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moral psychology
Moral psychology is a field of study in both philosophy and psychology. Some use the term "moral psychology" relatively narrowly to refer to the study of moral development.〔See, for example, Lapsley, D.K. Moral psychology (1996). Boulder, CO: Westview Press〕 However, others tend to use the term more broadly to include any topics at the intersection of ethics, psychology, and philosophy of mind.〔See, for example, Doris & Stich (2008) and Wallace (2007). Wallace writes: "Moral psychology is the study of morality in its psychological dimensions" (p. 86).〕 Some of the main topics of the field are moral judgment, moral reasoning, moral sensitivity, moral responsibility, moral motivation, moral identity, moral action, moral development, moral diversity, moral character (especially as related to virtue ethics), altruism, psychological egoism, moral luck, and moral disagreement.〔See Doris & Stich (2008), §1.〕
Moral psychology is a novel branch within the field of psychology. The study of moral identity development is one aspect of psychology that shows the most potential for growth due to the numerous sections within the field regarding its structure, mechanisms, and dynamics. A moral act is a type of behavior that refers to an act that has either a moral or immoral consequence. Moral Psychology can be applied across a broad range of studies, including philosophy and psychology. However it is implemented in different ways depending on culture. In many cultures, a moral act refers to an act that entails free will, purity, liberty, honesty, and meaning. An immoral act refers to an act that entails corruption and fraudulence and usually leads to negative consequences. Some of the main topics of the field are: moral judgment, moral reasoning, moral responsibility, moral development, moral character, altruism, psychological egoism, moral luck, moral disagreement, moral psychology, moral action, moral forecasting, moral emotion, and affective forecasting.
Some psychologists that have worked in the field are: Jean Piaget, Lawrence Kohlberg, Elliot Turiel, Jonathan Haidt, Linda Skitka, Leland Saunders, Marc Hauser, C. Daniel Batson, Jean Decety, Joshua Greene, A. Peter McGraw, Philip Tetlock, Darcia Narvaez, Tobias Krettenauer, Liane Young and Fiery Cushman. Some philosophers that have worked in the field are Stephen Stich, John Doris, Joshua Knobe, John Mikhail, Shaun Nichols, Thomas Nagel, Robert C. Roberts, Jesse Prinz, Michael Smith, and R. Jay Wallace.
== Background ==
Moral psychology began with early philosophers such as Aristotle, Plato, and Socrates. They believed that “to know the good is to do the good.” They analyzed the ways in which people make decisions with regards to moral identity. The battle of good versus evil has been studied since the time moral psychology became accepted as a formal branch of psychology/philosophy up until the present and it continues to expand. As the field of psychology began to divide away from philosophy, moral psychology expanded to include risk perception and moralization, morality with regards to medical practices, concepts of self-worth, and the role of emotions when analyzing one’s moral identity. In most introductory psychology courses, students learn about moral psychology by studying the psychologist Lawrence Kohlberg,〔Kohlberg, L. (1969). Stage and sequence: The cognitive development approach to socialization. In D. A. Goslin (Ed.), Handbook of socialization theory and research (pp. 347–480). Chicago: Rand McNally.〕 who introduced the cognitive developmental theory in 1969. This theory was build on Piaget's observation that children develop intuitions about justice that they can later articulate. The increasing sophistication of articulation of reasoning is a sign of development. Moral cognitive development centered around justice and guided moral action increasingly with development, resulting in a postconventional thinker that can "do no other" than what is reasoned to be the most moral action. But researchers using the Kohlberg model found a gap between what people said was most moral and actions they took. Today, psychologists and students alike rely on Blasi’s self-model that link ideas of moral judgment and action through moral commitment. Those with moral goals central to the self-concept are more likely to take moral action. The individual feels responsible for taking the moral action. However, those who are motivated will attain a unique moral identity〔
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