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If Aristotle was right in claiming that the aim of moral philosophy is to help us determine how we ought to live, then part of the aim of moral philosophy must be to help us improve our prescriptive accounts of moral decision making--our accounts of how we should make moral decisions. In my dissertation I examine implications of empirical research in cognitive science, social psychology, and decision theory for issues in moral decision making. I argue that empirical evidence suggests that principled guidance is in fact beneficial for decision making, which calls into question particularist prescriptive accounts. I also argue that contrary to the prevailing view, research suggests that taking a first-person perspective when making judgments about what we ought to do might actually help us make better moral judgments. Additionally, I argue that jurors will be more likely to make fairer and more accurate judgments by taking the perspective of the defendant than by trying to maintain a detached and 'objective' point of view.

Despite the criminal nature of intimate partner violence, scholars infrequently apply general theories of crime to understanding its causes (Dixon, Archer, & Graham-Kevan, 2012). Indeed, some scholars reject the notion that the causes of intimate partner violence align with the causes of general crime and violence (Dobash, Dobash, Wilson, & Daly, 1992). A second area of contention is whether male and female violence can be explained within the same theoretical framework (Dutton & Nicholls, 2005). In this thesis I argue that as a type of criminal behaviour, understanding the causes of intimate partner violence from a criminological perspective is a valid and necessary research endeavour. Further, guided by the principles of the theoretical framework of this thesis, I submit that both male and female intimate partner violence can be explained within the same general theory of crime. This thesis applies situational action theory, a general theory of crime that places morality at the centre of its explanatory framework, to the understanding and explanation of intimate partner violence. This thesis concentrates on the roles of personal morality and provocation in intimate partner violence perpetration. Partner conflict is defined as the experience of provocation, while friction sensitivity and low partner cohesion are included as key factors leading to partner conflict. Specifically, this thesis examines whether the strength of personal morality influences whether individuals respond to provocation with violence against a partner. To address the aims of the research, this thesis uses data from the Peterborough Adolescent and Young Adult Development Study, a study designed to test situational action theory. Participants are a representative sample of males and females between 24 and 25 years of age. Path analyses using a multiple-group method revealed that high friction sensitivity and low partner cohesion contributed to increased partner violence perpetration by influencing the level of partner conflict. Morality had a significant moderating effect on the path between partner conflict and partner violence perpetration. Namely, individuals with weak morality, and who frequently engaged in partner conflict, were significantly more likely to perpetrate acts of partner violence than individuals with strong morality who engaged in frequent conflict with a partner. These findings were replicated across males and females. The findings of this research illustrate the importance of morality in the explanation of partner violence, and provide evidence that both male and female partner violence can be explained within the framework of situational action theory.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-07-10T14:30:37Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Veronica Nogueira Vanni.pdf: 3577308 bytes, checksum: fd930227c36eda5f7a13707374db19a9 (MD5) / Made available in DSpace on 2017-07-10T14:30:37Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Veronica Nogueira Vanni.pdf: 3577308 bytes, checksum: fd930227c36eda5f7a13707374db19a9 (MD5) Previous issue date: 2017-03-28 / This thesis was presented and defended in the Master's Program of Education of This dissertation was presented and defended in the Master's Program in Education at the University of Oeste Paulista – Concentration Area: Educational Institution and Educator's Training (UNOESTE). In the national scenario, we frequently observe the growth of violence situations in schools, which significantly jeopardizes the educational process. Whether it is verbal, physical, or any other kind of practice, violence must be prevented and countered, since violence is the opposite of education's purpose. Thereby, the responses to situations of conflict existing in school depicted at the violent behaviors found, point out the relevance in working with practices that promote the learning of values and moral rules and the ethical formation of students, since they include the reflection about values and skills needed to the conviviality in society. In this sense, this research had as main objective to