Moral psychology 2404-P-5-PPSS-PSM

1 What is a moral judgment? How is it different from other judgments we make?
2. Is there one morality? Moral monism vs. moral pluralism.
3. How we make moral judgments: cognitive processes vs. emotions. Rationalist model vs. socio-intuitionist model.
4. Moral emotions and their influence on moral judgment. Moral judgment as an example of "embodied judgment". The role of rational thinking in moral appraisal.
5. Sources of our morality: evolutionary determinants vs. socialization and upbringing processes. Do animals have morality? And if so, is it the same as humans?
6. Morality and political orientation and social beliefs - the essence of culture wars. Different patterns of moral systems of codes in social conservatives, liberals, and libertarians.

Term 2022/23Z:

None

Term 2023/24Z:

None

Term 2024/25Z:

None

Total student workload

- class participation 15 hrs. Time devoted to the individual work of the student: - preparation for exams - 10 hrs. - reading literature - 10 hours. Total - 35 hours - 2 ECTS points.

Learning outcomes - knowledge

Discipline outcomes K_W01 - has a structured, in-depth knowledge, including terminology, theory and methodology in psychology K_W02 - has an expanded knowledge of the relationship between psychology and humanities, social and natural sciences K_W15 - knows the definitions of concepts of social psychology; understands the phenomena and regularities of social phenomena K_W16 - understands the nature of the influence of cognitive and motivational processes on social behavior K_W17 - has knowledge of basic mechanisms and conditions of individual functioning in interpersonal relations and in groups K_W18 - knows basic concepts of developmental and educational psychology and basic theories of development and upbringing; has basic knowledge of human development in the life cycle in biological, psychological and social aspects K_W22 - has a structured̨ knowledge of ethical principles and norms and knows the ethics of the psychology profession Course effects 1 The student understands the psychological process of moral judgment. 2. The student knows and understands the evolutionary and cultural foundations of psychological mechanisms of moral judgment. 3. The student knows the individual and situational determinants of human moral behavior. 4. The student understands how differences in moral intuitions translate into differences in ideology and political orientation. Translated with www.DeepL.com/Translator (free version)

Learning outcomes - skills

Discipline outcomes K_U01 - he/she is able to use theoretical knowledge from the field of psychology to describe and analyze mental and social processes and phenomena; using correct terminology he/she is able to identify conditions of human behavior, describe the course of social phenomena and the functioning of social groups K_U02 - has the ability to use the acquired knowledge of basic and higher mental processes for professional work; is able to carry out a critical analysis of the effectiveness and usefulness of the applied knowledge; formulates substantive conclusions and summaries; is able to carry out the diagnostic process of a person in the individual aspect and his/her relations with the environment K_U05 - is able to critically analyze popular publications in the field of psychology, as well as to separate views based on colloquial knowledge from scientific data Course effects 1 The student is able to apply knowledge of the course of the psychological process of moral judgment to the analysis and understanding of real moral decisions of people. 2. The student is able to relate specific moral evaluations and behaviors to a given moral rule (intuition). 3. The student is able to show and explain the role of differences in individual moral systems in current social phenomena, e.g. political elections or "culture wars".

Learning outcomes - social competencies

Discipline outcomes K_K08 is able to predict multidirectional social consequences of his/her activity; is aware that the situation of psychological assistance is based on a specific interpersonal relationship K_K12 respects the diversity of values and lifestyles adopted by people; relates̨ with respect to people regardless of their origin, gender, sexual orientation and religion; respects the different needs of people in terms of forms of psychological help. Course effects 1 The student manifests greater openness and understanding of the moral systems of others, based on rules (intuitions) different from his own. 2 The student has a readiness to discuss the determinants and social utility of different moral rules (intuitions).

Teaching methods

Providing didactic methods: - problem lecture, - informative (conventional) lecture, - conversational lecture. Exploratory didactic methods: - case study - discussion

Expository teaching methods

- informative (conventional) lecture
- problem-based lecture
- participatory lecture

Exploratory teaching methods

- case study

Prerequisites

Completed course in Social Psychology (1th year)

Course coordinators

Term 2022/23Z:

Tomasz Jarmakowski-Kostrzanowski

Term 2023/24Z:

Tomasz Jarmakowski-Kostrzanowski
Maria Lewicka

Term 2024/25Z:

Tomasz Jarmakowski-Kostrzanowski
Maria Lewicka

Assessment criteria

Test exam - a minimum score of 60% is required to pass.

