The problem with moralism

Archer, Alfred

doi:10.1111/rati.12168

Cited by 15 publications

(10 citation statements)

References 28 publications

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“…First, having extreme moral views may overlap with moralism. Moralism has variably been characterised as the illicit introduction of moral considerations (Driver 2005, p. 37), a failure to recognise the requirements of moral thought or reflection (Taylor 2011, p. 153), and an inflated sense of the extent to which moral criticism is appropriate (Archer, 2018).…”

Section: Extreme Views May Be Problematicmentioning

confidence: 99%

“…However, if this is true, then it may be problematic because moralism is typically regarded as deeply problematic. Arguably, moralism undermines moral criticism (Archer, 2018) and moral self-improvement (Dean, 2012), and causes uncharitable and thus harmful actions (Fullinwider, 2005). Moralism may also be damaging to social discourse in that it threatens open-mindedness, an epistemic virtue supposedly conducive to truth ( Kwong (2017); Song (2018) ; but see Fantl (2018); Levy (2006)).…”

Section: Extreme Views May Be Problematicmentioning

confidence: 99%

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Extremists are more confident

Heinzelmann

Tran²

2022

Erkenn

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Metacognitive mental states are mental states about mental states. For example, I may be uncertain whether my belief is correct. In social discourse, an interlocutor’s metacognitive certainty may constitute evidence about the reliability of their testimony. For example, if a speaker is certain that their belief is correct, then we may take this as evidence in favour of their belief or its content. This paper argues that, if metacognitive certainty is genuine evidence, then it is disproportionate evidence for extreme beliefs. In support of the argument, we report findings from five studies with different participant samples, designs, and measures. These studies show that, the more extreme an agent’s belief (positive or negative), the more certain they are about it, and vice versa. This relationship might contribute to moralism, virtue signalling, and polarisation, which in turn may be epistemically and morally problematic. Therefore, we caution against taking metacognitive certainty as genuine evidence.

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Section: Extreme Views May Be Problematicmentioning

confidence: 99%

Section: Extreme Views May Be Problematicmentioning

confidence: 99%

Extremists are more confident

Heinzelmann

Tran²

2022

Erkenn

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“…Ifølge filosofen Julia Driver innebaerer moralisme en urimelig vektlegging av moralske hensyn (Driver, 2005). Alfred Archer hevder at det problematiske med moralisten er at han ikke serverer legitim kritikk (Archer, 2018). Dermed underminerer han kraften til legitim moralsk kritikk.…”

Section: Hva Er Moralisme?unclassified

“…( 2006) for en samling av de viktigste artiklene om moralisme i moderne moralfilosofi. Se ellers også Driver (1994Driver ( & 2005, Taylor (2012) og Archer (2018). Selv om det er lite akademisk diskusjon av moralisme i Norge, så finnes det noen få hederlige unntak.…”

Section: Hva Er Moralisme?unclassified

Klimamoralisme

Gamlund

2021

NFT

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Denne artikkelen diskuterer klimamoralismens moralske berettigelse. Ifølge et tradisjonelt og relativt utbredt syn i dag, er moralisme og moralisering noe iboende negativt. Jeg gir en forklaring på moralismens dårlige rykte i dag, samtidig som jeg foreslår en tolkning av moralisme som åpner for at det kan vaere noe positivt. Moralisme, slik jeg tolker det, forstås som moralsk kritikk av oppfatninger, holdninger, handlinger, praksiser eller institusjoner, som det er gode grunner til å hevde er moralsk problematiske eller gale. Klimamoralisme er mer spesifikt moralsk kritikk av forhold som har en negativ innvirkning på klimaet. Jeg argumenterer for at vi har en moralsk rett til moralisering som er avledet av de grunnleggende rettighetene til tankefrihet og ytringsfrihet. Det at vi har en slik rett til moralisering betyr imidlertid ikke at det alltid vil vaere riktig å moralisere. Jeg diskuterer derfor de hensynene som er relevant for å ta stilling til hvorvidt og hvordan vi bør utøve retten til moralisering generelt og retten til klimamoralisering spesielt.

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“…It means that those teachers who have mastered the use of ICTs in pre-school establishments on their own or through specialized courses will be gradually replaced by teachers who have studied information technologies in the framework of their training. However, the possession of technological literacy should not prevail over such psychological aspects of readiness as cognitive, emotional, value-motivational, and communicative qualities [39,40]. It is clear that simply placing digital devices in education establishments for children will not improve the quality of education and knowledge acquisition.…”

Section: %mentioning

confidence: 99%

Factors of the Readiness for Information Exchange in Pre-School Education Establishments

et al. 2019

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The development of an interactive environment that allows for a significant enhancement in interaction opportunities with information resources for a child is one of the primary tasks of the pre-school educational process organisation today. This study involved 50 establishments for children in Chelyabinsk (N = 1280: 230 children, 350 teachers, 700 parents). We used two techniques to collect data: a questionnaire for teachers on the use of Information Exchange in the educational process, their attitude towards ICTs, and the available resources (resources included technological aspects, such as infrastructure, equipment, and software, as well as educational aspects, such as further training and the availability of a qualified methodologist); and a conversation with children on their experience in using and operating digital devices for various tasks. The questions were divided into four groups that provided us with data on the following topics: the degree of inclusion of parents in the interaction (a triad of a child, a digital device, and a parent), the awareness of the child of the capacity and resources of ICTs, motivation and interests that can be realized through digital technologies, and self-reflection as the capacity of the child to predict and analyse their activities. The Hypothesis that the level of readiness for information exchange in subjects of the educational process can be increased through further training of pre-school teachers and the establishment of a single information space in a kindergarten group has been proven right. The findings the study proved such an influence and proposed directions for further studying.

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The problem with moralism

Cited by 15 publications

References 28 publications

Extremists are more confident

Extremists are more confident

Klimamoralisme

Factors of the Readiness for Information Exchange in Pre-School Education Establishments

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