| Popis: |
In this project, I examine the theoretical and practical arenas in terms of the conceptualization, implementation, and pedagogy of moral character. The fundamental concern is embodied in the reductive fallacy and the conceptual blurriness between moral character and moral virtue facing extant moral character definitions, as well as the attribution error and confirmation bias (Harman, 2000) for empirical measurements of moral character. The review of contemporary literature confirms but does not provide conceptually concrete and structurally holistic solutions to the fundamental problems diagnosed above. So I dive deep into the four legendary philosophers, Aristotle, Hume, Kant, and Dewey to explore how they conceptualize experiential moral character in terms of the five dimensions of its forming logical structure (i.e., distinct appearances, intrinsic motivations, operative strengths, active self-agency, and awakened supreme moral principles). Through reviewing the advantages and disadvantages of historic conceptualizations by the four philosophers, I re-conceptualize experiential moral character based on the Body-Heart-Mind-Soul model. In the end, I briefly analyze the three areas in which experiential moral character can be applied: empirical measurements in research, experiential moral character education intervention or practice, and self-meditation practice. |
