Yes / The nature of moral action versus moral judgment has been extensively debated in numerous disciplines. We introduce Virtual Reality (VR) moral paradigms examining the action individuals take in a high emotionally arousing, direct action-focused, moral scenario. In two studies involving qualitatively different populations, we found a greater endorsement of utilitarian responses±killing one in order to save many others±when action was required in moral virtual dilemmas compared to their judgment counterparts. Heart rate in virtual moral dilemmas was significantly increased when compared to both judgment counterparts and control virtual tasks. Our research suggests that moral action may be viewed as an independent construct to moral judgment, with VR methods delivering new prospects for investigating and assessing moral behaviour. / Plymouth University and Seventh Framework Programme (FP7-PEOPLE-2013-ITN-604764)

Yes / Advances in Virtual Reality (VR) technologies allow the investigation of simulated moral actions in visually immersive environments. Using a robotic manipulandum and an interactive sculpture, we now also incorporate realistic haptic feedback into virtual moral simulations. In two experiments, we found that participants responded with greater utilitarian actions in virtual and haptic environments when compared to traditional questionnaire assessments of moral judgments. In experiment one, when incorporating a robotic manipulandum, we found that the physical power of simulated utilitarian responses (calculated as the product of force and speed) was predicted by individual levels of psychopathy. In experiment two, which integrated an interactive and life-like sculpture of a human into a VR simulation, greater utilitarian actions continued to be observed. Together, these results support a disparity between simulated moral action and moral judgment. Overall this research combines state-of-the-art virtual reality, robotic movement simulations, and realistic human sculptures, to enhance moral paradigms that are often contextually impoverished. As such, this combination provides a better assessment of simulated moral action, and illustrates the embodied nature of morally-relevant actions. / Plymouth University and Seventh Framework Programme (FP7-PEOPLE-2013-ITN-604764)

Yes / Recent advances in virtual technologies have allowed the investigation of simulated moral actions in aversive moral dilemmas. Previous studies have employed diverse populations to explore these actions, with little research considering the significance of occupation on moral decision‐making. For the first time, in this study we have investigated simulated moral actions in virtual reality made by professionally trained paramedics and fire service incident commanders who are frequently faced with and must respond to moral dilemmas. We found that specially trained individuals showed distinct empathic and related personality trait scores and that these declined with years of experience working in the profession. Supporting the theory that these professionals develop resilience in moral conflict, reduced emotional arousal was observed during virtual simulations of a distressing dilemma. Furthermore, trained professionals demonstrated less regret following the execution of a moral action in virtual reality when compared to untrained control populations. We showed that, contrary to previous research, trained individuals made the same moral judgements and moral actions as untrained individuals, though showing less arousal and regret. In the face of increasing concerns regarding empathy decline in health care professionals, we suggest that the nature of this decline is complex and likely reflects the development of a necessary emotional resilience to distressing events.

Detta arbete redogör för effekterna tillgången eller avsaknaden av omfattande karaktärsinformation samt information om beslutens direkta konsekvenser har på spelarens beslutsprocess i narrativa prohibition dilemman. Då det finns avsaknad av konsensus om dess effekter i ämnesområdet och en frånvaro av objektiva studier för att undersöka de aktuella ståndpunkterna, är studien nödvändig för att förbättra kunskapen inom området och för att generera objektiva resultat av dess effekter på spelare. För att undersöka problemformuleringen skapades två likadana textbaserade spel, där skillnaden mellan dem var att den ena gav spelaren omfattande karaktärsinformation och information om beslutens direkta konsekvenser i spelet narrativa prohibition dilemman, medan den andra artefakten saknade den informationen. Respektive artefakt testades på en separat testgrupp för att generera resultat om dess respektive effekt på testgruppen som spelade den. Resultaten var blandade i de olika testgrupperna. Det gick dock att finna tendenser i resultaten i de olika grupperna. När spelare inte hade omfattande karaktärsinformation samt information om beslutens konsekvenser, var de mer benägna att välja de beslut de kände var rätt utifrån deras egna värderingar när de inte kunde härleda beslutens konsekvenser. När de kunde härleda beslutens konsekvenser valde de ofta det val vilket gav dem den mest fördelaktiga utkomsten. När spelaren hade tillgång omfattande karaktärsinformation samt information om beslutens direkta konsekvenser motiverades deras beslut av att väga fördelarna och nackdelarna av respektive beslutsalternativ mot varandra, utifrån en strategisk och/eller moralisk basis, där de tog det alternativ som gav dem den mest optimala utkomsten. I fall där spelarna hade en emotionell investering i besluten valde de oftast oavsett mängden tillgänglig information vid beslutet att välja det beslut som kändes rätt. Något som även framkom i studien var att bättre resultat för att besvara problemformuleringen och explorativt undersöka ämnesområdet, skulle vara att göra ett liknande test av artefakterna på grupper av definierade spelartyper. Det skulle ge en bättre översikt av respektive utgångspunkts påverkan på specifika spelartyper och generera tydligare samt mer användbara resultat att besvara problemformuleringen med.