Bibliography

Basic literature (for all)
1. Bloom, P., (2015) To tylko dzieci. Narodziny dobra i zła. Sopot: Smak słowa.
2. Haidt, J. (2014). Prawy umysł. Sopot: Smak Słowa
3. de Waal, F. (2013). Małpy i filozofowie. Skąd pochodzi moralność? Kraków: Copernicus Center Press.

Additional literature (for those interested in a particular topic)
1. Bersoff, D. (1999). Why Good People Sometimes Do Bad Things: Motivated Reasoning and Unethical Behavior. Personality and Social Psychology Bulletin 25,28–39.
2. Curry, O. S., Jones Chesters, M., & Van Lissa, C. J. (2019). Mapping morality with a compass: Testing the theory of ‘morality-as-cooperation’ with a new questionnaire. Journal of Research in Personality, 78, 106–124. https://doi.org/10.1016/j.jrp.2018.10.008
3. Feinberg, M., Willer, R., Antonenko, O., John, O. P. (2012). Liberating Reason From the Passions: Overriding Intuitionist Moral Judgments Through Emotion Reappraisal. Psychological Science, 23(7), 788–795. http://doi.org/10.1177/0956797611434747
4. Graham, J., Haidt, J., Koleva, S., Motyl, M., Iyer, R., Wojcik, S. P., Ditto, P. H. (2013). Moral Foundations Theory. W: Advances in Experimental Social Psychology (Vol. 47, pp. 55–130). Elsevier.
5. Graham, J., Haidt, J., Nosek, B. A. (2009). Liberals and conservatives rely on different sets of moral foundations. Journal of Personality and Social Psychology, 96(5), 1029–1046. http://doi.org/10.1037/a0015141
6. Graham, J., Nosek, B. A., Haidt, J., Iyer, R., Koleva, S., Ditto, P. H. (2011). Mapping the moral domain. Journal of Personality and Social Psychology, 101(2), 366–385. http://doi.org/10.1037/a0021847
7. Greene, J. D. (2001). An fMRI Investigation of Emotional Engagement in Moral Judgment. Science, 293(5537), 2105–2108. http://doi.org/10.1126/science.1062872
8. Greene, J.D. (2014). The cognitive neuroscience of moral judgment and decision-making. The Cognitive Neurosciences V MIT Press, Cambridge, MA.
9. Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to moral judgment. Psychological Review, 108(4), 814–834. http://doi.org/10.1037/0033-295X.108.4.814
10. Haidt, J., S. Koller, Dias. M. (1993). Affect, culture, and morality, or is it wrong to eat your dog?” Journal of Personality and Social Psychology, 65, 613–28.
11. Haidt, J., Graham, J. (2009). Planet of the Durkheimians, Where Community, Authority, and Sacredness are Foundations of Morality. In J. T. Jost, A. C. Kay, H. Thorisdottir, Social and Psychological Bases of Ideology and System Justification (371–401). Oxford University Press.
12. Hofmann, W., Wisneski, D. C., Brandt, M. J., & Skitka, L. J. (2014). Morality in everyday life. Science, 345(6202), 1340–1343. https://doi.org/10.1126/science.1251560
13. Iyer, R., Koleva, S., Graham, J., Ditto, P., & Haidt, J. (2012). Understanding Libertarian Morality: The Psychological Dispositions of Self-Identified Libertarians. PLoS ONE, 7(8), e42366. https://doi.org/10.1371/journal.pone.0042366
14. Schnall, S., Haidt, J., Clore, G. L., Jordan, A. H. (2008). Disgust as Embodied Moral Judgment. Personality and Social Psychology Bulletin, 34(8), 1096–1109. http://doi.org/10.1177/0146167208317771
15. Van Leeuwen, F., & Park, J. H. (2009). Perceptions of social dangers, moral foundations, and political orientation. Personality and Individual Differences, 47(3), 169–173. http://doi.org/10.1016/j.paid.2009.02.017

Term 2022/23Z:

None

Term 2023/24Z:

None

Term 2024/25Z:

None

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of 2404-P-5-PPSS-PSM in USOSweb