morally - even though we would probably not speak in terms of progress in the case of children - but adults’ moral progress is both more hard-won and to a greater extent a personal project rather than a collective effort.
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DOI 10.1007/s10677-016-9741-6
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References found in this work BETA

Moral Realism.Peter Railton - 1986 - Philosophical Review 95 (2):163-207.
Sources of the Self: The Making of Modern Identity.Charles Taylor - 1994 - Philosophy and Phenomenological Research 54 (1):187-190.
The Idea of Moral Progress.Michele M. Moody‐Adams - 1999 - Metaphilosophy 30 (3):168-185.

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Citations of this work BETA

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