Journal of Moral Education 40 (4):513-526 (2011)

This article is intended as an initial investigation into the foundations of moral psychology. I primarily examine a recent work in moral education, Daniel Lapsley?s and Darcia Narvaez?s ?Character education?, whose authors seem to assume at points that criteria for discerning moral actions and moral traits can be derived apart from ethics or moral philosophy. This assumption, which appears to stem from misconceptions about both the virtues traditionally understood and the non-empirical nature of moral-philosophical theorising, is problematic: (1) it courts moral relativism, which would preclude arguing for the superiority of any model of moral education, (2) deriving or validating a morality through empirical methods involves a self-undermining stance about the nature of empirical justification and (3) empirical criteria used to delineate morality are unavoidably arbitrary. After examining similarly problematic works by David Wong and Lawrence Kohlberg, I conclude that moral psychologists must wrestle with the problem of moral criteria through substantive engagement with moral philosophy.
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DOI 10.1080/03057240.2011.618779
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References found in this work BETA

After Virtue.A. MacIntyre - 1981 - Tijdschrift Voor Filosofie 46 (1):169-171.
Nicomachean Ethics.H. Aristotle & Rackham - 1968 - Harvard University Press.
Moral Psychology.Daniel K. Lapsley - 1996 - Westview Press.
Eleven Principles of Effective Character Education.Thomas Lickona - 1996 - Journal of Moral Education 25 (1):93-100.

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Conversing on Ethics, Morality and Education.P. A. McGavin - 2013 - Journal of Moral Education 42 (4):494-511.

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Moral Psychology.Daniel K. Lapsley - 1996 - Westview Press.
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