A Professor's Moral Thinking at the Abstract Level Versus The Professor's Moral Thinking in the Real Life Situation (Consistency Problem)
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Science and Engineering Ethics 17 (2):299-320 (2011)
We conducted an on-line survey to investigate the professor’s idea of “morality” and then to compare their moral thinking at the abstract level with their moral thinking in the real life situations by sampling 257 professors from the University of Novi Sad. We constructed questionnaire based on related theoretical ethical concepts. Our results show (after we performed exploratory factor analysis) that the professor’s idea of “morality” consists of the three moral thinking patterns which are simultaneously activated during the process of their abstract moral thinking. We have identified these patterns in the following manner: deontological, formal and subjective pattern. In addition, our results show that of the three, the subjective pattern is more activated than the other two during their process of the moral thinking at the abstract level. We also discovered that there is a statistically significant difference between professor’s moral thinking patterns activation level at the abstract level and their moral thinking patterns activation level in the real life situation
|Keywords||Moral thinking at the abstract level Bandura’s sociocognitive theory Moral behavior over time Exploratory factor analysis Patterns of moral thinking at the abstract level Moral behavior patterns|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Albert Bandura (1991). Social Cognitive Theory of Moral Thought and Action. In William M. Kurtines & Jacob L. Gewirtz (eds.), Handbook of Moral Behavior and Development. L. Erlbaum. 1--45.
Susan C. Borkowski & Yusuf J. Ugras (1998). Business Students and Ethics: A Meta-Analysis. [REVIEW] Journal of Business Ethics 17 (11):1117-1127.
Steven N. Brenner (1992). Ethics Programs and Their Dimensions. Journal of Business Ethics 11 (5-6):391-399.
Lawrence Kohlberg (1973). The Claim to Moral Adequacy of a Highest Stage of Moral Judgment. Journal of Philosophy 70 (18):630-646.
Kelly C. Strong & G. Dale Meyer (1992). An Integrative Descriptive Model of Ethical Decision Making. Journal of Business Ethics 11 (2):89 - 94.
Citations of this work BETA
No citations found.
Similar books and articles
Wang Fengyan * (2004). Confucian Thinking in Traditional Moral Education: Key Ideas and Fundamental Features. Journal of Moral Education 33 (4):429-447.
Cynthia A. Stark (2010). Abstraction and Justification in Moral Theory. Hypatia 25 (4):825-833.
Duane L. Cady (2005). Moral Vision: How Everyday Life Shapes Ethical Thinking. Rowman & Littlefield Publishers.
Sharie McNamee (1977). Moral Behaviour, Moral Development and Motivation. Journal of Moral Education 7 (1):27-31.
Jonathan Friday * (2004). Education in Moral Theory and the Improvement of Moral Thought. Journal of Moral Education 33 (1):23-33.
Charles E. Larmore (1987). Patterns of Moral Complexity. Cambridge University Press.
Colin McGeorge (1976). Some Correlates of Principled Moral Thinking in Young Adults. Journal of Moral Education 5 (3):265-273.
J. T. Hyland (1986). Instruction, Rationality and Learning to Be Moral. Journal of Moral Education 15 (2):127-138.
Moshe M. Blatt & Lawrence Kohlberg (1975). The Effects of Classroom Moral Discussion Upon Children's Level of Moral Judgment. Journal of Moral Education 4 (2):129-161.
Marion E. Smith (1978). Moral Reasoning: Its Relation to Logical Thinking and Role‐Taking. Journal of Moral Education 8 (1):41-49.
Added to index2010-02-01
Total downloads27 ( #67,794 of 1,100,076 )
Recent downloads (6 months)3 ( #127,210 of 1,100,076 )
How can I increase my downloads?