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THE STUDY OF ETHICS, EMOTIONS AND MORAL REASONING
Study of the moral reasoning of young university students on contextualized dilemmas in the love and intimate relationships of heterosexual couples and explore if that position can be related to their emotional competences. The research issue shows that many aggressions and abuses are a consequence of false beliefs about love and sex (Rodríguez-Santero and Gálvez, 2017) whose origin is based on not accepting equality between men and women in their emotional-sexual relationships.
Theoretical framework based on three basic pillars: Piagetian biological and psychological contiguity (Piaget 1948) and the connection between intelligence (reasoning capacity) and the ability to logically argue regarding situation that generates conflict or dilemma (Kohlberg, 1984);the consideration of the sexual rights of men and women as fundamental rights (López, 2015);and the undeniable influence that emotional education has on vital development, social success and leadership (Jiménez Morales and López-Zafra, 2009), in the improvement of organizations, and on academic performance (Extremera Pacheco and Fernández-Berrocal, 2004; Del Rosal, Moreno-Manso and Bermejo, 2018)
According to Kohlberg, development occurs in a complex interaction of active self-reflexive processes from one’s knowledge and the experiences of interaction with the social environment; Structure the development of moral reasoning at three major levels, with two each: pre-conventional, the good thing is what frees you from punishment, good is done to avoid punishment, therefore the resulting moral behavior is egocentric (moral reasoning heteronomous and individualistic); Conventional, the good thing is to maintain relations of reciprocity, trust and respect in the eyes of oneself and others, so the resulting moral behavior is to accept reciprocal relationships of trust and respect in which there is empathy but without reaching perspective of the social system and its interconnections; And post-conventional, very few reach it, the good is the social contract because it maintains justice, in the first sub-stadium the laws are obeyed and it is understood that they must seek the greatest good to the greatest number of people and the second sub -Stadio presents the universal ethical principles chosen autonomously with which there is personal commitment, the resulting moral behavior is based on respect for the universal rights of human beings.
Women and men are social and sexual beings, and when living in community they have to reason and make decisions about the most appropriate norms and behaviors, also in sexual and loving relations. The university community must commit to propitiate that “fair community” that the Geneva school speaks and the ideal and desired context for people to reason ethically well and behave morally;But in the university context there are painful and discriminative sexuality processes (López, 2015).
WHO in 2006 I consider sexual health as a state of physical, emotional, mental and social well -being that requires a respectful approach, in addition to the possibility of obtaining safe pleasure and sexual experiences, free of coercion, discrimination and violence. And in 2009 it conceptualizes sexual health as a multidimensional and identifies and examines different objectives for the achievement of sexual health promotion, highlighting that progress in gender equality and equity favors sexual education and recognizes sexual pleasure as a component of thehealth and general welfare of people.
"The relationship between ethical principles and behavior is the application of these, in a rationally and emotionally, life" (López, 2015). Emotions are a powerful psychological resource that influences our adaptation and behavior, so educating emotional intelligence is an effective intervention strategy to raise intellectual level and emotional well -being. The emotion, according to the postulates of the Spanish School of Emotion, you have three components: cognitive-experience, disposition-physiological, and emotional-value. Each emotion predisposes us differently from the action, the great emotional structures are built by experiencing through our body exterior reality, but most emotions are learned in a particular sociocultural environment (Palomero and Fernández Abascal, 1998). Since the 1990s, socio -emotional education has obtained explicit importance in the description of the objectives, procedures and evaluation of knowledge, competences and attitudes manifested in school. In Spain and Latin America, the research TMMS-24 (Fernández Berrocal, Extremera, 2004) that evaluates three dimensions: Attention to feelings, emotional clarity and repair of emotions were successful.