2011
DOI: 10.1007/s10539-011-9270-6
|View full text |Cite
|
Sign up to set email alerts
|

Varying versions of moral relativism: the philosophy and psychology of normative relativism

Abstract: Among naturalist philosophers, both defenders and opponents of moral relativism argue that prescriptive moral theories (or normative theories) should be constrained by empirical findings about human psychology. Empiricists have asked if people are or can be moral relativists, and what effect being a moral relativist can have on an individual's moral functioning. This research is underutilized in philosophers' normative theories of relativism; at the same time, the empirical work, while useful, is conceptually … Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1
1
1

Citation Types

0
7
0

Year Published

2013
2013
2023
2023

Publication Types

Select...
9

Relationship

0
9

Authors

Journals

citations
Cited by 19 publications
(7 citation statements)
references
References 40 publications
0
7
0
Order By: Relevance
“…For instance, Bowled, Babcock, and McGuinn (2005), and Bear and Babcock (2012) find that women negotiate less well than males. Further, Quintelier and Fessler (2012) provide evidence that age influences moral relativism. Therefore, gender and age are included as covariates in the analysis.…”
Section: Research Instrumentmentioning
confidence: 87%
“…For instance, Bowled, Babcock, and McGuinn (2005), and Bear and Babcock (2012) find that women negotiate less well than males. Further, Quintelier and Fessler (2012) provide evidence that age influences moral relativism. Therefore, gender and age are included as covariates in the analysis.…”
Section: Research Instrumentmentioning
confidence: 87%
“…Due to the differing backgrounds, values, experiences, and conceptions of the pupils (as the trainees reflected), the "teacher as an ethical professional" has to take into account and respect pupils' personalities and individual needs. Interestingly, some trainees (Quintelier & Fessler, 2012). Here it should be borne in mind that teacher trainees may find it difficult to truly recognize, take into account, or discuss the differing values that pupils bring to the classroom, since the trainees themselves may be unaware of or uncertain about their own way of seeing the teaching content, and further, may not recognize the political, economic, cultural, and societal conditions the content is bound up with.…”
Section: Discussionmentioning
confidence: 99%
“…Students use both. The relativists reply with some version of “What's right for one person may be wrong for another” (Quintelier & Fessler, ). Abstractly, this claim is often true.…”
Section: Three Metagoals Of Case Studiesmentioning
confidence: 99%