Thesis (M.A.)--Boston University. / The purpose of this study is to provide a critical interpretation of Bishop Butler's moral philosophy. The objective is two-fold, including both exposition and evaluation. The concept of morality has sometimes been reduced to that of an external demand laid upon the individual, either by God, or by society, or by a sovereign ruler. Of fundamental value in Butler's moral philosophy is the insight that morality rises from the demand of one's own nature. The summons of conscience is a summons to be oneself in the deepest sense, and thus to realize one's true destiny as a human being. Morality thus finds its basis in nature rather than in convention. In this respect Butler sides with Plato, Aristotle, the Stoics, and the English rationalists against Hobbes, Mandeville, and Locke. Butler further agrees with the classical Greek and with the rationalist tradition in regarding reality as an ordered whole, with which the structure of man's individual nature is continuous. It is this ontological ground which gives to moral judgment its full cognitive and normative significance [TRUNCATED].

Made available in DSpace on 2019-03-30T00:07:21Z (GMT). No. of bitstreams: 0 Previous issue date: 2017-12-12 / The emergence for more critical studies in Administration about the assumptions that govern the modern tradition have led Organizational Studies field (OS¿s) to rethink the organizations from theoretical approaches alternatives aimed at expanding their main reflections. All that effort has contributed to the fact that the organizational theory might gain a new profile, mainly from the Practice Based Studies (PBS), which since `the turning movement to the practice¿ has been inclined organizational theory to a social nature point of view. However, even with all those advances, the field has still left open possible gaps that somehow deserve to be considered, such as the question of morality in social relations of learning in practice. After that, I propose in this thesis to reveal morality as an element of practical knowledge, contributing to a greater understanding of the learning from micro contexts of interaction. For that, Alasdair MacIntyre¿s communitarian philosophy was taken as the main theoretical axis, because it understands that carries out a deep critical analysis around modern morality, denouncing the abstraction of a rational and individualistic society, while searching for presenting a moral community conscience emerged from values, which are transmitted and learned by the practice through the generations. In order to carry out this analysis, I used the Narrative Analysis ¿ NA, in which I took as reference a context of stories narrated by the multiple subjects participating in the research, in another words, from master craftsmen and craftsmen of the craft community from Alto do Moura located in Caruaru-PE, as well as my records, memoirs and observations that were also part of my trajectory in the field. Thus, on the basis of my empirical research, I was able to interpret some aspects that allowed me to enumerate and describe a context of narratives, which have given the necessary sense to the practical learning relationships around the figurative clay crafts from this particular community. Therefore, the main findings from this research have pointed out that the moral in the learning process of the craft community from Alto do Moura implies a practical knowledge of a social nature, which is supported by internal goods, in another words, moral elements based on respect, trust in dialogue, the historicity and the skill that are present in the relations among its participating members. Keywords: Moral. Alasdair MacIntyre. Organizational learning. Social practice. Figurative clay crafts. / A emergência de mais estudos críticos em Administração sobre os pressupostos que regem a tradição moderna, conduziu o campo dos Estudos Organizacionais (EOs) a repensar as organizações a partir de abordagens teóricas alternativas voltadas à ampliação das suas principais reflexões. Todo esse esforço contribuiu para que a teoria organizacional ganhasse uma nova roupagem, principalmente, a partir dos Estudos Baseados em Prática (EBP) (Practice Based Studies - PBS), que desde o movimento da `virada para a prática¿ (practice turn) tem inclinado a teoria organizacional à uma lente de natureza social. Todavia, mesmo com todos os avanços, o campo ainda tem deixado em aberto possíveis lacunas que de alguma maneira merecem ser consideradas, tal como a questão da moral nas relações sociais de aprendizagem na prática. Com isso, proponho nesta tese desvelar a moral como um elemento do saber prático, contribuindo para um maior entendimento da aprendizagem a partir de micro contextos de interação. Para isso, foi tomado como principal eixo teórico a filosofia comunitarista de Alasdair MacIntyre por entender que ela realiza uma profunda análise crítica em torno da moralidade moderna, denunciando a abstração de uma sociedade racional e individualista, ao passo em que procura apresentar uma consciência moral comunitária emergida de valores que são transmitidos e aprendidos pela via prática ao longo das gerações. Para realizar esta análise utilizei como caminho metodológico a Análise de Narrativas (NA), no qual tomei como referência um contexto de histórias narradas pelos múltiplos sujeitos participantes na pesquisa, isto é, de mestres artesãos e artesãos da comunidade artesanal do Alto do Moura que se encontra localizada em Caruaru-PE, bem como dos meus registros, memórias e observações que também fizeram parte da minha trajetória em campo. Desse modo, com base na minha investigação empírica, pude interpretar alguns aspectos que me permitiram enumerar e descrever um contexto de narrativas que atribuíram o sentido necessário as relações de aprendizagem na prática em torno do artesanato de barro figurativo desta comunidade em particular. Portanto, os principais achados desta pesquisa apontaram que a moral nas relações de aprendizagem da comunidade artesanal do Alto do Moura implica em um saber prático de natureza social constituída por bens internos, isto é, de elementos morais pautados no respeito, na confiança no diálogo, na historicidade e na habilidade que se fazem presentes entre os seus membros participantes. Palavras-chave: Moral. Alasdair MacIntyre. Aprendizagem organizacional. Prática social. Artesanato de barro figurativo.

