ABSTRACT
Discussions of recent trends in people’s moral beliefs and values have been based mainly on cultural sources, such as philosophical investigations and works of literature and art, and on sociological findings about general trends in Western society. These data are supposed to inform us about “social representations” which have taken root in people’s beliefs and values. However, we may find a large disparity between people’s social representations and the application of their beliefs in practice. For example, in the face of a concrete situation a person may wish to discard a relativistic position, even if she apparently shares society’s dominant conception to this effect. Consequently, to arrive at an adequate picture of the changes that have occurred in ethical beliefs it would appear essential to examine how people actually apply them-a useful realm might be decisionmaking in situations of moral dilemmas. An investigation of this kind, besides producing a more accurate picture and sharpening distinctions that may be largely imperceptible at the declarative level, can also illuminate the conditions and boundaries of shifts in attitude. This is a secondary aim of the present chapter. Drawing on the results of some of my empirical studies on moral choice, I will consider people’s perceptions of the validity and obligatory nature of moral norms and values. The primary aim of the paper, though, is to reflect on the implications of such changes for moral education.
