[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593109-105":59,"doc-detail-593109-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","moral-taste-and-moral-education-an-interview-study","Moral Taste and Moral Education - An Interview Study","","The paper examines how teachers in non-confessional subject religious education (RE) understand and seek to cultivate moral intuitions through their classroom practices. Building on moral psychology, it uses the Moral Foundations theory’s “taste” metaphor and analyses qualitative interviews based on a modified Moral Foundations Questionnaire. Findings suggest teachers tended to favor harm and fairness over loyalty, authority, and sanctity, reflecting both curriculum content and individual moral preferences. The study further discusses consequences for moral education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/moral-taste-and-moral-education-an-interview-study/593109/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/moral-taste-and-moral-education-an-interview-study/593109.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this interview study?","Question",{"text":112,"@type":113},"The study investigates which moral intuitions or taste preferences teachers want to endorse and cultivate in their pedagogical practices, particularly in Swedish non-confessional subject religious education (RE).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the interviews conducted and what tool was used?",{"text":117,"@type":113},"Qualitative research interviews were conducted with experienced RE teachers. The interviews were based on a modified version of the Moral Foundations Questionnaire, and participants were asked to elaborate their answers.",{"name":119,"@type":110,"acceptedAnswer":120},"What moral foundations did teachers tend to favor?",{"text":121,"@type":113},"The results indicate teachers tended to favor harm and fairness over loyalty, authority, and sanctity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593109,1792189514,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Moral Taste and Moral Education – An Interview Study  \nBy Niclas Lindström∗ & Lars Samuelsson±  \nIn recent research on moral psychology, the human consciousness has been compared to a tongue, with different taste buds, which together can cause a variety of sensations. According to this theory, people in general have a preparedness to react to situations, which can provide opportunities or pose threats in a social context. Moral psychologist, Jonathan Haidt, has described these receptors as pairs, for example: care/harm, fairness/cheating, loyalty/ betrayal, authority/subversion and sanctity/degradation. Which of these foundations the individual develops a taste for depends, largely, on the social and cultural context. Hence, the choices teachers make of which issues to address and in what way can contribute to a learning environment that influences their pupils’ moral outlook. The purpose of this study is to investigate which of these moral intuitions or taste preferences that teachers want to endorse and cultivate in their pedagogical practices. Against this background, a number of qualitative research interviews were conducted with experienced teachers in the non-confessional subject religious education (RE), who have a particular responsibility for moral education in the Swedish school system. The interviews were based on a modified version of the Moral Foundations Questionnaire, which was deliberately developed to determine the participants’ moral taste, and the participants were asked to elaborate their answers. The results indicate that the participants tended to favour harm and fairness over loyalty, authority and sanctity. As one of the participants puts it: “many of my examples relate to the weak and vulnerable or the ones that are denied their rights in society…these pedagogical choices are based on the content of the curriculum but also mirror my own preferences”. In this paper we analyse the interviews with the RE teachers and critically discuss the consequences the moral foundations theory has for moral education.  \nKeywords: moral education, ethics education, moral psychology, moral foundations theory  \nIntroduction  \nIn recent research on moral psychology, the human consciousness has been compared to a tongue, with different taste buds, which together can cause a variety of sensations. According to this theory, people in general have a preparedness to react to situations, which can provide opportunities or pose threats in a social context (Haidt, 2012; 2013). Several researchers have considered this a paradigm shift within moral psychology but the interest from educationalists has so far been  \n∗Associate Professor, Umeå University, Sweden.±Associate Professor, Umeå University, Sweden.  \nlimited. Maxwell and Narvaez (2013) have, for instance, stated that despite the important influence of new moral psychology “on how many contemporary social psychologists understand moral information processing and explain people’s moral reactions, few attempts have been made to assess its significance for theory, research and practice in moral development and education”(p. 271). More recently, there has been a growing interest in moral psychology among educationalists, but very few of their contributions to the debate contain empirical studies. In this paper, we want to make a contribution to the current debate, on how moral psychology and empirical investigations can be relevant to educational studies.  \nThe moral taste preferences may come naturally or be acquired in a social and cultural context. This is why teachers’ choices of content and working methods may contribute to a learning environment, which influences their pupils’ moral and political outlook. The purpose of this study is, thus, to investigate which of these moral intuitions or taste preferences that teachers want to endorse and cultivate in their pedagogical practices. Against this background, a number of qualitative research interviews were conducted with a gr","cbCaid59zyW8FbZd","https://ap.wps.com/l/cbCaid59zyW8FbZd","pdf",85847,11,"English","# Introduction\n# Selected Literature Review\n## Jonathan Haidt’s Moral Foundations Theory","[{\"question\":\"What is the purpose of this interview study?\",\"answer\":\"The study investigates which moral intuitions or taste preferences teachers want to endorse and cultivate in their pedagogical practices, particularly in Swedish non-confessional subject religious education (RE).\"},{\"question\":\"How were the interviews conducted and what tool was used?\",\"answer\":\"Qualitative research interviews were conducted with experienced RE teachers. The interviews were based on a modified version of the Moral Foundations Questionnaire, and participants were asked to elaborate their answers.\"},{\"question\":\"What moral foundations did teachers tend to favor?\",\"answer\":\"The results indicate teachers tended to favor harm and fairness over loyalty, authority, and sanctity.\"}]","Moral Taste and Moral Education - An Interview Study | PDF",1792076615,28]