Made available in DSpace on 2019-03-29T23:35:18Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-09-06 / This work discusses about legal ward in the paternal-child relationship and examines the possibility of compensation for moral damages, resulting from noncompliance of the immaterial obligations derived from family power. Conjugal breakdown, in which there are children, increasingly has interfered healthy development of children, affecting their moral integrity. It is intended to provide a legal substance to the theme affection, routinely correlated to idea of feeling. Usually, this problem is erroneously summarized to term: emotional abandonment.Thesis promptly repudiated by some Brazilian courts. It is not a matter of the law inquire about wellness in the paternal-child relationship. But require analyzing the external conducting, expected from the parents themselves, given the principle of human dignity, the principle of responsible parenthood and in the best interest of the child, adolescent and young, and thus analyzing the state intervention in family environment. Keywords: Moral damage; Immaterial abandonment; Parent-child relationship. / Esta dissertação discute qual o bem jurídico tutelado na relação paterno-filial e analisa a possibilidade de reparação do dano moral, decorrente do descumprimento dos deveres imateriais derivados do poder familiar. O rompimento da conjugalidade da qual resultou filhos comuns e ainda menores, cada vez mais, tem interferido no salutar desenvolvimento dos filhos, eventualmente comprometendo a integridade moral destes. Pretende apresentar um conteúdo jurídico ao termo afeto, corriqueiramente correlacionado à ideia de sentimento. Habitualmente tal problemática é equivocadamente resumida ao termo: abandono afetivo. Tese prontamente repudiada por alguns tribunais brasileiros. Não cabe, de fato, ao Direito perquirir sobre o bem querer na relação paterno-filial. No entanto, impõe analisar as condutas externas, próprias e esperadas dos pais, face ao princípio da dignidade da pessoa humana, ao da paternidade responsável e do melhor interesse da criança, adolescente e jovem e, analisando assim, a intervenção estatal, no ambiente familiar. Palavras-chave: Dano moral; Abandono imaterial; Relação paterno-filial.