En la práctica jurídica contemporánea es usual que muchas discusiones giren en torno a elementos tales como "derechos fundamentales", "bienes constitucionalmente protegidos", "valores superiores" y otros aspectos sustantivos, normalmente de rango constitucional. Asimismo, la distinción entre "principios" y "reglas", o conceptos como el de "ponderación", han pasado en las últimas décadas a formar parte del bagaje teórico básico de los juristas. En esta obra se intenta ofrecer un análisis riguroso de los conflictos entre principios constitucionales, de la ponderación y de la posibilidad de obtener una única respuesta correcta en todo caso, y se intenta mostrar cómo desde el positivismo jurídico y la filosofía analítica puede darse perfecta cuenta de estas cuestiones, señalando además cómo algunas afirmaciones ampliamente compartidas sobre los principios y la ponderación deberían ser abandonadas o cuanto menos matizadas, y que en esencia las situaciones de conflicto entre principios son muy similares, tanto en su estructura como en su modo de resolución, a las antinomias entre reglas. / In the contemporary legal practice, there are very often discussions related with legal elements labelled as “fundamental rights”, “constitutionally protected goods”, “superior values” and other substantive aspects, usually of a constitutional level. Also, the distinction between “legal principles” and “legal rules”, or concepts such as “weighing and balancing” have become in recent years some of the most basic theoretical tools of legal scholars and jurists. This work tries to offer a rigorous analysis about the conflicts between constitutional principles, weighing and balancing and the possibility of a single correct answer, and tries to give account of these matters from the scope of legal positivism and analytic philosophy. Some of the conclusions are that some deeply shared claims about legal principles and weighing and balancing should be abandoned or at least qualified, and that, in sum, conflicts between rules and conflicts between principles are very similar, both in their structure and in the procedures or mechanisms for solving them.

On parle souvent de population en détresse, mais rarement d’humanitaires en détresse. Et pourtant ils sont sur le terrain et subissent les mêmes événements et « malheurs » que la population elle-même et il n'y a plus de mois maintenant sans qu'une organisation ne déplore de situations graves pour son personnel. Mission après mission, les humanitaires s’exposent de façon répétée à des situations hautement stressantes, voire traumatiques. Et garder son équilibre et un niveau de stress correctement géré concerne soi-même et le reste du groupe, et au final la réussite de la mission. Connaître ses propres limites et ses modes de réaction à des situations par définition stressantes font partie de l’hygiène de base de chacun, tant pour sa propre survie, que celle des équipes.Le problème étant connu et inévitable, il est éventuellement possible d’y remédier par ce qu’on ap-pelle les stratégies d’ajustement au stress, connues sous le nom de COPING. Cette thèse a pour but d’expliciter des différentes formes et facteurs de stress dont les humani-taires peuvent souffrir ainsi que de leurs conséquences au niveau professionnel, relationnel, compor-temental, somatique et émotionnel à court et à long terme. Elle se propose de cibler le thème d’ajustement du coping, ou les stratégies pour faire face au stress par rapport à chaque type de per-sonnalité. On doit bien préciser ici que le but de cette recherche n’est pas de prédire la réaction de chaque personnalité face au stress, mais de mieux comprendre et par la suite adapter les stratégies de coping à chaque type de personnalité du travailleur humanitaire, décrit selon le modèle de personna-lité en cinq facteurs. Nous explorons par la suite le lien entre ces domaines de personnalité et le ni-veau de pratique dans le domaine de l’aide humanitaire, assimilable à un niveau d’expertise. / We often talk about people in distress, but rarely about humanitarian distress. And yet they are on the ground and suffer the same events and "misfortune" that the population itself and there's no more months now without that an organization regrets the serious conditions for its staff.Mission after mission, humanitarians are repeatedly exposed to highly stressful situations and even traumatic. The humanitarian has to keep his balance and stress levels run properly for himself and the rest of the group, and ultimately for the success of the mission. Know our own limits and our ways of reaction to stressful situations by definition are part of the basic hygiene of each, and are important for our own survival.The problem is known and inevitable; it may be possible to remedy it by coping strategies to stress.This thesis aims to explain the different forms and stressors that humanitarians can suffer and their consequences at the professional level, relational, behavioral, somatic and emotional short and long term. It intends to focus the theme of coping adjustment, or strategies of coping with stress in relation to each personality type. We must make it clear here that the purpose of this research is not to predict the reaction of each person deal with stress, but to better understand and subsequently adapt coping strategies to each personality type of aid worker, described by the Five Factors personality model. We explore also the relationship between these domains of personality and level of practice in the field of humanitarian aid, similar to a level of expertise.

Made available in DSpace on 2014-06-11T19:24:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-09-03Bitstream added on 2014-06-13T20:31:30Z : No. of bitstreams: 1 araujo_tb_me_rcla.pdf: 1446448 bytes, checksum: b3d421c53380047ad9c5493923c1a86b (MD5) / É visível a preocupação com um modelo de Educação que tenha como princípio a formação da cidadania. Surge, portanto, no meio escolar, a necessidade de se produzir ações que focalizem o ensino de valores morais, dentro desse contexto, uma vez que aos educadores e a todos os agentes envolvidos com a Educação é atribuída a tarefa de se educar ética e moralmente os indivíduos. E este é o interesse desta pesquisa, que apresenta uma alternativa de intervenção pedagógica que culmina na prática da discussão de dilemas morais encontrados no enredo das Fábulas Italianas, compiladas por Ítalo Calvino em 1954. Os objetivos que permearam todo o desenrolar desta pesquisa foram: identificar o nível evolutivo da noção de justiça em que se encontram os sujeitos participantes, de acordo com as teorias de Piaget e Kohlberg, em duas classes do Ensino Fundamental (uma experimental e outra de controle), dentro de uma instituição pública de ensino e verificar se o trabalho pedagógico com o enredo de algumas fábulas italianas, por meio da técnica da discussão moral, implica em uma evolução qualitativa no nível do raciocínio moral. Para tanto, os sujeitos participaram de um pré-teste que corresponde às respostas dadas aos dilemas de Kohlberg. Posteriormente, participaram da intervenção pedagógica e, por último, realizaram o pós-teste com os mesmos questionamentos aplicados no pré-teste. A análise qualitativa dos dados baseou-se nesses depoimentos fornecidos pelos sujeitos, tendo o cuidado de acompanharmos o raciocínio e a estrutura de seu pensamento, caracterizando o seu estágio de raciocínio moral antes e depois de todo o trabalho de intervenção pedagógica, relacionando-os sempre com as teorias de Piaget e Kohlberg e com a teoria da análise de conteúdo de Bardin (1977). Observou-se, ao final dessa pesquisa, que os sujeitos que participaram da Classe Experimental... / It is clearly identifiable the existence of a strong concern towards the existence of an Education model that aims for citizenship development. As a consequence, the school environment holds the need for actions that focus on the teaching of moral values, considering that educators and other teaching-related agents have the difficult task of teaching their pupils both ethic and morally. The present research attempts to introduce an alternative pedagogical intervention which results in the discussion of moral dilemmas taken from the plot of Italian Folktales, compiled by Italo Calvino in 1954. One of the objectives pursued throughout this research was: to identify the level of justice maturity of each participant according to Piaget and Kohlberg theories in two groups of Secondary school (being one the experimental group and other the control group) from a public school. The second objective was to assess the pedagogical work with the plot of some Italian folktales - through moral discussion method - as a means of qualitative evolution in the level of moral reasoning. In order to achieve this result, the participants sat for a pre-test which fits Kohlberg dilemmas‟ answers. Afterwards, they were involved in a data gathering process during the period of pedagogical intervention and in the end, they sat for a post-test involving the same questions previously applied in the pre-test. The datum qualitative analysis was based on the testimony provided by participants. During the analysis, the reasoning and the structure of their thinking were closely observed in order to qualify their stage of moral reasoning before and after all the work of pedagogical intervention, applying Piaget and Kohlberg theories as well as the theory of content analysis by Bardin (1977). At the end of this research, it was observed that all the experimental group participants achieved a superior moral reasoning... (Complete abstract click electronic access below)

