Reflections on . . . Nudges Across the Curriculum

2017 ◽  
Vol 17 (2) ◽  
pp. 133-149
Author(s):  
Deborah S. Mower ◽  
Keyword(s):  
Social Justice ◽  
Behavioral Economics ◽  
Moral Education ◽  
Moral Psychology ◽  
Primary Problem

The primary problem we face when educating for social justice involves making problems and issues ‘real’ in ways that enable deep comprehension of the nature of injustice, the effects of systemic and dynamic causes, and the interaction of structures and policies on the lives of individuals. To address this problem, I examine work from behavioral economics and moral psychology as theoretical resources. I argue that we can glean insights from the notions of behavioral nudges and virtue labeling and propose a new account of nudges, which I call experiential nudges. Experiential nudges provide an important mechanism in educating for social justice, in particular, and can be extended within moral education more broadly.

Posidonius (c.135–c.50 BC)

2018 ◽  
Author(s):  
Keimpe A. Algra
Keyword(s):  
Moral Education ◽  
Moral Psychology ◽  
Empirical Research ◽  
The Moon ◽  
C 50 ◽  
Stoic Philosophy ◽  
Physical Phenomena

Posidonius of Apamea (Syria) was a Stoic philosopher and student of Panaetius. He taught in Rhodes. He combined a passion for detailed empirical research with a general commitment to the basic systematics of Stoic philosophy (which, however, he was willing to revise where necessary). As such he was probably the most ‘scientific’ of the Stoics. His wide-ranging investigations of all kinds of physical phenomena (especially in the areas of physical astronomy and meteorology) became particularly renowned, the best known case being his explanation of Atlantic tides as connected with the motions of the moon. His most original philosophical contributions are to be located in the connected areas of psychology and ethics. Posidonius appears to have been committed to a slightly Platonizing version of Stoic psychology, according to which the passions are no longer regarded as a malfunctioning of the rational faculty, but as motions of the soul which take their origin in two separate irrational faculties (anger and appetite). This revised moral psychology is accompanied by some corresponding revisions in ethics such as the conception of moral education as the blunting of the motions of the irrational faculties.

The Reasonable Heart: Mary Wollstonecraft's View of the Relation Between Reason and Feeling in Morality, Moral Psychology, and Moral Development

Hypatia ◽  
1998 ◽  
Vol 13 (1) ◽  
pp. 78-117 ◽  
Author(s):  
Susan Khin Zaw
Keyword(s):  
Moral Development ◽  
Moral Education ◽  
Moral Psychology ◽  
Moral Philosophy ◽  
Development Failure

Wollstonecraft's early works express a coherent view of moral psychology, moral education and moral philosophy which guides the construction of her early fiction and educational works. It includes a valuable account of the relation between reason and feeling in moral development. Failure to recognize the complexity and coherence of the view and unhistorical readings have led to mistaken criticisms of Wollstonecraft's position. Part I answers these criticisms; Part II describes and textually supports her view.

Intersections of Food and Culture

2018 ◽  
Author(s):  
Wakako Takeda ◽  
Cathy Banwell ◽  
Kelebogile T. Setiloane ◽  
Melissa K Melby
Keyword(s):  
Cultural Values ◽  
Case Studies ◽  
Moral Education ◽  
Food Preferences ◽  
Developed Country ◽  
Developed Economies ◽  
Global Concern ◽  
Nuanced Understanding ◽  
Primary Problem

This chapter examines how culture influences what people eat, and how food practices function to enculturate the next generation. We examine four case studies of two food items (sugars and animal proteins) in countries ranging from developing to developed economies, and Western, Eastern, and African cultures. The first three case studies focus on sugar (Australia, Japan, and Thailand) with Australia providing a case study from a Western developed country, Japan providing an example from an Eastern developed country, and Thailand providing an example from a new industrialized country. These three countries have seen changes in sugar consumption paralleling increases in non-communicable diseases. Although global concern for malnutrition is increasingly focused on overconsumption and obesity, it is important to remember that much of the world’s population still struggles with undernutrition. The fourth case study of the Yoruba in southern Nigeria serves to remind us of the importance of cross-cultural comparisons and diversity, as we see that many Yoruba children experience stunting and hunger. For them overconsumption of processed food and sugars is not the primary problem; rather, it is underconsumption of protein, particularly given their infectious disease load. Around the world, culture influences food preferences, and at the same time foods often are used to convey cultural values—such as convenience and modernity, urban lifestyle, hospitality, socialization, and moral education for children. Together these factors have implications for public health interventions and policies, yet collectively require a locally nuanced understanding of culture.

