Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MORAL PSYCHOLOGY | - | Fall Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Büşra Eylem AKTAŞ |
| Name of Lecturer(s) | Assist.Prof. Büşra Eylem AKTAŞ |
| Assistant(s) | This course will explore different perspectives in the field of moral psychology. The topics of cognitive development of morality, social domain theory, moral intuitions, moral emotions, moral motives, infants’ morality, morality in childhood, developmental trajectory of fairness, and the roles of scarcity of resources and reputational concerns in the development of fairness sensitivity will be covered throughout the semester. This course consist of face-to-face lectures. Students are expected to read the relevant article and contribute to class discussions. Attendance is expected. There is no required textbook. Academic dishonesty is unacceptable and cheating will be reported through official university channels. |
| Aim | This course aims to introduce current theoretical frameworks and research in the field of moral psychology. |
| Course Content | This course contains; Introduction,Cognitive Developmental Model of Morality,Social Domain Theory,Moral Intuitions,Moral Emotions,Moral Politics I,Moral Politics II,midterm,Moral Motives,Morality in Infancy,Morality in Children I,Morality in Children II – Development of Fairness ,Morality in Children III- Fairness and Reputational Concerns,Morality in Children IV- Fairness and Scarcity of Resources,Final. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| This course will explore different perspectives in the field of moral psychology. The topics of cognitive development of morality, social domain theory, moral intuitions, moral emotions, moral motives, infants’ morality, morality in childhood, developmental trajectory of fairness, and the roles of scarcity of resources and reputational concerns in the development of fairness sensitivity will be covered throughout the semester. This course consist of face-to-face lectures. Students are expected to read the relevant article and contribute to class discussions. Attendance is expected. There is no required textbook. Academic dishonesty is unacceptable and cheating will be reported through official university channels. | A |
| Teaching Methods: | |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction | |
| 2 | Cognitive Developmental Model of Morality | |
| 3 | Social Domain Theory | |
| 4 | Moral Intuitions | |
| 5 | Moral Emotions | |
| 6 | Moral Politics I | |
| 7 | Moral Politics II | |
| 8 | midterm | |
| 9 | Moral Motives | |
| 10 | Morality in Infancy | |
| 11 | Morality in Children I | |
| 12 | Morality in Children II – Development of Fairness | |
| 13 | Morality in Children III- Fairness and Reputational Concerns | |
| 14 | Morality in Children IV- Fairness and Scarcity of Resources | |
| 15 | Final |
| Resources |
| Krebs, D. L., & Denton, K. (2005). Toward a More Pragmatic Approach to Morality: A Critical Evaluation of Kohlberg’s Model. Psychological Review, 112(3), 629–649. Turiel, E., & Banas, K. A. (2020). The development of moral and social judgments: Social contexts and processes of coordination. Eurasian Journal of Educational Research, 20(85), 23-44. Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to moral judgment. Psychological Review, 108, 814-834. Rozin, P., Lowery, L., Imada, S., & Haidt, J. (1999) The moral-emotion triad hypothesis: A mapping between three moral emotions (contempt, anger, disgust) and three moral ethics (community, autonomy, divinity). Journal of Personality and Social Psychology, 76, 574-586. Inbar, Y., Pizarro, D. A., & Bloom, P. (2012). Disgusting smells cause decreased liking of gay men. Emotion, 12, 23-27. Graham, J., Haidt, J., & Nosek, B. (2009). Liberals and conservatives use different sets of moral foundations. Journal of Personality and Social Psychology, 96, 1029- 1046. Terrizzi Jr, J. A., Shook, N. J., & Ventis, W. L. (2010). Disgust: A predictor of social conservatism and prejudicial attitudes toward homosexuals. Personality and Individual Differences, 49(6), 587-592. Inbar, Y., Pizarro, D. A., & Bloom, P. (2009). Conservatives are more easily disgusted than liberals. Cognition and Emotion, 23(4), 714-725. Rai, T. S., & Fiske, A. P. (2011). Moral psychology is relationship regulation: Moral motives for unity, hierarchy, equality, and proportionality. Psychological Review, 118, 