In this thesis, the main focus is on deontic logic as a tool for formal representation of moral reasoning in natural language. The simple standard system of deontic logic (SDL), i.e. the minimal Kripkean modal logic extended with the deontic axiom, stating that necessity (interpreted as obligation) implies possibility (interpreted as permission), has often been considered inadequate for this aim, due to different problems, e.g. the so-called deontic paradoxes. A general survey of deontic logic and the problems with SDL is made in chapter 1. In chapter 2, a system denoted Classical Deontic-Modal logic (CDM1) is defined. In this system, there is a primary obligation operator indexed to sets of possible worlds, and a secondary requirement operator, defined in terms of strictly necessary conditions for fulfilling an obligation. This secondary operator has most of the properties of the necessity operator in SDL. In chapters 3 and 4, it is argued that CDM1 is able to handle the SDL problems presented in chapter 1 in an adequate way, and the treatment of these problems in CDM1 is also compared with their treatment in some other well-known deontic systems. In chapter 5, it is argued that even though the problems related to quantification in modal contexts are relevant to deontic logic, these issues are not specific to deontic logic. In chapter 6, the relations between some controversial features of moral reasoning, such as moral dilemmas and “non-standard” deontic categories like supererogation, and deontic logic are discussed. It is shown how CDM1 can be modified in order to accommodate these features.

Made available in DSpace on 2015-05-14T12:11:48Z (GMT). No. of bitstreams: 1 ArquivoTotalEugenia.pdf: 1111400 bytes, checksum: 8d0150bdfd73d917028015cfe5760882 (MD5) Previous issue date: 2013-03-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work deals with the question of logical consistency inside the context of moral dilemmas or, more specifically, genuine moral dilemmas, which are situations where someone has a conflict between two obligatory actions guided by the same moral principle. In other words, it is a situation where there are two moral obligations which should be satisfied, but since they are incompatible, while sometimes one is the negation of the other, they cannot be both accomplished. When we formalize moral dilemmas along with some deontic principles, the result is a contradiction. Inside the framework of classical deontic logic, due to its limitation of dealing with paradoxes of such kind, the existence of moral dilemmas is taken as something absurd, as an affront to rationality. Thus, given the inconsistency, the solution would be to deny the existence of the dilemmas, which has been the most widespread solution, or to deny the deontic principles involved in the inconsistency. We do not agree with these two solutions. Instead, we propose to weaken the rationalist argumentation based on the existence of dialetheias and on the suggestion of dealing with moral dilemmas inside a paraconsistent framework, in such a way that the existence of inconsistence would not be a reason any more to deny the existence of such dilemmas. / RESUMOO presente trabalho aborda a questão da consistência lógica dentro do contexto dos dilemas morais; mais especificamente dilemas morais genuínos, que são situações nas quais uma pessoa tem o conflito entre duas ações obrigatórias guiadas pelo mesmo princípio. Ou seja, existem duas obrigações que deveriam ser satisfeitas, mas por se tratarem de ações incompatíveis, em que uma é a negação da outra, não podem ambas ser praticadas. Quando se faz a formalização do dilema moral conjuntamente com alguns princípios deônticos o resultado é uma contradição. Dentro do framework da Lógica Deôntica clássica, por causa de sua limitação em tratar com paradoxos devido a alguns princípios clássicos, a existência dos dilemas morais é tida como algo absurdo ou uma afronta à racionalidade. Assim, dada à inconsistência, a solução seria negar a existência dos dilemas ou negar os princípios deônticos envolvidos na inconsistência. A solução mais propagada foi a negação da existência dos dilemas. Entretanto, discordando dessa solução, tentamos enfraquecer a argumentação racionalista com base na ideia de dialetéias e consequentemente sugerindo que, se os dilemas morais forem tratados em um framework paraconsistente a inconsistência não seria motivo suficiente para negar a existência desses dilemas.

