In the present study it has been examined how children?s creative writing tasks may contribute to teachers? understanding of children?s values. Writings of 300 elementary school children about what they would do if they were the boss of The Netherlands were obtained and seemed to reflect different types of values. Most children were concerned with charity. Also, writings concerned materialist values and socio?political topics, such as human rights, power and tolerance. Analyses of group?specific differences showed girls to write more about (...) charity and health when compared to boys. Children from low socio?economic backgrounds wrote less about environmental issues compared to children from middle and high socio?economic backgrounds. Children from ethnic minority backgrounds who wrote more about obtaining goods for themselves and less about environmental issues than Dutch?origin children. In addition, age differences were found in line with an increase in social and moral development. These differences are discussed in light of differential socialisation practices. (shrink)

Past research reveals a tension between children's preferences for egalitarianism and ingroup favoritism when distributing resources to others. Here we investigate how children's evaluations and expectations of others' behaviors compare. Four- to 10-year-old children viewed events where individuals from two different groups distributed resources to their own group, to the other group, or equally across groups. Groups were described within a context of intergroup competition over scarce resources. In the Evaluation condition, children were asked to evaluate which resource distribution actions (...) were nicer. In the Expectation condition, children were asked to predict which events were more likely to occur. With age, children's evaluations and expectations of others' actions diverged: Children evaluated egalitarian actions as nicer yet expected others to behave in ways that benefit their own group. Thus, children's evaluations about the way human social actors should behave do not mirror their expectations concerning those individuals' actions. (shrink)

This paper looks at the attribution of the ability to lie and not at lying or lies. It also departs from more familiar approaches by focussing on the appraisal of an ability and not on the ability in itself. We believe that this attribution perspective is required to bring out the cognitive and intentional basis of the ability to lie.

This research addresses the question of whether men and women in sales differ in their ethical attitudes and decision making. The study asked 209 subjects to respond to 20 ethical scenarios, half of which were "relational" and half "non-relational." The study concludes (1) that there are significant ethical differences between the sexes in situations that involve relational issues, but not in non-relational situations, and (2) that gender-based ethical differences change with age and years of experience. The implications of these finding (...) for sales organizations are discussed. (shrink)

Historically, cognitivists considered moral choices to be determined by analytic processes. Recent theories, however, have emphasized the role of intuitive processes in determining moral choices. We propose that the engagement of analytic and intuitive processes is contingent on the type of tradeoff being considered. Specifically, when a tradeoff necessarily violates a moral principle no matter what choice is made, as in tragic tradeoffs, its resolution should result in greater moral conflict and less confidence in choice than when the tradeoff offers (...) a moral escape route, as in taboo tradeoffs. We manipulated tradeoff type in between subjects design and confirmed the prediction that tragic tradeoffs prompt more conflict and less confidence than taboo tradeoffs. The findings further revealed that moral conflict mediated the effect of tradeoff type on confidence. The study sheds light on the manner in which human minds resolve moral problems involving social agents. (shrink)

We review several instances where cognitive research has identified distinct psychological mechanisms for moral judgment that yield conflicting answers to moral dilemmas. In each of these cases, the conflict between psychological mechanisms is paralleled by prominent philosophical debates between different moral theories. A parsimonious account of this data is that key claims supporting different moral theories ultimately derive from the psychological mechanisms that give rise to moral judgments. If this view is correct, it has some important implications for the practice (...) of philosophy. We suggest several ways that moral philosophy and practical reasoning can proceed in the face of discordant theories grounded in diverse psychological mechanisms. (shrink)

Ordinary people often make moral judgments that are consistent with philosophical principles and legal distinctions. For example, they judge killing as worse than letting die, and harm caused as a necessary means to a greater good as worse than harm caused as a side-effect (Cushman, Young, & Hauser, 2006). Are these patterns of judgment produced by mechanisms specific to the moral domain, or do they derive from other psychological domains? We show that the action/omission and means/side-effect distinctions affect nonmoral representations (...) and provide evidence that their role in moral judgment is mediated by these nonmoral psychological representations. Specifically, the action/omission distinction affects moral judgment primarily via causal attribution, while the means/side-effect distinction affects moral judgment via intentional attribution. We suggest that many of the specific patterns evident in our moral judgments in fact derive from nonmoral psychological mechanisms, and especially from the processes of causal and intentional attribution. (shrink)

