UNIT 11 REASON AND EMOTIONS IN HUMAN CONDUCT

Introduction

In the previous unit, we explored various theories of conduct that aim to define and clarify the criteria of morally good behavior. Here are the key takeaways:

• Morally Justified Conduct: Conduct that is supported by valid reasons is considered morally worthwhile and good behavior.
• Rationality: Rationality is a core element in ethical behavior. Behavior that is irrational, incoherent, or inconsistent is not ethically desirable.
• Limitations of Rationality: Rationality alone is not sufficient to define morality. Human emotions like empathy, sympathy, and caring are essential for morally good behavior.
• Negative Emotions: Emotions such as greed and selfishness oppose morally good behavior as they undermine reason and promote selfish interests.
• Moral Action: Controlling negative emotions is necessary for acting morally.

Objectives

By the end of this unit, you should be able to:

• Understand the dichotomy between reason and emotion.
• Discuss the implications of this dichotomy for education.
• Highlight the positive role of emotions in moral education.
• Explain the necessity of both judgment and action in moral education.
• Identify reasons for moral weakness and suggest ways to overcome it.

Dichotomy Between Reason and Emotion

Key Concepts

• Conflict Between Reason and Emotion:

  • Reason and emotion often conflict, particularly in the moral context.
  • Both are essential dimensions of morality, inseparable like two faces of a coin.

• Rationality in Moral Judgement:

  • No moral judgement is worthwhile without rational consistency and coherence.
  • Actions lack moral value without the element of "caring for others".

• Rationality Supporters:

  • Plato, Kant, Piaget, Kohlberg:
    • Reason is central to moral philosophy.
    • Education should focus on developing reason to overcome animalistic passions and emotions.
    • Virtue is the knowledge of the good; once known, one cannot avoid being virtuous.

• Reason vs. Emotions:

  • Aristotle: True happiness lies in intellectual contemplation, but practical moral actions (like saving a drowning man) challenge this view.
  • Christian Theology: Emotions and passions are domains of Satan; they need to be suppressed.
  • Kant: Emotions hinder rational morality and need to be overcome for rational action.

• Bridging the Gap:

  • Hegel's Morality of Love: Emphasizes bridging the gap between reason and emotion.
  • Empiricists: Recognize the importance of emotions in moral behavior; moral beliefs are explicable in terms of emotions and their social utility.

Implications for Education

• Addressing Both Aspects:

  • Education should balance rationality and emotional development.
  • Curriculum should include moral reasoning and emotional understanding.

• Moral Knowledge:

• Requires understanding situational reality (non-moral facts of the case).
• Moral judgment should consider the total situation to avoid wrong actions.

Implications of the Dichotomy Between Reason and Emotion

• Balance in Education:

  • Education should balance cognitive, affective, and psychomotor domains.
  • Solely focusing on rationality ignores emotional development, which is crucial for a truly moral and educated person.

• Human Personality:

  • According to Benjamin Bloom, human personality comprises:
    • Cognitive Domain (intellect)
    • Affective Domain (emotions)
    • Psychomotor Domain (physical skills)

• Importance of Emotional Development:

  • Development of appropriate feelings is integral to education.
  • Emotional and rational education together create a well-rounded individual.

• Repression of Emotions:

  • Suppressing emotions can lead to psychological issues like psychoneurosis, obsessive-compulsive behaviors, and extreme anxiety.
  • Character disorders such as alcoholism, sexual repression, and psychopathic tendencies can develop due to repressed feelings.

• Strong Super-Ego Development:

  • Repressive practices can result in a strong super-ego formed through internalizing fear and unpleasant experiences.
  • This can cause distorted conscience and unconscious behavior influenced by repressed emotions.

• Ego-Ideal and Conscience:

  • Development of a healthy conscience or self-image should be through conscious and deliberate choices, not repression.
  • Distorted conscience can lead to unreasonable behaviors, like total rejection of alcohol even for medicinal purposes.

• Reaction Formation:

• Children deprived of parental love or harshly repressed may develop aggression and hostility.
• This can lead to psychopathic or sociopathic behavior, characterized by indifference and lack of guilt, contrary to moral development.

Emotions in Moral Education

Key Points

• Role of Rationality in Morality:

  • Rationality determines the nature and form of morality.
  • Inconsistent behavior, lacking rational support, is not moral.
  • Rationality alone does not determine the content of morality.

• Content of Morality:

  • Moral behavior involves caring for others, respecting their freedom, and helping the needy.
  • Reason and emotion are both essential in moral judgment and action.

