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Moral learning: Psychological and philosophical perspectives.

Cognition·2017
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Moral vindications.

Victor Kumar1

  • 1Philosophy Department, Boston University, 745 Commonwealth Ave, Room 516, Boston, MA 02215, United States.

Cognition
|May 27, 2017
PubMed
Summary

Unconscious moral processes are being explored, with a new learning theory suggesting model-based learning shapes moral intuitions and emotions. This framework helps understand how morality adapts to conditions and can vindicate moral change.

Area of Science:

  • Moral Psychology
  • Neuroscience
  • Cognitive Science

Background:

  • Recent research explores unconscious processes underlying moral intuitions and emotions.
  • Skeptics question moral beliefs based on findings about unconscious moral processing.
  • Existing frameworks do not fully explain the adaptive nature of moral cognition.

Purpose of the Study:

  • To introduce a learning-theoretic framework for understanding moral intuitions and emotions.
  • To explain how model-based learning shapes moral thought and feeling.
  • To explore how this framework can vindicate moral change and inform philosophical justifications.

Main Methods:

  • Development of a learning-theoretic framework applied to moral psychology.
  • Conceptual analysis integrating findings from psychology, neuroscience, and philosophy.
Keywords:
DebunkingDisgustHonorIntuitionMoral learningMoral luckRationalizationVindication

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  • Focus on model-based learning as a mechanism for attuning moral cognition.

    • Main Results:

    • Model-based learning provides a framework for understanding how moral intuitions and emotions are shaped.
    • This learning process allows moral cognition to attune to local material and social conditions.
    • The framework offers explanations that can vindicate episodes of moral change, distinguishing them from mere rationalizations.

    Conclusions:

    • Moral intuitions and emotions are shaped by rational, model-based learning mechanisms.
    • This approach reconciles empirical findings with philosophical considerations of moral change and justification.
    • Philosophical justifications can generate empirical hypotheses about the mechanisms of moral learning.