The past 15 years occasioned an extraordinary blossoming of research into the cognitive and affective mechanisms that support moral judgment and behavior. This growth in our understanding of moral mechanisms overshadowed a crucial and complementary question, however: How are they learned? As this special issue of the journal Cognition attests, a new crop of research into moral learning has now firmly taken root. This new literature draws on recent advances in formal methods developed in other domains, such as Bayesian inference, (...) reinforcement learning and other machine learning techniques. Meanwhile, it also demonstrates how learning and deciding in a social domain—and especially in the moral domain—sometimes involves specialized cognitive systems. We review the contributions to this special issue and situate them within the broader contemporary literature. Our review focuses on how we learn moral values and moral rules, how we learn about personal moral character and relationships, and the philosophical implications of these emerging models. (shrink)

Barresi & Moore fail to provide a satisfactory account for the development of social understanding because of (1) their ambiguous characterization of the relationship between the intentional schema and shared intentional activities, (2) their underestimation of the representational capacities of infants, and (3) their overreliance on the simulationist assumption that understanding others is tantamount to sharing their experience.

In this paper, we present a formal interpretive account of Jean Piaget’s theory of the morality that regulates social exchanges, which we call interactional morality. First, we place Piaget’s conception in the context of his epistemological and sociological works. Then, we review the core of that conception: the two types of interactional moralities that Piaget identified to be usual in social exchanges, and the role that the notion of respect-for-the-other plays in their definition. Next, we analyze the main features of (...) social exchanges that are subject to each of those two types of interactional moralities. Following, we formalize Piaget’s account of how the two types of interactional moralities can be put to regulate social exchanges in which values, norms, beliefs, and goals are exchanged, so that interactional commitments can be established among the participants. Then, we sketch a moral reasoning system able to support formal reasonings about interactional moralities. Finally, we illustrate the usefulness of the overall formal model of interactional moralities that resulted from our study by applying it to the explication of some of the conclusions achieved by Piaget in his moral studies about children games. (shrink)

Paul MacLean, founder and long-time chief ofthe Laboratory of Brain Evolution and Behavior,National Institutes of Health, is a pioneeringfigure in the emergent field of evolutionaryneuroscience. His influence has been widelyfelt in the development of biologicalpsychiatry and has led to a considerableliterature on evolutionary approaches toclinical issues. MacLean's work is alsoenjoying a resurgence of interest in academicareas of neuroscience and evolutionarypsychology which have previously shown littleinterest or knowledge of his extensive work. This chapter builds on MacLean's work to bringtogether new insights (...) into the neuralarchitecture of human development, hierarchy,conflict behavior, and reciprocity in the formof the Conflict Systems Neurobehavioral Model. Hamilton 's rule of kinship altruism orinclusive fitness is proposed to be the gene'seye complement to MacLean's evolutionaryneuroscience and the CSN Model derivedtherefrom. Hierarchy, conflict behavior andreciprocity are also central issues in healthydevelopment as well as in clinical syndromes ofdepression, mania, and other socialmaladjustments. The emerging insights permitthe integration of the concept of inclusivefitness underpinning evolutionary psychologywith MacLean's perspective on evolutionaryneuroscience as well as the definition of newchallenges for mental health and socialstability. The policy implications areindicated. (shrink)

Many researchers in moral psychology approach the topic of moral judgment in terms of value—assessing outcomes of behaviors as either harmful or helpful which makes the behaviors wrong or right, respectively. However, recent advances in motivation science suggest that other motives may be at work as well—namely truth (wanting to establish what is real) and control (wanting to manage what happens). In this review, we argue that the epistemic experiences of observers of (im)moral behaviors, and the perceived epistemic experiences of (...) those observed, serve as a groundwork for understanding how truth and control motives are implicated in the moral judgment process. We also discuss relations between this framework and recent work from across the field of moral psychology, as well as implications for future research. (shrink)

This article analyzes the epistemological aims and justification of character education legislation passed by the North Carolina General Assembly. I take this specific state law as representative of the broader national trends in the character education movement. I primarily use the work of Richard Rorty as the theoretical lens for the analysis and critique. I conclude by commending aspects of the legislative effort, but I suggest that greater emphasis must be placed on strengthening students' ethics through democratic action inside and (...) outside schools and not on a right-leaning, conservative, and didactic curriculum. Further, as social foundations educators, it is imperative to make strides in our classrooms to expose preservice teachers to the apparent and hidden contradictions of using character education as a tool of educational reform. (shrink)