substantiate and systematize an experience with a deliberative moral practice, the class assemblies, contributing for the development of students' moral autonomy. It is based on authors of the psychology of morality and especially those who bring the perspective of evolutionary cognitive theory. It was made accordingly with the descriptive qualitative approach, of phenomenological nature of intrinsic case study type. It was developed in a municipal school of kindergarten and elementary school located in the Sao Paulo countryside. The methodological procedures have involved: data collection, documental analysis; semi structured interviews with the director, pedagogical coordinator of the common nucleus and one teacher of the 5th year of Elementary School; observation of an experience with class assemblies made with one teacher and her respective students of the 5th grade of Elementary School; interview after the assemblies with 30% of the total number of students chosen by lot (simple random sample). Data analysis and discussion were based on observations of practice and through the meaning interpretation of answers (written or oral), presented by the respondents; which were separated by axes, sub-axes and categories related to the objectives proposed by this research. Results indicate that although there is still a need for greater theoretical-practical deepening for the systematization of school moral practice with class assemblies instituted by the school, they favor the formation of a student who is protagonist in his developmental process, as well as in the establishment of a school environment in which the climate is favorable for the learning of contents, values and rules, which results in a more democratic coexistence, where mutual respect prevails contributing in a significant way for the development of moral autonomy. Our hope is that this research will subsidize other studies about the learning of values and rules in the work with moral practices in schools, expanding the reflection of these as mechanisms of moral education and their contribution to the development of students' moral autonomy. / Esta dissertação foi apresentada e defendida no Programa de Mestrado em Educação da Universidade do Oeste Paulista - Área de concentração: Instituição Educacional e Formação do Educador (UNOESTE). No cenário nacional observamos com frequência o crescimento dos casos de violência nas escolas, o que compromete significativamente o processo educativo. Seja verbal, física ou qualquer outro tipo de prática, a violência deve ser prevenida e combatida, pois esta é oposta ao propósito da educação. Desta forma, as respostas às situações de conflito presentes na escola retratadas nos comportamentos violentos encontrados, apontam a relevância em se trabalhar com práticas que promovam a aprendizagem de valores e regras morais e a formação ética dos alunos, pois estas compreendem a reflexão sobre valores e habilidades necessárias para a convivência em sociedade. Sob esse olhar, esta pesquisa teve por objetivo principal fundamentar e sistematizar uma experiência com uma prática moral deliberativa, as assembleias de classe, contribuindo para o desenvolvimento da autonomia moral dos alunos. Fundamenta-se em autores da psicologia da moralidade e, em especial, aqueles que trazem a perspectiva da teoria cognitiva evolutiva. Realizada segundo a abordagem qualitativa descritiva, de natureza fenomenológica do tipo Estudo de Caso intrínseco. Foi desenvolvida em uma escola municipal de Ensinos Infantil e Fundamental I do interior paulista. Os procedimentos metodológicos envolveram: a coleta de dados; análise documental; entrevistas semiestruturadas com a diretora, coordenadora pedagógica do núcleo comum e uma professora do 5º ano do Ensino Fundamental I; observação de uma experiência com assembleias de classe com uma professora e seus respectivos alunos do 5º ano do Ensino Fundamental I; entrevista pós assembleias com 30% do total de alunos escolhidos por sorteio (amostra aleatória simples). A análise e discussão dos dados foram feitas a partir das observações da prática e por meio da interpretação do significado das respostas (escrita ou oral), apresentadas pelos pesquisados; as quais foram separadas por eixos, subeixos e categorias relacionados com os objetivos propostos por esta pesquisa. Os resultados sinalizam que embora exista ainda a necessidade de um maior aprofundamento teórico-prático para a sistematização da prática moral escolar com as assembleias de classe instituídas pela escola, as mesmas favorecem a formação de um aluno protagonista em seu processo de desenvolvimento bem como o estabelecimento de um ambiente escolar onde o clima é favorável para a aprendizagem de conteúdos, valores e regras, o que resulta em uma convivência mais democrática, em que o respeito mútuo prevalece, contribuindo, consequentemente, de maneira significativa no desenvolvimento da autonomia moral. Esperamos que esta pesquisa subsidie outros estudos sobre a aprendizagem de valores e regras no trabalho com práticas morais nas escolas, e amplie a reflexão destas como mecanismos de educação moral e sua contribuição para o desenvolvimento da autonomia moral dos alunos.