57–75. Hamlin, J. K., Wynn, K., & Bloom, P. (2007). Social evaluation in preverbal infants. Nature, 450, 557-559. Sloane, S., Baillargeon, R., & Premack, D. (2012). Do infants have a sense of fairness? Psychological Science, 23, 196-204.Dahl, A., & Killen, M. (2018). A developmental perspective on the origins of morality in infancy and early childhood. Frontiers in Psychology, 9, 1736. Blake, P. R., & McAuliffe, K. (2011). “I had so much it didn’t seem fair”: Eight-year-olds reject two forms of inequity. Cognition, 120(2), 215-224. Blake, P. R., et al. (2015). The ontogeny of fairness in seven societies. Nature, 528(7581), 258-261. Engelmann, J. M., & Rapp, D. J. (2018). The influence of reputational concerns on children's prosociality. Current Opinion in Psychology, 20, 92-95. McAuliffe, K., Blake, P. R., & Warneken, F. (2020). Costly fairness in children is influenced by who is watching. Developmental Psychology, 56(4), 773-782. Paulus, M. (2015). Children’s inequity aversion depends on culture: A cross-cultural comparison. Journal of Experimental Child Psychology, 132, 240-246. Zhang, Z., & Benozio, A. (2021). Waste aversion reduces inequity aversion among Chinese children. Child Development, 92(6), 2465-2477. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | X | |||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | X | |||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | X | |||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | X | |||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | X | |||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | X | |||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | X | |||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | X | |||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | X | |||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | X | |||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | X | |||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | X | |||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 15 | 3 | 45 | |||
| Guided Problem Solving | 15 | 2 | 30 | |||
| Resolution of Homework Problems and Submission as a Report | 15 | 3 | 45 | |||
| Term Project | 15 | 2 | 30 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 3 | 5 | 15 | |||
| General Exam | 1 | 2 | 2 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 167 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(167/30) | 6 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MORAL PSYCHOLOGY | - | Fall Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Büşra Eylem AKTAŞ |
| Name of Lecturer(s) | Assist.Prof. Büşra Eylem AKTAŞ |
| Assistant(s) | This course will explore different perspectives in the field of moral psychology. The topics of cognitive development of morality, social domain theory, moral intuitions, moral emotions, moral motives, infants’ morality, morality in childhood, developmental trajectory of fairness, and the roles of scarcity of resources and reputational concerns in the development of fairness sensitivity will be covered throughout the semester. This course consist of face-to-face lectures. Students are expected to read the relevant article and contribute to class discussions. Attendance is expected. There is no required textbook. Academic dishonesty is unacceptable and cheating will be reported through official university channels. |
| Aim | This course aims to introduce current theoretical frameworks and research in the field of moral psychology. |
| Course Content | This course contains; Introduction,Cognitive Developmental Model of Morality,Social Domain Theory,Moral Intuitions,Moral Emotions,Moral Politics I,Moral Politics II,midterm,Moral Motives,Morality in Infancy,Morality in Children I,Morality in Children II – Development of Fairness ,Morality in Children III- Fairness and Reputational Concerns,Morality in Children IV- Fairness and Scarcity of Resources,Final. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| This course will explore different perspectives in the field of moral psychology. The topics of cognitive development of morality, social domain theory, moral intuitions, moral emotions, moral motives, infants’ morality, morality in childhood, developmental trajectory of fairness, and the roles of scarcity of resources and reputational concerns in the development of fairness sensitivity will be covered throughout the semester. This course consist of face-to-face lectures. Students are expected to read the relevant article and contribute to class discussions. Attendance is expected. There is no required textbook. Academic dishonesty is unacceptable and cheating will be reported through official university channels. | A |
