MORAL REFORM,MORAL DISAGREEMENT,AND ABORTION

Abstract: Bernard Gert argues that legitimate moral disagreement calls for tolerance and moral humility; when there is more than one morally acceptable course of action, then intolerance and what Gert calls “moral arrogance” would be objectionable. This article identifies some possible difficulties in distinguishing moral arrogance from moral reform and then examines Gert's treatment of abortion as a contemporary example of moral disagreement that he characterizes as irresolvable.     

In Search of True Causes:

The present investigation sought to obtain empirical data that either directly supports or refutes the popular assumption that communication is an essential element of effective decision making. Specifically, it reports three phases of study that attempt to determine whether the variance in group decision making is best accounted for by noninteraction or interaction sources. Phase 1 examines the relationship among group member ability, communication opportunity, and decision performance. Phase 2 examines the relationship among group member ability, qualities of group communication, and decision performance. Phase 3 examines the relationship among fulfillment of communication functions requisite to decision-making efficacy, group member ability, and decision performance. In Phase 1, a strong independent main effect for communication opportunity was found; whereas in Phase 2 we discovered classification and explanatory effects for three facets of interaction quality—“evaluation of task-relevant issues,”“goal-directed communication,” and “idea development”—and in Phase 3 no classification or explanatory effects for either of the communication functions examined was found. Open channels of communication and high quality task-oriented discussion that focused on issue evaluation and task accomplishment facilitated group performance in light of the effects of group potential.     

Aesthetics and the Containment of Grief

My point of departure is the observation that people ubiquitously turn to aesthetic practices in response to the loss of a loved one. I argue that profound loss catapults the bereaved person into an alternate “world” that differs in marked ways from the world we usually occupy, an alternate world lacking even the basic coherence we need to function. Aesthetic practices facilitate restoration of coherence to our experience, as well as reconnection with the social world and recovery from the breakdown that profound loss involves. While the aesthetic notion of closure is frequently invoked in connection with the needs of the bereaved, I suggest that while containing the emotions experienced in connection with loss is vital if they are to be processed, unrealistic aspirations toward closure can encourage expectations that harm the bereaved. By contrast, I suggest that the aims of aesthetically punctuating experience and communicating through aesthetic gestures are beneficial for helping the bereaved adjust to their new circumstances.     

Reconstructing Judgment: Emotion and Moral Judgment

A traditional association of judgment with “reason” has drawn upon and reinforced an opposition between reason and emotion. This, in turn, has led to a restricted view of the nature of moral judgment and of the subject as moral agent. The alternative, I suggest, is to abandon the traditional categories and to develop a new theory of judgment. I argue that the theory of judgment developed by Justus Buchler constitutes a robust alternative which does not prejudice the case against emotion. Drawing on this theory I then develop how to conceptualize the ways in which feeling and emotion can be (or be components of) moral judgments.     

CHILDREN S CHOICES: A COMPARISON OF BOOK PREFERENCES BETWEEN HISPANIC AND NON-HISPANIC FIRST-GRADERS

This report describes a study of book preferences among 190 first graders. Students were exposed to nine different, high-quality, picture books of various genres (including multicultural texts) and asked to select one to own. A mixed subgroup of students had the texts read to them during read aloud sessions, but the majority made selections based on surface-level text structures. Results indicate that Hispanic and non-Hispanic students were more alike than different in their preferences. An overwhelming majority selected informational, rather than narrative books. This finding counters notions that young readers prefer stories and desire books that mirror them in culturally pertinent ways.