Orientador: Áurea Maria de Oliveira / Banca: Orly Zucatto Mantovani de Assis / Banca: Dalva Maria Bianchini Bonotto / Resumo: É visível a preocupação com um modelo de Educação que tenha como princípio a formação da cidadania. Surge, portanto, no meio escolar, a necessidade de se produzir ações que focalizem o ensino de valores morais, dentro desse contexto, uma vez que aos educadores e a todos os agentes envolvidos com a Educação é atribuída a tarefa de se educar ética e moralmente os indivíduos. E este é o interesse desta pesquisa, que apresenta uma alternativa de intervenção pedagógica que culmina na prática da discussão de dilemas morais encontrados no enredo das Fábulas Italianas, compiladas por Ítalo Calvino em 1954. Os objetivos que permearam todo o desenrolar desta pesquisa foram: identificar o nível evolutivo da noção de justiça em que se encontram os sujeitos participantes, de acordo com as teorias de Piaget e Kohlberg, em duas classes do Ensino Fundamental (uma experimental e outra de controle), dentro de uma instituição pública de ensino e verificar se o trabalho pedagógico com o enredo de algumas fábulas italianas, por meio da técnica da discussão moral, implica em uma evolução qualitativa no nível do raciocínio moral. Para tanto, os sujeitos participaram de um pré-teste que corresponde às respostas dadas aos dilemas de Kohlberg. Posteriormente, participaram da intervenção pedagógica e, por último, realizaram o pós-teste com os mesmos questionamentos aplicados no pré-teste. A análise qualitativa dos dados baseou-se nesses depoimentos fornecidos pelos sujeitos, tendo o cuidado de acompanharmos o raciocínio e a estrutura de seu pensamento, caracterizando o seu estágio de raciocínio moral antes e depois de todo o trabalho de intervenção pedagógica, relacionando-os sempre com as teorias de Piaget e Kohlberg e com a teoria da análise de conteúdo de Bardin (1977). Observou-se, ao final dessa pesquisa, que os sujeitos que participaram da Classe Experimental... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: It is clearly identifiable the existence of a strong concern towards the existence of an Education model that aims for citizenship development. As a consequence, the school environment holds the need for actions that focus on the teaching of moral values, considering that educators and other teaching-related agents have the difficult task of teaching their pupils both ethic and morally. The present research attempts to introduce an alternative pedagogical intervention which results in the discussion of moral dilemmas taken from the plot of Italian Folktales, compiled by Italo Calvino in 1954. One of the objectives pursued throughout this research was: to identify the level of justice maturity of each participant according to Piaget and Kohlberg theories in two groups of Secondary school (being one the experimental group and other the control group) from a public school. The second objective was to assess the pedagogical work with the plot of some Italian folktales - through moral discussion method - as a means of qualitative evolution in the level of moral reasoning. In order to achieve this result, the participants sat for a pre-test which fits Kohlberg dilemmas‟ answers. Afterwards, they were involved in a data gathering process during the period of pedagogical intervention and in the end, they sat for a post-test involving the same questions previously applied in the pre-test. The datum qualitative analysis was based on the testimony provided by participants. During the analysis, the reasoning and the structure of their thinking were closely observed in order to qualify their stage of moral reasoning before and after all the work of pedagogical intervention, applying Piaget and Kohlberg theories as well as the theory of content analysis by Bardin (1977). At the end of this research, it was observed that all the experimental group participants achieved a superior moral reasoning... (Complete abstract click electronic access below) / Mestre