Made available in DSpace on 2019-03-29T23:55:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-12-20 / Harassment can be defined as the abusive behavior, committed by the employer, agent of his, or employee, repeatedly and systematically, which represents psychological violence by undermining the dignity of an employee or group of employees, resulting in degradation of the labor environment. Regarding the hierarchical relation existing between the aggressor and the victim, harassment can be classified as vertical, horizontal or mixed. Vertical harassment occurs between persons that have different hierarchical levels, existing between them a juridical subordination. Vertical harassment can be classified in descendent, which occurs when the abusive behavior is adopted by a person with a higher hierarchical level than the victim, or ascendant, which occurs when the victim is of higher hierarchical level than the aggressor. Mixed harassment occurs when the conduct origins both from a person with a higher hierarchical level as from colleagues. The absence of a specific legal norm having as object the practice of harassment does not imply the absence of juridical fundament for the tutelage of the employee faced with this abusive conduct. In fact, is possible to identify in the constitutional system various norms that protect juridical interests directly violated by the practice of harassment, serving those norms as fundament for the tutelage of harassment victims. The constitutional fundaments of the juridical tutelage of the employee faced with harassment can be identified in the following rights secured in constitutional level: a) right to the protection of the dignity of the human being; b) right to the inviolability of the honor; c) right to health; d) right to a healthy labor environment; and e) right to decent labor. The assumptions for the application of norms of fundamental rights are the immediate applicability and the horizontal efficacy of those norms. From the constitutional principles violated by the practice of harassment, one can obtain a specific juridical norm that prohibits this practice, from which results the qualification of the harassment as illicit. As an illicit act, harassment will subject the aggressor employer to the sanctions established in the law order. Those sanctions, analyzed by the view of the victim employee, will correspond to subjective rights of this employee. The juridical tutelage of the victim of harassment employee will involve the following subjective rights: a) right to resistance; b) rescission of the labor contract by the employee with the perception of the pertinent allowances; and c) indemnity for the patrimonial and extra patrimonial damages resulting from harassment. The material competence to process and judge the actions having as object the juridical tutelage of the employee that is victim of harassment is of the Labor Justice, as established in the art. 114, I e VI, of the Federal Constitution. Key-Words: Harassment. Juridical protection. Fundamental rights. / O assédio moral pode ser definido como a conduta abusiva, praticada por empregador, preposto deste ou empregado, de forma repetida e sistemática, que configure violência psicológica por atentar contra a dignidade de empregado ou grupo de empregados, resultando na degradação do ambiente de trabalho. Conforme a relação hierárquica entre o agressor e a vítima, o assédio moral pode ser classificado como vertical, horizontal e misto. O assédio moral vertical é praticado entre sujeitos de níveis hierárquicos distintos, existindo entre estes subordinação jurídica. Subdivide-se em descendente, quando a conduta abusiva é praticada por superior hierárquico da vítima, e ascendente, quando a vítima é superior hierárquico do agressor. O assédio moral misto ocorre quando o assédio se origina simultaneamente de superior hierárquico e de colegas de trabalho. A ausência de norma legal específica tendo por objeto a prática do assédio moral nas relações de emprego não implica ausência de fundamento jurídico para tutela jurídica do empregado em face de tal conduta abusiva. De fato, é possível identificar no sistema constitucional diversas normas que protegem interesses jurídicos diretamente violados pela prática de assédio moral, os quais podem ser invocadas como fundamento para a tutela das vítimas de assédio moral. Os fundamentos constitucionais da tutela jurídica do empregado em face do assédio moral podem ser identificados nos seguintes direitos assegurados em âmbito constitucional: a) direito à proteção da dignidade da pessoa humana; b) direito à inviolabilidade da honra; c) direito à saúde; d) direito ao meio ambiente do trabalho sadio; e e) direito ao trabalho decente. São pressupostos para aplicação das normas de direito fundamental a eficácia horizontal e aplicabilidade imediata de tais normas. Com base nos princípios constitucionais violados pela prática de assédio moral, obtém-se norma jurídica específica proibitiva de tal conduta, da qual resulta a ilicitude do assédio moral. Como ato ilícito, o assédio moral sujeitará o empregador assediador às sanções previstas no ordenamento jurídico. Tais sanções, vistas pelo prisma do empregado assediado, corresponderão a direitos subjetivos assegurados a este pelo ordenamento jurídico. A tutela jurídica do empregado vítima de assédio moral envolve os seguintes direitos subjetivos: a) direito de resistência; b) rescisão indireta do contrato de trabalho com a percepção das verbas rescisórias consectárias; e c) indenização por danos materiais e também morais oriundos do assédio moral. A competência material para processar e julgar ações tendo por objeto a tutela jurídica do empregado vítima de assédio moral é da Justiça do Trabalho, nos termos do art. 114, I e VI, da Constituição Federal. Palavras-Chave: Assédio moral. Proteção jurídica. Direitos fundamentais.

