Moral Reasoning and Homosexuality: The acceptability of arguments about lesbian and gay issues

Ellis, Sonja J.

doi:10.1080/0305724022000029671

Cited by 5 publications

(5 citation statements)

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“…This study therefore differs from, but builds on previous work on moral reasoning in relation to lesbian and gay issues (i.e. Ellis, 2002a) in that it explores reasoning in a social context, through discussion, rather than via the more structured and formal means of psychometric testing of moral reasoning. Although small-scale, it was expected that by investigating the extent to which rights-based reasoning is employed in social discourse around lesbian and gay rights issues, we (as moral educators) might gain some insight into how best to work towards facilitating positive social change for lesbians and gay men (cf.…”

Section: Implications For Moral Educatorsmentioning

confidence: 96%

“…Petrovic, 1999;Reiss, 1997Reiss, , 1999 have discussed moral education in relation to homosexuality, to date only one study (Ellis, 2002a) has explored moral reasoning in relation to lesbian and gay rights issues. In this study, moral reasoning about homosexuality was measured using a version of the Moral Judgement Test (Lind and Wakenhut, 1985) modified so that the vignettes specifically focused on lesbian and gay issues.…”

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Rights‐based reasoning in discussions about lesbian and gay issues: implications for moral educators

Ellis

2004

Journal of Moral Education

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Despite a paucity of psychological research exploring the interface between lesbian and gay issues and human rights, a human rights framework has been widely adopted in debates to gain equality for lesbians and gay men. Given this prominence within political discourse of human rights as a framework for the promotion of positive social change for lesbians and gay men, the aim of this study was to explore the extent to which rights-based arguments are employed when talking about lesbian and gay issues in a social context. An analysis of six focus group discussions with students showed that when lesbian and gay issues are discussed, rights-based reasoning is employed intermittently, and in relation to certain issues more so than others. The implications of these findings for moral education aimed at promoting positive social change for lesbians and gay men are discussed.3 Rights-Based Reasoning in Discussions about Lesbian and Gay Issues: Implications for Moral EducatorsHuman rights are "the rights of all people, at all times and in all situations" (Cranston, 1962, p.49). A human rights approach to lesbian and gay issues takes as its starting point the fundamental principle that human rights are universal and inalienable comprising first and foremost the right to life and secondly any rights which maintain the existence and quality of that life (e.g. civil, social and economic rights) for all people regardless of class, race, sex, sexual orientation, religion and disability (Donnelly, 1993). Consequently, whether or not embodied in laws, treaties and declarations, human rights apply to all people, including lesbians and gay men.Psychological theory and research on moral reasoning has engaged implicitly with human rights, with human rights occupying a small but key position in moral developmental theory. For example, within Kohlberg's stage theory of moral development, human rights are embedded at the sixth, and highest, stage of reasoning, characterised by "universal principles of justice: the equality of human rights and respect for the dignity of human beings" justified in terms of a "belief as a rational person in the validity of universal moral principles and a sense of personal commitment to them" (Kohlberg, 1984, pp. 174-6). Therefore, within a Kohlbergian framework, reasoning based on human rights is considered the most advanced, and thus most desirable, form of reasoning and the benchmark by which earlier stages of reasoning are evaluated (Carter, 1987).Arising from Kohlberg's theory is a well established body of empirical research, but for the most part, these studies appear not to have engaged with the human rights aspect of the model. This is probably due, at least in part, to the fact that in most studies, few (if any) participants have been found to reason at 4 stage six (see Kohlberg, 1984;Kohlberg et al., 1983). Despite neo-Kohlbergian work being well-established in the psychological literature, it has also been heavily critiqued (for a summary, see Kohlberg et al., 1983). In particular, it...