Based on a dual process view of ethical judgment, we examine the role of empathic concern and perspective taking on the acceptability of lying to protect the company. We hypothesize that these traits will matter to a different extent under conditions of high and low perceived time hurriedness. Our research hypotheses are tested in a survey of 134 US workers. Results show that empathic concern reduces the acceptability of lying to protect the company for individuals who tend to do things (...) quickly and feel in a hurry at work. On the other hand, perspective taking reduces the acceptability of lying for individuals who experience low levels of time hurriedness. Theoretical and practical implications of the findings are discussed. (shrink)

This paper argues that a comparative study of the idea of a sense of justice in the work of John Rawls and the early Chinese philosopher Kongzi is mutually beneficial to our understanding of the thought of both figures. It also aims to provide an example of the relevance of moral psychology for basic questions in political philosophy. The paper offers an analysis of Rawls’s account of a sense of justice and its place within his theory of justice, focusing on (...) the features of this capacity and how it develops. It then provides an account of the sense of justice in Kongzi’s thought as it is seen in the Analects. Finally, it shows how examining the similarities and differences between the two accounts can deepen our understanding of both views, as well as our appreciation for the importance of understanding how a sense of justice develops. (shrink)

Jon Haidt, a leading figure in contemporary moral psychology, advocates a participation-centric view of religion, according to which participation in religious communal activity is significantly more important than belief in explaining religious behaviour and commitment. He describes the participation-centric view as ‘Straight out of Durkheim’. I argue that this is a misreading of Durkheim, who held that religious behaviour and commitment are the joint products of belief and participation, with neither belief nor participation being considered more important than the other. (...) I further argue that recent evidence from the cognitive science of religion provides support for Durkheim’s balanced account of religion and counts strongly against Haidt’s participation-centric view of religion. I suggest that Haidt’s adherence to the participation-centric view of religion is better explained by his desire to accept an account of religion that is consistent with his social intuitionist moral psychology than by his desire to accept an account of religion that accords with available scientific evidence about religion. (shrink)

Jon Haidt, a leading figure in contemporary moral psychology, advocates a participation-centric view of religion, according to which participation in religious communal activity is significantly more important than belief in explaining religious behaviour and commitment. He describes the participation-centric view as ‘Straight out of Durkheim’. I argue that this is a misreading of Durkheim, who held that religious behaviour and commitment are the joint products of belief and participation, with neither belief nor participation being considered more important than the other. (...) I further argue that recent evidence from the cognitive science of religion provides support for Durkheim’s balanced account of religion and counts strongly against Haidt’s participation-centric view of religion. I suggest that Haidt’s adherence to the participation-centric view of religion is better explained by his desire to accept an account of religion that is consistent with his social intuitionist moral psychology than by his desire to accept an account of religion that accords with available scientific evidence about religion. (shrink)

Jonathan Haidt ( 2001 ) advances the 'Social Intuitionist' account of moral judgment , which he presents as an alternative to rationalist accounts of moral judgment , hitherto dominant in psychology. Here I consider Haidt's anti-rationalism and the debate that it has provoked in moral psychology , as well as some anti-rationalist philosophical claims that Haidt and others have grounded in the empirical work of Haidt and his collaborators. I will argue that although the case for anti-rationalism in moral psychology (...) based on the work of Haidt and his collaborators is plausible , a decisive case has yet to be made. It will require further experimental evidence before a decisive case could be made. My assessment of anti-rationalist philosophical arguments that are grounded in the empirical work of Haidt and his collaborators is much more negative than this. I will argue that this body of empirical work is a very unpromising basis for such arguments. (shrink)

The concept of the self and its relation to moral action is complex and subject to varying interpretations, not only between different academic disciplines but also across time and space. This paper presents empirical evidence from a cross-cultural study on the Buddhist and Confucian notions of self in SMEs in Vietnam and Taiwan. The study employs Hwang’s Mandala Model of the Self, and its extension into Shiah’s non-self-model, to interpret how these two Eastern philosophical representations of the self, the Confucian (...) relational self and Buddhist non-self, can lead to moral action. By demonstrating the strengths of the model, emphasizing how social and cultural influences constrain the individual self and promote the social person leading to moral action, the paper extends understanding of the self with empirical evidence of the mechanisms involved in organizational contexts. (shrink)

The difference between first and third person information may be thought of as a difference in either informationalcontentor informationalmodality. Each option faces some problems. I try to sort out some of these issues and raise a question about the explanatory force of the notion of a schema.