nÃo hà / A presente pesquisa busca analisar o perÃodo da segunda metade do sÃculo XIX em Fortaleza, tendo como objeto principal a constituiÃÃo discursiva sobre os cÃdigos comportamentais e de moralidade, enquanto estratÃgia de combate aos comportamentos e Ãs prÃticas geradoras de incÃmodo, perturbaÃÃo e desordem pÃblica. Nesse perÃodo, deu-se de forma mais ostensiva, em territÃrio nacional, a adoÃÃo de legislaÃÃes que procuravam estabelecer uma polÃtica estrategicamente centrada na coerÃÃo de indivÃduos e atos ditos perigosos à manutenÃÃo da ordem e da moral na sociedade. Centrando-nos na discussÃo de como se elaboravam novas formas de controle e de adequaÃÃo social sobre as camadas populares da urbe fortalezense, intentamos analisar tambÃm como essa busca pela criminalizaÃÃo do desvio se dava ao mesmo tempo em que se legitimava e ratificava a manutenÃÃo de uma moral de carÃter religioso tradicional. Buscamos perceber como esses discursos se traduziam em muito mais que prÃticas coercitivas e cerceadoras, mas como geradores de saberes sobre a organizaÃÃo social e balizadores na reelaboraÃÃo de cÃdigos de condutas aceitÃveis para a sociedade local. Dessa forma, propomo-nos discutir como esses mesmos discursos tornavam-se, na sua maior parte, mantenedores e defensores de uma ordenaÃÃo social que reafirmava relaÃÃes dÃspares nÃo apenas de classe, mas de gÃnero e de poder.

Em Psicologia, a moral é geralmente considerada como um conjunto de costumes, hábitos, valores e regras de uma determinada sociedade ou cultura. Inúmeras abordagens têm se debruçado sobre a área do Desenvolvimento Moral, sendo, porém, poucos os estudos na perspectiva da Análise do Comportamento. O objetivo deste trabalho foi fazer um levantamento da produção analítico-comportamental acerca do Desenvolvimento Moral, destacando as questões mais frequentemente estudadas, tanto no âmbito teórico como experimental e aplicado, comparando essa produção com o que vem sendo produzido em outras abordagens psicológicas. Para tanto, foi feita uma revisão bibliográfica nos principais periódicos na área, além dos livros Sobre Comportamento e Cognição e Comportamento em Foco. A análise do material selecionado indicou que, embora a terminologia desenvolvimento moral seja pouco empregada pelos analistas do comportamento, as pesquisas desenvolvidas na área abarcam a consideração sobre sequências e progressão no desenvolvimento da moralidade, educação e práticas parentais. Nesse contexto, o comportamento moral tem sido tratado na perspectiva da governança por regras, com destaque para a correspondência entre dizer e fazer e comportamentos pró-sociais. São analisadas algumas semelhanças e diferenças entre esses estudos e os desenvolvidos por outras abordagens psicológicas. Constata-se que, de uma maneira geral, a temática do Desenvolvimento Moral frequentemente se confunde com a Psicologia da Infância, possivelmente por ser dada ênfase na aquisição de padrões de comportamento moral, que, na nossa sociedade, ocorrem principalmente nos primeiros anos de vida. Sugere-se que a análise aqui realizada seja ampliada para outra base de dados, especialmente livros e capítulos de livros especializados em Análise do Comportamento e/ou acerca do Desenvolvimento Moral / In Psychology, the moral is usually considered as a set of mores, habits, values and rules of a specific society or culture. Several approaches give some attention to the Moral Development field, however only a few studies adopt the Behavior Analysis perspective. This study aimed to do a review of the behavioral analytic production about Moral Development, addressing the most frequently studied questions, in the theoretical field and both experimental and applied, comparing this production with what is being produced in other psychological approaches. Hence, a literature review was conducted on the main journals of the field, as well as on the books Sobre Comportamento e Cognição and Comportamento em Foco. The analysis of the selected data shows that although the \"moral development\" terminology is slightly used by behavior analysts, the research conducted on the field embraces the consideration of sequence and progression on the development of morality, education and parental practices. In this framework, the moral behavior has been treated in the perspective of rule governance, addressing the correspondence between saying and doing and prosocial behaviors. Some similarities and differences are analyzed between these studies and the ones developed by other psychological approaches. In general, it is noted that the Moral Development theme is commonly confused with Infant Psychology, possibly because emphasis is given to the pattern acquisition of moral behavior, which occurs mostly in our society during the early years of life. It is suggested that the analysis conducted in this study should be expanded to other databases, especially books and chapters of books specialized in Behavior Analysis and/or Moral Development

