Dr Daniel Vanello, Leverhulme Trust Early Career Fellowship
Dr Daniel Vanello's Fellowship ‘Shaping Our Moral Identity’ is the first multidisciplinary investigation in the development of ‘moral identity’, providing a new account of its role in the explanation of moral action. ‘Moral identity’ refers to the way in which one’s learning of moral values shapes one’s sense of who one is, where this sense of moral identity in turn determines moral decisions and behaviour.
The project will explore topics such as moral individuality, and the role of personal relations in understanding the irreplaceability of individuals.
The project has two stages:
Moral learning and moral understanding
The stage provides a new philosophical account of moral learning and moral understanding. It does so by pursuing two original claims.
The first claim is that our conception of moral understanding is informed by our conception of moral learning, and vice versa. If so, then an investigation into moral understanding is informed by an investigation into what moral learning is, and vice versa. This gives rise to the second claim according to which our ability to enter affectively-laden, communicative interactions with other people is partly constitutive of both moral learning and moral understanding.
This first stage of the project engages with the works of Raimond Gaita, Bernard Williams and Richard Moran on moral questions, such as:
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What is moral individuality, and what is the role of personal relations in our understanding of the irreplaceability of individuals?
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How should we conceive “moral understanding” if we want to argue that our emotional engagement with others, instantiated for example in relations of trust, is constitutive of moral learning?
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What does it mean to share a moral outlook, and what is the role of affective relations of reciprocity and mutual recognition in coming to share a moral outlook?
Developing moral understanding in childhood
The second stage of the project develops the philosophical lessons of the first stage by asking the question:
"What is the role of social affective relations in early childhood development in the acquisition of moral understanding, and how does this inform the development of moral identity?"
Dr Vanello will employ a heavily-loaded interdisciplinary methodology, critically assessing both conceptual and empirical studies in disciplines that work under separate headings, but that have as a common denominator the conception of infant-caretaker attachment both as the locus of the acquisition of children’s self-understanding and of their understanding of moral value.
The project will examine the acquisition of moral understanding in children.
He will examine developmental psychology - in particular under the “second person” banner, relational psychoanalysis, attachment theory and related works in developmental psychopathology, by authors such as Donald Winnicott, John Bowlby, Daniel Stern, Ed Tronick, Colwyn Trevarthen, Peter Hobson and Vasu Reddy.
In addition to publications, Dr Vanello will organise seminars to bring together both philosophers and psychologists working on the notion of moral learning. His Fellowship has been endorsed by some of the most important British institutes working to bring academic research in education to bare on both the professional development of educational practitioners and on educational policymaking. These include the British Educational Research Association (BERA) and the Philosophy of Education Society of Great Britain (PESGB). This collaboration will bring together both academic researchers and educational practitioners to investigate the notion of moral learning and moral development in early childhood.