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道德發展之擬情論

The Empathic Theory of Moral Development

摘要


本文探究道德發展之情感來源,蓋道德動機不但來自認知結構理念,也來自善的態度、關懷、善良的心、和擬情。擬情本位的道德發展理論乃從功能性和生物性來考慮社會化取向。擬情是多面向的傾向,此傾向經由生物性基礎、認知發展、和社會化等因素,而導致成熟的利社會行為。 擬情就是人類關心他人的熱忱,也是使人類社會生活可能存在的凝聚力。它就是投入於他人情緒中的情感,或者是與他人的情緒結合在一起的情感。概言之,擬情是一種以生物與情意性為基本成分的、且由認知居間媒介的、以及在情緒上與他人聯結的社會化傾向。

並列摘要


In this study the exploration of moral development shifts from the right to the good. In particular, the shifts are from a concern with how humans grow beyond superficial moral judgment to a concern with how humans grow beyond superficial moral feeling and from cognitive sources of motivation such as justice or reciprocity to affective sources such as benevolence or empathy. Accordingly, the conception of moral motivation will expand. This study leads to a more balanced and comprehensive understanding of moral development. ”The right” is in a sense just as primary as ”the good” in morality. The construction of ideal and ”necessary” moral reciprocity has a place in moral motivation that affective primacy fails to capture. If reciprocity is akin to logic, then reciprocity and its violation generate a motive power in its own right, one that can join the motive power of empathy. As we turn our attention more fully to social behavior and its motivation, we will also need the resources of the empathic theory. Hoffman's theories would enable an adequate understanding of prosocial and antisocial behavior.

參考文獻


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Barnett, M.(1997).Kansas State University.
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被引用紀錄


李依晃(2007)。教師宗教信仰影響道德教學觀念之探究—以基督教與佛教兩名國中教師為例〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2910200810525404
陳若芝(2010)。國中生自尊情緒智能與利社會行為之相關研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1610201315185582

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