{"title":"理解证言在儿童道德发展中的作用:理论、争议和启示","authors":"Pearl Han Li , Melissa A. Koenig","doi":"10.1016/j.dr.2022.101053","DOIUrl":null,"url":null,"abstract":"<div><p>Children, much like adults, rely heavily on information from other people in the domains of word learning, science and religion (Harris, Koenig, Corriveau & Jaswal, 2018). However, we know much less about how testimony affects children’s moral thinking. In fact, many psychologists argue that morality is relatively impervious to direct testimonial influence, and emphasize children’s early emerging moral abilities and intuitions (Haidt, 2001; Hamlin, 2013; Smetana, 1981). These accounts are consistent with recent philosophical work holding that while testimony is an acceptable source for non-moral beliefs, it is problematic to acquire moral understanding via testimony (<em>the asymmetry thesis</em>, Hopkins, 2007). Is testimony really insufficient to transmit moral understanding?</p><p>In order to address this question, we first draw attention to recent philosophical work on skepticism towards moral testimony. We then review the literature on children’s moral development and testimonial learning and make the argument that testimony plays an indispensable role in children’s acquisition of moral understanding. Lastly, we discuss how the study of moral testimony could be supported by appreciating a set of important distinctions (e.g., different levels of dependence, different types of testimony, different costs and benefits) to aid our theorizing and empirical work on testimonial learning in the moral domain.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":5.7000,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Understanding the role of testimony in children’s moral development: Theories, controversies, and implications\",\"authors\":\"Pearl Han Li , Melissa A. Koenig\",\"doi\":\"10.1016/j.dr.2022.101053\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Children, much like adults, rely heavily on information from other people in the domains of word learning, science and religion (Harris, Koenig, Corriveau & Jaswal, 2018). However, we know much less about how testimony affects children’s moral thinking. In fact, many psychologists argue that morality is relatively impervious to direct testimonial influence, and emphasize children’s early emerging moral abilities and intuitions (Haidt, 2001; Hamlin, 2013; Smetana, 1981). These accounts are consistent with recent philosophical work holding that while testimony is an acceptable source for non-moral beliefs, it is problematic to acquire moral understanding via testimony (<em>the asymmetry thesis</em>, Hopkins, 2007). Is testimony really insufficient to transmit moral understanding?</p><p>In order to address this question, we first draw attention to recent philosophical work on skepticism towards moral testimony. We then review the literature on children’s moral development and testimonial learning and make the argument that testimony plays an indispensable role in children’s acquisition of moral understanding. Lastly, we discuss how the study of moral testimony could be supported by appreciating a set of important distinctions (e.g., different levels of dependence, different types of testimony, different costs and benefits) to aid our theorizing and empirical work on testimonial learning in the moral domain.</p></div>\",\"PeriodicalId\":48214,\"journal\":{\"name\":\"Developmental Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":5.7000,\"publicationDate\":\"2023-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Developmental Review\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0273229722000430\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Developmental Review","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0273229722000430","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
Understanding the role of testimony in children’s moral development: Theories, controversies, and implications
Children, much like adults, rely heavily on information from other people in the domains of word learning, science and religion (Harris, Koenig, Corriveau & Jaswal, 2018). However, we know much less about how testimony affects children’s moral thinking. In fact, many psychologists argue that morality is relatively impervious to direct testimonial influence, and emphasize children’s early emerging moral abilities and intuitions (Haidt, 2001; Hamlin, 2013; Smetana, 1981). These accounts are consistent with recent philosophical work holding that while testimony is an acceptable source for non-moral beliefs, it is problematic to acquire moral understanding via testimony (the asymmetry thesis, Hopkins, 2007). Is testimony really insufficient to transmit moral understanding?
In order to address this question, we first draw attention to recent philosophical work on skepticism towards moral testimony. We then review the literature on children’s moral development and testimonial learning and make the argument that testimony plays an indispensable role in children’s acquisition of moral understanding. Lastly, we discuss how the study of moral testimony could be supported by appreciating a set of important distinctions (e.g., different levels of dependence, different types of testimony, different costs and benefits) to aid our theorizing and empirical work on testimonial learning in the moral domain.
期刊介绍:
Presenting research that bears on important conceptual issues in developmental psychology, Developmental Review: Perspectives in Behavior and Cognition provides child and developmental, child clinical, and educational psychologists with authoritative articles that reflect current thinking and cover significant scientific developments. The journal emphasizes human developmental processes and gives particular attention to issues relevant to child developmental psychology. The research concerns issues with important implications for the fields of pediatrics, psychiatry, and education, and increases the understanding of socialization processes.