This study deals with the problem of moral development discontinuity prevalent in today's multicultural societies. Black adolescents are confronted by many obstacles in their situatedness in the home, school and society. It has been revealed that the black adolescent in the multicultural situation is exploited, dehumanised and exposed to impersonal situations when he should be offered moral guidance and challenging moral dilemmas in order to develop his moral sense, however he is consequently reduced to an object that is tossed to and fro by his fellow human beings. The black adolescent, it has been shown, needs his fellow human beings, as transmitters of moral values to help him to achieve a moral-self. This study examines the three multicultural situations, the home, the school and the society and shows that morals are not inherited but acquired through mutual contact. The acquisition of morals manifests itself under conditions characterised by respect, modelling, imitation, indoctrination, reward and punishment, conformity, loyalty, communication, exemplification, socialisation, experience and learning as determined by the home, school and society. It was also found that in their acquisition of morals in a multicultural society, black adolescents experience confusion brought about by the cultural differences of their society. \\!hat they previously regarded as the right thing to do in their cultural background receives negative responses in the multicultural situation. It was further found that black adolescents in a multicultural situation are not provided with sufficient opportunities to participate meaningfully in moulding their new moral environment. The multicultural environment is cold and unfriendly, as a result black adolescents are barred from expanding and anchoring themselves in their new situation to face the challenges confronting them with confidence. The empirical research revealed that in the home parents are too busy with their professional upgrading and the positions they hold at work to bother about the moral upbringing of their children. In school teachers emphasise scholastic achievement above moral development. The society does not provide black adolescents with moral role models to imitate. Society has become to technocratic, with devices such as the TV, radio, Internet and video games, to guide black adolescents in their moral intemalisation. / Psychology of Education / D. Ed. (Psychology of Education)

This study deals with the problem of moral development discontinuity prevalent in today's multicultural societies. Black adolescents are confronted by many obstacles in their situatedness in the home, school and society. It has been revealed that the black adolescent in the multicultural situation is exploited, dehumanised and exposed to impersonal situations when he should be offered moral guidance and challenging moral dilemmas in order to develop his moral sense, however he is consequently reduced to an object that is tossed to and fro by his fellow human beings. The black adolescent, it has been shown, needs his fellow human beings, as transmitters of moral values to help him to achieve a moral-self. This study examines the three multicultural situations, the home, the school and the society and shows that morals are not inherited but acquired through mutual contact. The acquisition of morals manifests itself under conditions characterised by respect, modelling, imitation, indoctrination, reward and punishment, conformity, loyalty, communication, exemplification, socialisation, experience and learning as determined by the home, school and society. It was also found that in their acquisition of morals in a multicultural society, black adolescents experience confusion brought about by the cultural differences of their society. \\!hat they previously regarded as the right thing to do in their cultural background receives negative responses in the multicultural situation. It was further found that black adolescents in a multicultural situation are not provided with sufficient opportunities to participate meaningfully in moulding their new moral environment. The multicultural environment is cold and unfriendly, as a result black adolescents are barred from expanding and anchoring themselves in their new situation to face the challenges confronting them with confidence. The empirical research revealed that in the home parents are too busy with their professional upgrading and the positions they hold at work to bother about the moral upbringing of their children. In school teachers emphasise scholastic achievement above moral development. The society does not provide black adolescents with moral role models to imitate. Society has become to technocratic, with devices such as the TV, radio, Internet and video games, to guide black adolescents in their moral intemalisation. / Psychology of Education / D. Ed. (Psychology of Education)