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Section: Implications For Moral Educatorsmentioning

confidence: 96%

mentioning

confidence: 99%

Rights‐based reasoning in discussions about lesbian and gay issues: implications for moral educators

Ellis

2004

Journal of Moral Education

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“…In particular, recent research (e.g. Ellis, 2002b;Ellis, 2002a) has indicated that support for specific human rights is closely allied to the legal status of those rights for particular groups. For example, where certain rights (e.g.…”

Section: (2) "It's Not My Responsibility -It's the Job Of Authoritiesmentioning

confidence: 99%

“…employment rights; right to life) (see Ellis, 2002b). Similarly, when lesbian and gay rights are evaluated using a Kohlbergian framework, people tend to favour reasoning based on existing social structures than moral reasoning based on human rights (see Ellis, 2002a). Consequently, if the structures (e.g.…”

Section: (2) "It's Not My Responsibility -It's the Job Of Authoritiesmentioning

confidence: 99%

Young people and political action: who is taking responsibility for positive social change?

Ellis¹

2004

Journal of Youth Studies

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A human rights perspective suggests that we are all responsible for ensuring the human rights of others, which in turn ensures that our own human rights are respected and protected. A convenience sample of 108 young people (41 males and 67 females) aged between 16 and 25 completed a questionnaire which asked about (a) levels of involvement in political activity and (b) sense of personal responsibility for ensuring that the human rights of marginalised groups (e.g. ethnic minorities, immigrants, lesbians and gay men) are protected.Findings showed that most respondents supported (in principle) the notion of human rights for all, but tended to engage in low key political activity (e.g. signing petitions; donating money or goods to charity) rather than actively working towards positive social change. Qualitative data collected in the questionnaire suggested three main barriers to respondents viewing themselves as agents of positive social change: (1) "It's not my problem", (2) "It's not my responsibility", and (3) a sense of helplessness. Suggestions for how political action might best be mobilised among young people are also discussed.

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“…Kumpulan K-Popers ini terbagi menjadi beberapa fandom yang disebut komunitas K-Popers didalamnya diisi berbagai kegiatan yang berhubungan dengan Korea seperti tarian dan nyanyian, kegiatan perayaan ulang tahun member idol, dan lainnya. Mereka sangat terlihat mencintai K-Pop dengan segala sikap perbuatan dan ekspresi yang mereka tunjukkan (Ellis, 2002). Hal tersebut ditakutkan terkikisnya nasionalisme yang ada dalam diri masing-masing K-Popers dan tidak mengindahkan nilai-nilai Pancasila dalam kehidupan seharihari mereka lagi (Adams, 2013).…”

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Nasionalisme Muda Pada Komunitas K-Popers Melalui Analisis Sikap Dan Etika Moral Warga Negara Indonesia

Hasanah¹,

Dewantara²

2023

AoEJ

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K-Pop or Korean Pop is a South Korean entertainment industry that is being liked by many people in the world. K-Pop culture is much liked by young people. Korean Pop is a part of the Korean Wave, namely in the music industry. The purpose of this study is to analyze the attitude of nationalism towards Pancasila that is developing among young people, especially Pontianak K-Popers and to analyze the shift in attitudes and moral ethics of young people in the K-Popers community due to the influence of foreign cultures such as K-Pop culture. The type of research used is descriptive qualitative. The number of informants was 16 people from various K-Popers communities in Pontianak with an age range of 17-22 years. The results of the study show that the Pontianak K-Popers community remains nationalist, even though it has lost its local identity by retaining its citizenship status as an Indonesian citizen and continuing to defend the Indonesian state if someone insults and demeans the dignity of the Indonesian nation. K-Popers also continue to apply Pancasila values in their lives, but there are several attitudes that are contrary to Pancasila values. For this reason, Indonesian people must be able to filter foreign cultures that enter Indonesia by racing on Pancasila values.

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Moral Reasoning and Homosexuality: The acceptability of arguments about lesbian and gay issues

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Cited by 5 publications

References 12 publications

Rights‐based reasoning in discussions about lesbian and gay issues: implications for moral educators

Rights‐based reasoning in discussions about lesbian and gay issues: implications for moral educators

Young people and political action: who is taking responsibility for positive social change?

Nasionalisme Muda Pada Komunitas K-Popers Melalui Analisis Sikap Dan Etika Moral Warga Negara Indonesia

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