This study addresses how moral judgment development, authenticity, and nonprejudice account for variance in scores pertaining to various motivational functions underlying volunteerism in order to clarify certain problems associated with previous research that has considered such relationships. In the study, 127 participants completed measurements that pertain to these constructs. Correlations revealed that moral judgment had a negligible relationship with both authenticity and nonprejudice, thereby affirming that the former construct is distinct from the latter two. Linear regression analyses supported that moral (...) judgment development and nonprejudice provided the strongest contributions to the variance of the considered indices of volunteer motivation. The motivational function underlying volunteerism was also recognized as an important factor that pertains to the observed contributions of variance. Findings are discussed in concert with and compared to prior considerations of relationships between moral judgment development and considerations of the moral self. Implications where moral education is concerned are also considered. (shrink)

We consider the evolutionary scheme of morality proposed by Tomasello to defend the idea that the ability to orient the learning of offspring using signs of approval/disapproval could be a decisive and necessary step in the evolution of human morality. Those basic forms of intentional evaluative feedback, something we have called assessor teaching, allow parents to transmit their accumulated experience to their children, both about the behaviors that should be learned as well as how they should be copied. The rationale (...) underlying this process is as follows: if a behavior is approved, then it is good; if it is disapproved, then it is bad. The evaluative guidance on how to behave most probably spread among peers in situations of mutual benefit, such as cooperative child rearing. We argue that our hominin ancestors provided with this capacity for assessor teaching were ideally positioned to develop the two specifically human levels of morality proposed by Tomasello: the morality of fairness and the morality of justice. Assessor teaching could have facilitated the genesis of rudimentary codes of behavior tied with the need to agree about how to behave to succeed in joint cooperative activities. Moreover, learning through assessor teaching provides a plausible explanation for the origin of the objectivist and prescriptive dimensions of human morality. First, we emphasize that individuals feel that they evaluate the behavior of others objectively to guide their learning, and, second, we underline the imperative intention that any moral manifestation possesses. (shrink)

In place of Tomasello's explanation for the source of moral obligation, we suggest that it develops from the concern for others already implicit in the human developmental system. Mutual affection and caring make the development of communication and thinking possible. Humans develop as persons within such relationships and this develops into respect and moral obligation.

Knobe's laudable conclusion that we make sense of our social world based on moral considerations requires a development account of human thought and a theoretical framework. We outline a view that such a moral framework must be rooted in social interaction.

Since the mid-1980s many schools in predominantly white areas have taken active steps to counter racism and ethnocentrism and raise awareness of Britain's ethnic diversity through curriculum development. This paper is primarily concerned with the ethical issues raised by research into such initiatives at primary school level. We begin by alluding very briefly to the shortcomings of extant research into children's prejudice, noting that some studies can be criticised for the unwitting reinforcement of stereotypes. We move on to examine the (...) ethical and methodological considerations which have underpinned our own work in this area, focusing on a recent investigation into children's understanding of Jewish culture and identity. The techniques employed to probe the children's beliefs and attitudes and challenge their taken-for-granted assumptions are described at length, together with the ethical dilemmas addressed during the course of the research. In the second part of the paper, we focus on issues raised by our own curriculum development work in anti-racist and multicultural education in 'all white' schools. We draw extensively on a recent case-study of 10 and 11 year-olds' responses to a teaching programme which aimed to counter stereotypical images both of developing countries and Islam. (shrink)

Teaching allows human culture to exist and to develop. Despite its significance, it has not been studied in depth by the cognitive neurosciences. Here we propose two hypotheses to boost the claim that teaching is a human instinct, and to expand our understanding of how teaching occurs as a dynamic bi-directional relation within the teacher-learner dyad. First, we explore how children naturally use ostensive communication when teaching; allowing them to be set in the emitter side of natural pedagogy. Then, we (...) hypothesize that the capacity to teach may precede to even have a mature metacognition and, we argue that a teacher will benefit from the interaction with her student, improving her understanding on both contents of knowledge: her own and her student’s. Thus, we propose that teaching may be the driving force of metacognitive development and may be occurring as an instinct from very early ages. (shrink)

