TY - JOUR
T1 - Putting emotion into the self
T2 - A response to the 2008 Journal of Moral Education Special issue on moral functioning
AU - Kristjánsson, K.
N1 - Copyright 2010 Elsevier B.V., All rights reserved.
PY - 2009/9/1
Y1 - 2009/9/1
N2 - This paper takes as its starting point the Journal of Moral Education Special Issue (September, 2008, 37[3]) 'Towards an integrated model of moral reasoning'. Although explicitly post-Kohlbergian, the authors in this Special Issue do not, I argue, depart far enough from Kohlberg's impoverished notion of the role of the affective in moral life-or when they do so depart, they incorporate emotions as mere intuitive thrusts in an essentially polarised two-system view of the moral self. Prior to that complaint, I sketch an account of two contrasting self-paradigms: a 'dominant' cognitive, anti-realist (constructivist) paradigm and an 'alternative' realist and emotion-based one. I explore the implications of the latter paradigm, which I endorse, for our understanding of the 'emotional self': a self imbued with and constituted by (potentially rationally grounded) emotions. I finally contrast that understanding with the one permeating the Special Issue and elicit some educational implications of the alternative paradigm.
AB - This paper takes as its starting point the Journal of Moral Education Special Issue (September, 2008, 37[3]) 'Towards an integrated model of moral reasoning'. Although explicitly post-Kohlbergian, the authors in this Special Issue do not, I argue, depart far enough from Kohlberg's impoverished notion of the role of the affective in moral life-or when they do so depart, they incorporate emotions as mere intuitive thrusts in an essentially polarised two-system view of the moral self. Prior to that complaint, I sketch an account of two contrasting self-paradigms: a 'dominant' cognitive, anti-realist (constructivist) paradigm and an 'alternative' realist and emotion-based one. I explore the implications of the latter paradigm, which I endorse, for our understanding of the 'emotional self': a self imbued with and constituted by (potentially rationally grounded) emotions. I finally contrast that understanding with the one permeating the Special Issue and elicit some educational implications of the alternative paradigm.
UR - http://www.scopus.com/inward/record.url?partnerID=yv4JPVwI&eid=2-s2.0-74949113256&md5=67a3df491bba2ad265a666f3a780d397
U2 - 10.1080/03057240903101374
DO - 10.1080/03057240903101374
M3 - Article
AN - SCOPUS:74949113256
SN - 0305-7240
VL - 38
SP - 255
EP - 270
JO - Journal of Moral Education
JF - Journal of Moral Education
IS - 3
ER -