Plato

2017 ◽  
Author(s):  
Franco V. Trivigno
Keyword(s):  
Moral Education ◽  
Moral Psychology ◽  
Political Thought ◽  
Moral Knowledge ◽  
Central Task ◽  
Epistemic Humility ◽  
External Goods ◽  
Contemporary Work ◽  
Self Knowledge ◽  
The Relationship

This chapter foregrounds aspects of Plato’s thinking about virtue that may be useful for contemporary virtue ethicists. First, Plato presents Socrates’ self-knowledge as a kind of ‘moral epistemic humility,’ and this notion may be important for theories that set a high bar for moral knowledge. Second, Plato provides various models—with wisdom at the forefront—for configuring the relationship amongst the virtues. Third, Plato’s view that virtue is sufficient for happiness, though external goods contribute to one’s level of happiness, represents an underexplored option in contemporary work. Fourth, very few scholars have drawn from Plato’s rich account of the moral psychology of eros, or love, in the development and maintenance of the proper attitude toward virtue. Finally, Plato’s political thought, in which the state’s central task is tend to the virtue and happiness of its citizens, may provide a rich resource for those interested in moral education and virtue politics.

Plurality and Pluralism

2021 ◽  
pp. 221-248
Author(s):  
Sudipta Kaviraj
Keyword(s):  
Social Justice ◽  
Moral Psychology ◽  
Political Mobilization ◽  
Institutional Structure ◽  
Mob Violence ◽  
The Past ◽  
Indian State ◽  
Conditions Of Possibility ◽  
Definition Of ◽  
Over Time

This chapter demonstrates the decline of state pluralism, the logic of aggregative identities in political mobilization in independent India, and, in closing, the moral psychology and institutional structure of democratic violence. It argues that caste’s hierarchical and segmenting features produced a logic of mobilization that, over time, accorded legitimacy to identitarian aggregation of all shades—not just those identified by the constitution-makers as deserving of recognition on the grounds of social justice. Simultaneously, the chapter shows how the definition of Hinduness acquired meaning through the differences with Muslims and Christians. Electorally, this identity took shape only over the past three decades, and the BJP’s electoral rise and sustenance have come alongside a rise in “everyday violence.” This chapter explores the conditions of possibility for such violence—the complexity of agential structures in the modern Indian state; the nature of mob violence; and mismatch between a social organization’s incentives and a political party’s compulsions.

Twenty-First-Century Magnanimity

2019 ◽  
pp. 266-291
Author(s):  
Kristján Kristjánsson
Keyword(s):  
Moral Development ◽  
Virtue Ethics ◽  
Moral Education ◽  
Moral Psychology ◽  
Moral Philosophy ◽  
Well Being ◽  
First Century ◽  
Subjective Well Being ◽  
Self Transcendence ◽  
The Relationship

Aristotelianism is all the rage in contemporary virtue ethics. Yet given how anachronistic Aristotle’s account of the meta-virtue of megalopsychia seems to be, there is a tendency to pass over it in silence. This chapter argues against such a move and maintain that Aristotle’s ideal can help illuminate a number of contemporary debates. In moral psychology, megalopsychia helps mediate between realist and anti-realist conceptions of selfhood. In moral education, megalopsychia casts light on the levels of moral development to which we can aspire through the cultivation of character, as well as the necessary individualization of education in virtue. In moral philosophy, megalopsychia helps crystallize debates about role moralities and the demands of noblesse oblige; the relationship between objective and subjective well-being; and to what extent contemplation and self-transcendence enter into well-being. This chapter provides a whistle-stop tour of those topics and explains the lessons Aristotle’s account of megalopsychia can teach us about them.

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