The project of naturalizing ethics has multiple contributions, from cognitive and moral psychology to primatology, neuroscience or evolutionary theory. One of the strategies for naturalizing ethics has been to argue that moral norms and values can be explained away if we focus on their causal history, if it is possible to offer both an ultimate and proximate causal explanation for them. In this article, I will focus on the contribution of cognitive and moral psychology as a way of offering a (...) proximate causal explanation for moral judgments. I am mostly interested in understanding to what extent these cognitive and psychological questions have some bearing in the fields of ethics and meta-ethics. Does this research programme put at stake the contention that ethics is a manifestation of human rationality? Is it true that finding the cognitive underpinnings of some of our moral judgments vindicates some meta-ethical position, namely some kind of reductionist naturalism? In the end, I will argue that even if scientific disciplines such as cognitive psychology give us a naturalized picture of the moral agent, there seem to be no reasons to think that from a naturalized perspective of the agent capable of perceiving value it must follow the naturalization of value itself. (shrink)

Research in public relations ethics has focused primarily on moral philosophy and applied normative ethics. Although these efforts may help to theoretically "ground" ethical behavior, they offer little help in understanding the complex processes by which public relations practitioners reason through moral decisions. This article is designed to introduce moral reasoning theories into public relations ethics research by using the Defining Issues Test to generate baseline data for future research.

Picking up on John Forrester’s (1949–2015) disclosure that he felt ‘haunted’ by the suspicion that Thomas Kuhn’s (1922–96) interests had become his own, this essay complexifies our understanding of both of their legacies by presenting two sites for that haunting. The first is located by engaging Forrester’s argument that the connection between Kuhn and psychoanalysis was direct. (This was the supposed source of his historiographical method: ‘climbing into other people’s heads’.) However, recent archival discoveries suggest that that is incorrect. Instead, (...) Kuhn’s influence in this regard was Jean Piaget (1896–1980). And it is Piaget’s thinking that was influenced directly by psychoanalysis. Psychoanalysis then haunts Kuhn’s thinking through Piaget, and thus Piaget haunts Forrester through Kuhn. To better understand this second site of the haunting—which is ultimately the more important one, given the intent of this special issue—Piaget’s early psychoanalytic ideas are uncovered through their interaction with his early biology and subsequent turn to philosophy. But several layers of conflicting contemporary misunderstandings are first excavated. The method of hauntology is also developed, taking advantage of its origins as a critical response to the psychoanalytic discourse. As a result of adopting this approach, a larger than usual number of primary sources have been unearthed and presented as evidence (including new translations from French originals). Where those influences have continued to have an impact, but their sources forgotten, they have thus been returned. They can then all be considered together in deriving new perspectives of Forrester’s cases/Kuhn’s exemplars/Piaget’s stages. (shrink)

Child moral agency is dismissed in many historical and contemporary accounts based on children's supposed lack or marginal possession of agency-bearing capacities, including reason, deliberation, and judgment, amongst others. Given its prominence in the philosophical canon, I call this the traditional view of child agency. Recent advancements in moral developmental psychology challenge the traditional view, pointing toward the possession of relevant capacities and competencies for moral and responsible agency in early and middle childhood. I argue that both views—traditional and developmental—underdetermine (...) our practices of holding children responsible in our common interactions. For one, we face significant epistemic barriers in accurately assessing children’s agential status qua possession of responsibility-bearing capacities and competencies. Second, overreliance on assessments of individualistic capacities emphasizes an atomistic view of agency at the expense of relational views that are of particular relevance for children as uniquely developing persons. Our practices of holding children responsible and the values that guide these practices in the context of supportive relationships are central to both supporting current and drawing out future responsible agency in childhood and, importantly, provide us with a path to regard children as participants in our moral communities, as opposed to mere agents-in-waiting. (shrink)

Research supporting social and emotional learning in schools demonstrates numerous benefits for students, including increased academic achievement and social and emotional competencies. However, research supporting the adoption of SEL lacks a clear conception of ethical competence. This lack of clarity is problematic for two reasons. First, it contributes to the conflation of social, emotional, and ethical competencies. Second, as a result, insufficient attention is paid to the related, yet distinct, ends of social-emotional and ethical education. While supporting SEL we critique (...) the assumption of uniformity between social-emotional and ethical literacy and argue for the significance of educational programming to support ethical competencies alongside or within SEL, including educating children to develop an autonomous ethical orientation. Doing so would advance the efforts of educators to provide an education for the whole child. (shrink)

In our commentary we elaborate on Barresi & Moore's use of language as a tool. In particular, we highlight the importance of cognitive linguistic research with its emphasis on the relation between morpnosyntax and intentional schemes. We also speculate about how language itself might play a role in children's integration of first and third person knowledge.