• Interdependence of Reason and Emotion:

  • Reason without emotion is ineffective; emotion without reason is misguided.
  • Reason acts as a guide, while emotion acts as a motivator.
  • Both are linked in moral judgment and action.

• Harmony Between Reason and Emotion:

  • Reason and emotion are not always in conflict; they can often be in harmony.
  • In moral decisions, both rational and emotional considerations play a role.

• Reciprocal Relationship:

  • The relationship between reason and emotion is reciprocal rather than conflicting.
  • Emotions need to be educated, not tamed or suppressed.
  • Emotions can influence and be influenced by cognition.

• Unique Perceptions:

  • Individual perceptions are unique due to their intimate relationship with emotions and personality.
  • Correct moral judgment requires a proper understanding of the situation.

• Control vs. Repression:

• Controlling emotions is necessary, while repression is harmful.
• Children need discipline and guidance to control their emotions appropriately.
• Teachers play a crucial role in shaping good behavior in young children.

Factors of Control in Moral Education

• Self-Discipline:

  • Essential part of the educational process.
  • Goal is to produce individuals who can control their emotions and make moral decisions.
  • Control should be self-initiated and conscious.

• Understanding and Expressing Emotions:

  • Children should understand their feelings and express them in socially acceptable ways (e.g., dance, drama).
  • Role-playing helps develop empathy and understanding of others' perspectives.

• Nurturing Positive Emotions:

  • Emotions like sympathy, empathy, love, and care should be nurtured.
  • These emotions should be welcomed, embraced, and promoted rather than controlled or repressed.

• Motivation in Moral Actions:

  • Moral actions should be motivated by genuine feelings, not performed indifferently.
  • True moral actions are performed willingly and with positive emotions.

• Promotion of Positive Feelings:

  • Moral education should promote feelings that support and enhance moral actions.
  • Understanding, sympathizing, empathizing, and loving others are crucial.

• Community Living and Social Service:

  • Feelings and emotions can be developed through community living and social service activities.
  • These activities teach which emotions need to be educated and how to do it effectively.

• Integration of Cognitive Understanding and Emotions:

• Moral education involves both understanding what is right and fostering the emotions that drive moral behavior.
• Cognitive understanding alone is insufficient; emotions play a vital role in moral actions.

Judgement and Action in Moral Education

Key Points

• Three Dimensions of Personality in Morality:

  • Cognitive (Judgemental): How a person thinks.
  • Affective (Feelings, Emotions, Intentions): How a person feels.
  • Psychomotor (Action): How a person behaves.
  • Morality involves the integration of these three dimensions.

• Moral Agent Requirements:

  • Having reasons for actions is necessary but not sufficient.
  • One must act in accordance with these reasons and intentions to be considered a moral agent.
  • Morality is practical, focusing on what ought to be done or what is right to do.

• Complex Balance of Judgement and Action:

  • Moral education and development must balance judgement and action.
  • Theories like those of Piaget and Kohlberg focus more on moral judgement.
  • Traditional moral training focuses on inculcating a particular code of conduct.

• Judgemental Approaches vs. Behavioural Approaches:

  • Judgemental Approaches: Emphasize understanding of moral issues (e.g., Piaget, Kohlberg).
  • Behavioural Approaches: Focus on shaping behaviour through rewards and punishments (e.g., Skinner).
  • Behavioural approaches result in moral training, not moral education.

• Moral Education Goals:

• To further children’s understanding of moral issues.
• To develop both moral judgement and moral actions.
• True moral education involves both understanding what is right and acting in accordance with that understanding.

Moral Weakness in Moral Education

• Problem of Moral Weakness:

  • A child may know what is right but fail to act accordingly.
  • This educational problem involves encouraging children to act upon their moral judgement.

• Definition of Moral Weakness:

  • Failing to act on what is considered right or good.
  • Happens due to overpowering emotions, desires, or other irrational factors.
  • Indicates a weak ‘will’ or ‘conscience’.

• Strengthening Will and Conscience:

  • Moral education should focus on strengthening will and conscience.
  • Educating emotions to build a strong character.

• Views on Weak Will or Conscience:

  • Some thinkers reject the idea of weak will or conscience.
  • Moral weakness as a conflict between two kinds of reasons for actions.

• Reasons for Actions:

  • Justificatory Reasons: Reasons that justify an action.
  • Motivational Reasons: Reasons that motivate a person to act.

• Example of Moral Weakness:

  • Justificatory Reason: Belief that visiting a friend in the hospital is good.
  • Motivational Reason: Lack of time, energy, or dislike for the hospital environment.
  • Conflict between justificatory and motivational reasons explains moral weakness.