Esta pesquisa refere-se a um estudo experimental conduzido com o objetivo de diminuir o comportamento agressivo de adolescentes na escola, combinando dois paradigmas: o modelo cognitivo desenvolvimental de Kohlberg e a teoria da aprendizagem social de Bandura. Isto foi operacionalizado na técnica de intervenção que combinam elementos das discussões de dilemas desenvolvidos por Blatt e Kohlberg com o modelo de papéis, enfatizando a discussão do líder e personagens dos dilemas. Foi hipotetizado que uma combinação entre os dilemas morais tradicionais com outros novos, que propõem soluções pacíficas versus soluções agressivas (e que foram especialmente criados para este estudo), poderiam levar a um alto decréscimo no comportamento agressivo e aumento na maturidade de julgamento moral nestes adolescentes. Os participantes eram 44 adolescentes, com idades entre 12 e 18 anos, que foram pré e pós testados através do Moral Judgment Interview, de Kohlberg, e pelo Teachers Report Form, de Achenbach (com a adaptação Brasileira ainda em andamento, realizada por Silvares e cols.). Os resultados apontam para poucos resultados estatísticos significantes, mas uma análise qualitativa de conteúdo mais acurada foi realizada na discussão, revelando ganhos interessantes tanto na maturidade de julgamento moral quanto nas reflexões sobre paz e violência.

This PhD thesis provides an extended evaluation of evolutionary debunking arguments in meta-ethics. Such arguments attempt to show that evolutionary theory, together with a commitment to robust moral objectivity, lead to moral scepticism: the implausible view that we lack moral knowledge or that our moral beliefs are never justified (e.g. Joyce 2006, Street 2005, Kahane 2011). To establish that, these arguments rely on certain epistemic principles. But most of the epistemic principles appealed to in the literature on evolutionary debunking arguments are imprecise, confused or simply implausible. My PhD aims to rectify that. Informed by debates in cutting-edge contemporary epistemology, Chapter 1 distinguishes three general, independently motivated principles that, combined with evolution, seem to render knowledge of robustly objective moral facts problematic. These epistemic principles state that (i.) our getting facts often right in a given domain requires explanation - and if we cannot provide one, our beliefs about that domain are unjustified; (ii.) higher-order evidence of error undermines justification; and (iii.) for our beliefs to be justified, our having them must be best explained by the facts they are about. Chapters 2-4 develop and critically assess evolutionary debunking arguments based on those principles, showing that only the one inspired by (iii.) succeeds. Chapter 2 investigates the argument that evolution makes explaining why we get moral facts often right impossible. I argue that Justin Clarke-Doane's recent response (2014, 2015, 2016, 2017) works, yet neglects an issue about epistemic luck that spells trouble for robust moral objectivity. Chapter 3 discusses the argument that evolution provides higher-order evidence of error regarding belief in robustly objective moral facts. I show that such an argument falls prey to Katia Vavova's (2014) self-defeat objection, even if evolutionary debunkers tweak their background view on the epistemic significance of higher-order evidence. Chapter 4 develops the argument that evolution, rather than robustly objective moral facts, best explains why we hold our moral beliefs. I offer a systematic, comprehensive defence of that argument against Andreas Mogensen's (2015) charge of explanatory levels confusion, Terrence Cuneo's (2007) companion in guilt strategy, and David Enoch's (2012, 2016) appeal to deliberative indispensability. Chapter 5 brings everything together. It investigates whether robust moral objectivity survives the worry about epistemic luck raised in Chapter 2 and the explanatory challenge developed in Chapter 4. Making progress, however, requires a better idea of how we form true, justified beliefs about and acquire knowledge of robustly objective moral facts. Since it offers the most popular and best-developed epistemology of robustly objective morality, my inquiry in Chapter 5 focuses on contemporary moral intuitionism: the view that moral intuitions can be the source of basic moral knowledge. I argue that its success is mixed. While moral intuitionism has the conceptual tools to tackle the problem of epistemic luck from Chapter 2, it cannot insulate knowledge of robustly objective moral facts against the sceptical worry raised by the evolutionary debunking argument developed in Chapter 4. Thus, evolutionary theory, together with a commitment to robust moral objectivity, does lead to a form of unacceptable moral scepticism.

Short-term service-learning experiences such as alternative breaks are increasing in popularity due to the focus on service in higher education and the institution’s responsibility to ensure students are graduating with the skills needed to succeed in an increasingly competitive, global economy and contribute to a democratic society as citizens who address societal needs. To meet this demand, colleges and universities continue to explore ways to increase civic engagement in the form of curricular and co-curricular programs. Additionally, faculty and administrators in higher education are intensely seeking a revitalization of the public purposes of higher education, which include educating for moral and civic development (Colby, 2000). One specific need identified in the research literature includes developing a better understanding of the relationship between service-learning and moral competence. There are strong indications that service-learning experiences support psychosocial development in areas such as appreciation of diversity, empathy, concern for social justice, a greater sense of personal efficacy, and problem solving (Bernacki & Jaeger, 2008; Einfeld & Collins, 2008; Marichal, 2010). While this limited research is hopeful, little to no research has been conducted to date to explore the relationship between a co-curricular service-learning experience and moral competence. An exploratory, mixed methods study was conducted with participants of a short-term service-learning experience known as a Bulls Service Break at the University of South Florida. A pre-post analysis was conducted on participants to determine if there was a relationship between moral competence and the service-learning experience through use of the Moral Competence Test. Additionally, a questionnaire was administered to participants upon completion of their service experience to explore the relationship between service-learning and Rest’s Four Component Model of Moral Behavior. The questions focused on moral sensitivity, moral judgment, moral motivation, and moral character. These data were analyzed using a combination of statistical analysis through SPSS for the quantitative research question, and through thematic coding for the qualitative questionnaire responses. Results indicated that students experienced an increase in their moral competence as evidenced pre-post comparison of C-scores. Additionally, for the research questions pertaining to Rest’s Four Component Model of Moral Behavior, relationships between moral sensitivity, moral judgment, moral motivation and moral character were confirmed via the themes generated from the qualitative data analysis. Participants experienced increased self-awareness and social awareness with relation to moral sensitivity. When exploring the data pertaining to moral judgment, participants expressed a realization of social injustice in our communities. This awareness then prompted participants to be morally motivated to combat social injustices by helping others and giving back to my community and by treating others equally and with respect. And finally, the participants’ moral character was tested when they experienced situations that made them uncomfortable during their service but they persisted toward combating social injustices and helping the communities they served. Based on the findings of the study, suggestions for future research and practical implications are offered.

This study aimed to enhance understanding of the moral reasoning of gifted children. While research has explored the justice moral reasoning of gifted children (Arbuthnot, 1973; Chovan & Freeman, 1993; Gross, 1993; Henderson, Gold, & Clarke, 1984; Howard-Hamilton, 1994), this study explored prosocial moral reasoning, moral reasoning which involves conflict between one??s own needs and desires and the needs and desires of others. In addition, this study sought to gather empirical evidence for literature claims that gifted children have higher levels of empathy than their age peers (Lovecky, 1997; Piechowski, 2003; Silverman, 1993b). The study aimed to investigate the possible relationships among giftedness, prosocial reasoning and empathy. Primary (elementary) school students aged between 9 and 12 years in the Sydney Metropolitan area were administered The Prosocial Reasoning Objective Measure (PROM), The Interpersonal Reactivity Index (IRI) and The Index of Empathy for Children and Adolescents (IOE) questionnaires. The results for gifted students (n = 176) were compared with a control group of students not identified as gifted (n = 128). The study found that gifted students used more of the highest level of prosocial reasoning in the PROM than their age peers. Furthermore, gifted students used more empathic concern, fantasy empathy and cognitive empathy than their age peers, although ability was not predictive of the other empathy factors in the instruments. Small but significant correlations between some types of empathy and some levels of prosocial reasoning were also found, indicating possible relationships between empathy and prosocial reasoning. Interviews were conducted with selected students (n = 13) from the above sample, along with some of their teachers (n = 5) and parents (n = 2). Despite the small sample, the interviews seemed to indicate a relationship between experience with bullying and prosocial reasoning. The study highlights the need for an empathy questionnaire that specifically tests cognitive and affective empathy in children. A new questionnaire may unravel some of the seemingly contradictory results in the present study. The study also provides empirical evidence that gifted children use higher levels of prosocial moral reasoning and empathy than their age-peers.