Following the assumptions of the mental model theory and its account of moral judgements, we argue for a main role of reasoning in moral judgements, especially in dealing with moral conflicts. In four experiments, we invited adult participants to evaluate scenarios describing moral or immoral actions. Our results confirm the predictions deriving from our assumptions: Given a moral or immoral scenario, the manipulation of the propositions which refer to norms and values results in a scenario eliciting a moral conflict ; (...) when invited to create conflict versions from no-conflict versions of moral or immoral scenarios, individuals manipulate the propositions in the scenario which describe norms and values rather than emotional factors ; the evaluation of conflict scenarios takes longer than the evaluation of no-conflict scenarios, and this is because conflict scenarios involve more deliberative reasoning. We discuss our results in relation to competing.. (shrink)

Influential theories on moral judgments propose that they rely either on emotions or on innate moral principles. In contrast, the mental model theory postulates that moral judgments rely on reasoning, either intuition or deliberation. The theory allows for the possibility that intuitions lead to utilitarian judgments. This paper reports two experiments involving fifth-grade children, adolescents, and adults; the results revealed that children reason intuitively to resolve moral dilemmas in which action and inaction lead to different outcomes. In particular, the results (...) showed female children to be more utilitarian than female adults in resolving classical moral dilemmas: they preferred an action that achieved a good outcome for a greater number of people. Within the mental model theory’s framework there is no reason to expect that females and males differ in their ability to reason, but at the moment the results for females cannot be generalized to males who were not properly represented in the adults groups of the two experiments. The result revealing that (female) children are more utilitarian than (female) adults, which is hard to explain via many current theories, was predicted by the mental model theory. (shrink)

An informed consent and voluntary assent in biomedical research with adolescents is contingent on a variety of factors, including adolescent and parent perceptions of research risk, benefit, and decision-making autonomy. Thirty-seven adolescents with asthma and their parents evaluated a high or low aversion form of a pediatric asthma research vignette and provided an enrollment decision; their perceptions of family influence over the participation decision; and evaluations of risk, aversion, benefit, and burden of study procedures. Adolescents and their parents agreed on (...) research participation decisions 74% of the time, yet both claimed ultimate responsibility for the participation decision. Both rated most study procedures as significantly more aversive than risky. Parents were more likely to rate aspects of the hypothetical study as beneficial and to provide higher risk ratings for procedures. Disagreements concerning research participation decisions and decision-making autonomy have implications for the exercise of voluntary assent in biomedical research. (shrink)

This paper compares two theories and their two corresponding computational models of human moral judgment. In order to better address psychological realism and generality of theories of moral judgment, more detailed and more psychologically nuanced models are needed. In particular, a motivationally based theory of moral judgment is developed in this paper that provides a more accurate account of human moral judgment than an existing emotion-reason conflict theory. Simulations based on the theory capture and explain a range of relevant human (...) data. They account not only for the original data that were used to support the emotion–reason conflict theory, but also for a wider range of data and phenomena. (shrink)

This article is an attempt to understand ethical theory not just as a set of well-developed philosophical perspectives but as a range of moral capacities that human beings more or less grow into over the course of their lives. To this end, we explore the connection between formal ethical theories and stage developmental psychologies, showing how individuals mature morally, regarding their duties, responsibilities, ideals, goals, values, and interests. The primary method is to extract from the writings of Kohlberg and his (...) students the cues that help to flesh out a developmental picture of a wide range of ethical perspectives. Thus, developmental psychology benefits from gaining a broader understanding of “morality” and “ethics,” and ethical theory benefits from a richer understanding of how moral maturity arises from youthful beginnings in juvenile and adolescent thinking. Results of this study offer insight into the difficulty of teaching ethics and a refined ability to assess moral maturity in business activity. (shrink)