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Enregistrement W2025616676 · doi:10.1080/03057240802601599

‘The song remains the same’: rebuttal to Sherblom's re‐envisioning of the legacy of the care challenge

2009· article· en· W2025616676 sur OpenAlex

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Notice bibliographique

RevueJournal of Moral Education · 2009
Typearticle
Langueen
DomaineHealth Professions
ThématiqueEthics in medical practice
Établissements canadiensUniversity of British Columbia
Organismes subventionnairesnon disponible
Mots-clésRebuttalLawrence Kohlberg's stages of moral developmentMoral reasoningArgument (complex analysis)EpistemologyContext (archaeology)Moral psychologyMoral developmentSociologyLegitimacyPsychologyMoral disengagementMoralityEnvironmental ethicsSocial psychologyLawPhilosophyPolitical sciencePolitics

Résumé

récupéré en direct d'OpenAlex

Abstract In the Journal of Moral Education, Sherblom (Citation2008) examined several empirical and conceptual claims related to gender and morality and re‐envisioned the legacy of Gilligan's ‘care challenge’. He concluded that the moral and scientific legitimacy of the ethic of care has been established. However, his apologetic is flawed in major ways and scholarly integrity demands a rebuttal. This article exposes how Sherblom's analysis misconstrues some of the empirical claims, fails to present relevant data, entails an incomplete reading of Kohlberg's theory, imputes an impact on moral/character education that is unwarranted, disregards some significant problems in the conceptualisation of the ethic of care and draws conclusions that are indefensible. The primary claims of the care perspective have generally been discredited and Sherblom's attempt to advance its legacy fails. The time has come to move beyond these notions of a gendered moral psychology. Notes 1. The evidence suggests that the nature of the moral problem is somewhat predictive of the type of moral reasoning that people will bring to bear on it. Sherblom construes this to mean ‘that context alone determines the moral reasoning used’ (p. 87, italics added) which is, of course, a fallacious argument that no one has posited. He proceeds to argue and present anecdotal evidence (pp. 87–89) that people can, on occasion, reason about the same hypothetical dilemmas and similar real‐life dilemmas in different ways. That has never been in contention and is irrelevant to the issue at hand. 2. In fact, Gilligan has authored only a single empirical study of moral orientations that has been published in a refereed psychology journal (viz. Gilligan & Attanucci, Citation1988). Gilligan's failure to present data to support her empirical claims has been roundly criticised (Sommers, Citation2000). 3. At this point in his article, Sherblom asserts that Jaffee and Hyde's ‘meta‐analysis definitively replaces Walker's earlier (Citation1984) analysis…’ (p. 86). This is an egregious mis‐statement given that Walker's meta‐analysis was of gender differences in moral stage and Jaffee and Hyde's meta‐analysis was of gender differences in moral orientation. The respective meta‐analyses address different claims advanced by Gilligan and examine entirely disparate bodies of research. 4. In these studies, moral orientation was assessed using Gilligan's construct in the context of real‐life dilemmas (in other words, using precisely the methodology endorsed by Sherblom's narrow ‘interpretive claim’). 5. The issue of the relationship between moral orientation and moral stage has also been addressed by Skoe in two studies (Skoe & Diessner, Citation1994; Skoe et al., Citation1996). In these studies, the care orientation was assessed by Skoe's Ethic of Care Interview, which typically involves both hypothetical and real‐life dilemmas and which yields an index of care reasoning in terms of developmental levels, so it is unclear whether Gilligan would endorse this measure. A meta‐analysis of the findings across these two studies (total N = 167) revealed a significant effect, Z = −4.61, p<.0001; indicating that, overall, higher levels of care reasoning are again associated with higher moral stage reasoning as assessed by Kohlberg's model; a finding again clearly divergent from the claims of Gilligan and Sherblom.

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Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,007
score de la tête « metaresearch » (Gemma)0,017
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesMétarecherche, Études des sciences et des technologies, Intégrité de la recherche
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Qualitatif · Signal consensuel: Qualitatif
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,463
Score d'incertitude au seuil1,000

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0070,017
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0020,000
Communication savante0,0000,000
Science ouverte0,0010,000
Intégrité de la recherche0,0000,004
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,084
Tête enseignante GPT0,491
Écart entre enseignants0,407 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle