Debate 29 alteration of either the theory or technique of moral education, and no limitation of results to specific occupational or other non-cognitive characteristics of participants. The cognitive-developmental approach is suitable for anyone who is functioning at a stage below that maximally attainable given the individual's more general cognitive (Piagetian) and social perspective taking stage. Further, one might argue that MDs would do well to suspend their emotions and 'intuition' in dealing with medical ethical problems, given the arbitrary, inconsistent, and non-rational bases of these perspectives. In this light, training in the use of comprehensive logic, an encompassing social perspective, and a profound respect for the rights and dignity of the individual would seem to be highly desirable for medical students.
No takes yet. Share an insight, caveat, or question.
Ian Kennedy (1980) studied this question.