| Teaching Methods: | |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction | |
| 2 | Cognitive Developmental Model of Morality | |
| 3 | Social Domain Theory | |
| 4 | Moral Intuitions | |
| 5 | Moral Emotions | |
| 6 | Moral Politics I | |
| 7 | Moral Politics II | |
| 8 | midterm | |
| 9 | Moral Motives | |
| 10 | Morality in Infancy | |
| 11 | Morality in Children I | |
| 12 | Morality in Children II – Development of Fairness | |
| 13 | Morality in Children III- Fairness and Reputational Concerns | |
| 14 | Morality in Children IV- Fairness and Scarcity of Resources | |
| 15 | Final |
| Resources |
| Krebs, D. L., & Denton, K. (2005). Toward a More Pragmatic Approach to Morality: A Critical Evaluation of Kohlberg’s Model. Psychological Review, 112(3), 629–649. Turiel, E., & Banas, K. A. (2020). The development of moral and social judgments: Social contexts and processes of coordination. Eurasian Journal of Educational Research, 20(85), 23-44. Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to moral judgment. Psychological Review, 108, 814-834. Rozin, P., Lowery, L., Imada, S., & Haidt, J. (1999) The moral-emotion triad hypothesis: A mapping between three moral emotions (contempt, anger, disgust) and three moral ethics (community, autonomy, divinity). Journal of Personality and Social Psychology, 76, 574-586. Inbar, Y., Pizarro, D. A., & Bloom, P. (2012). Disgusting smells cause decreased liking of gay men. Emotion, 12, 23-27. Graham, J., Haidt, J., & Nosek, B. (2009). Liberals and conservatives use different sets of moral foundations. Journal of Personality and Social Psychology, 96, 1029- 1046. Terrizzi Jr, J. A., Shook, N. J., & Ventis, W. L. (2010). Disgust: A predictor of social conservatism and prejudicial attitudes toward homosexuals. Personality and Individual Differences, 49(6), 587-592. Inbar, Y., Pizarro, D. A., & Bloom, P. (2009). Conservatives are more easily disgusted than liberals. Cognition and Emotion, 23(4), 714-725. Rai, T. S., & Fiske, A. P. (2011). Moral psychology is relationship regulation: Moral motives for unity, hierarchy, equality, and proportionality. Psychological Review, 118, 57–75. Hamlin, J. K., Wynn, K., & Bloom, P. (2007). Social evaluation in preverbal infants. Nature, 450, 557-559. Sloane, S., Baillargeon, R., & Premack, D. (2012). Do infants have a sense of fairness? Psychological Science, 23, 196-204.Dahl, A., & Killen, M. (2018). A developmental perspective on the origins of morality in infancy and early childhood. Frontiers in Psychology, 9, 1736. Blake, P. R., & McAuliffe, K. (2011). “I had so much it didn’t seem fair”: Eight-year-olds reject two forms of inequity. Cognition, 120(2), 215-224. Blake, P. R., et al. (2015). The ontogeny of fairness in seven societies. Nature, 528(7581), 258-261. Engelmann, J. M., & Rapp, D. J. (2018). The influence of reputational concerns on children's prosociality. Current Opinion in Psychology, 20, 92-95. McAuliffe, K., Blake, P. R., & Warneken, F. (2020). Costly fairness in children is influenced by who is watching. Developmental Psychology, 56(4), 773-782. Paulus, M. (2015). Children’s inequity aversion depends on culture: A cross-cultural comparison. Journal of Experimental Child Psychology, 132, 240-246. Zhang, Z., & Benozio, A. (2021). Waste aversion reduces inequity aversion among Chinese children. Child Development, 92(6), 2465-2477. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | X | |||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | X | |||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | X | |||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | X | |||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | X | |||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | X | |||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | X | |||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | X | |||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | X | |||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | X | |||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | X | |||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | X | |||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |