Abstract

TAILLE, Yves de La. Moral deliberation: Intelectual and affective dimensions. Educ. Puc. [online]. 2019, vol.24, n.1, pp.5-14. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v24n1a4232.

Moral deliberation is a certain way of thinking and reflecting that regulates an act. Every action (and thinking itself is an action) depends on the intellectual dimension (reason) and motivation to be realized, that is, energy. Moral deliberation, and action that follows it, does not escape the rule. Moral duty is a way of wanting, and all wanting involves, on the one hand, the formulation of a purpose (intellectual dimension) and, on the other, a will (affective dimension). The article addresses how these two dimensions are associated and constitute the basis of the subjects’ decisions in different contexts and situations, including at school. Within this context, we discuss how schools can, through “moral education”, help students learn about this complex human phenomenon that is morality. In this sense, the achievement of this objective is favored by the students’ experience of true social life in the classroom. Social life that allows relations of cooperation and reciprocity, in which justice is a fact and not just discourse and the student will be able to achieve moral autonomy and value self-respect. True social life will enable students to experience and understand, in practice, what has been verbally discussed with them and invest their personality in it. True social life will help students open intellectual horizons of morality, which will also affect their feelings and affective dimension of judgments and action (deeds).

Keywords : Affectivity; Moral education; Ethics.

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