While much is understood about the role of the family context and educational experiences for moral development, less attention has been devoted to the occupational context. In this research, we used Kohlberg’s approach of moral education as a framework and investigated the relationship between structurally anchored organizational democracy and employees’ moral development. Employees of five conventional and five democratic enterprises participated in our study. Consistently with our theoretically derived hypotheses, the results provide initial support for the theoretical model in that (...) employees from democratic firms scored higher on moral development than employees from conventional firms. In turn, contrary to our expectations, the socio-moral climate within organizations failed to explain variance in moral development. Theoretical implications of our findings as well as suggestions for future research are discussed. (shrink)

What does current empirically informed moral psychology imply about the goals that can be realistically achieved in college-level applied ethics courses? This paper takes up this question from the vantage point of Jonathan Haidt’s Social Intuitionist Model of human moral judgment. I summarize Haidt’s model, and then consider a variety of pedagogical goals. I begin with two of the loftiest goals of ethics education, and argue that neither is within realistic reach if Haidt’s model is correct. I then look at (...) three goals that can be achieved if his model is correct; but each of these goals, I argue, lacks significant value. I end by identifying three goals that are of significant value and also realistically attainable on Haidt’s model. These should be the focus of applied ethics pedagogy if Haidt’s model is correct. (shrink)

Explorations of relationships between Haidt’s Moral Foundations Questionnaire and indices of moral decision-making assessed by the Defining Issues Test have been limited to correlational analyses. This study used Harm, Fairness, Ingroup, Authority and Purity to predict overall moral judgment and individual Defining Issues Test-2 schema scores using responses from 222 undergraduates. Relationships were not confirmed between the separate foundations and the DIT-2 indices. Using the MFQ moral judgment items only, confirmatory factor analyses confirmed higher order constructs called Individualizing and Binding (...) foundations. Structural models using these higher order factors fitted the data well, and findings indicated that the Binding foundations significantly positively predicted Maintaining Norms and negatively predicted both overall moral judgment and the Postconventional Schema. Neither Individualizing nor Binding foundations significantly predicted Personal Interest. While moral judgments assessed by DIT-2 may not be evoking the MFQ foundations, findings here suggest the MFQ may not be a suitable measure for capturing more advanced moral functioning. (shrink)

The structure of studies of moral education is basically interdisciplinary; it includes moral philosophy, psychology, and educational research. This article systematically analyses the structure of studies of moral educational from the vantage points of philosophy of science. Among the various theoretical frameworks in the field of philosophy of science, this article mainly utilizes the perspectives of Lakatos’s research program. In particular, the article considers the relations and interactions between different fields, including moral philosophy, psychology, and educational research. Finally, the potential (...) impacts of the new trends emerging from natural sciences that seem to be challenging to existing theoretical frameworks of moral education are examined using the vantage points of philosophy of science. (shrink)

By maintaining that moral functioning depends upon four components, the Neo-Kohlbergian account of moral functioning allows for uneven moral development within individuals. However, I argue that the four-component model does not go far enough. I offer a more accurate account of moral functioning and uneven moral development. My proposal retains the account of sensitivity, divides the judgment component into a theorizing component and a reasoning component, and eliminates the motivation and character components.

Character education considers teachers to be role models, but it is unclear what this means in practice. Do teachers model admirable character traits? And do they do so effectively? In this article the relevant pedagogical and psychological literature is reviewed in order to shed light on these questions. First, the use of role modelling as a teaching method in secondary education is assessed. Second, adolescents? role models and their moral qualities are identified. Third, the psychology of moral learners is critically (...) examined, using Bandura?s social learning theory as point of departure. It turns out that role modelling is rarely used as an explicit teaching method and that only a very small percentage of adolescents recognises teachers as role models. If role modelling is to contribute to children?s moral education, teachers are recommended to explain why the modelled traits are morally significant and how students can acquire these qualities for themselves. (shrink)

This review provides a critical appraisal of two of the more significant contributions of the Minnesota approach to moral development. One contribution is the componential model which describes the four psychological components underlying moral behaviour. Evaluation of this model focuses on the adequacy of its synthesis of disparate processes in moral functioning, its instruments for assessing the four components, and its framework for moral education. A second contribution entails the conceptual and methodological reformulations known as the neo-Kohlbergian approach. Evaluation of (...) this approach focuses on its emphasis on macro-morality, redefinition of post-conventional morality, proposal of three moral schemas and six moral types and assessment of moral judgement with the Defining Issues Test. This review identifies the most valuable contributions of the Minnesota approach, as well as its most telling limitations. (shrink)

Background In the globalizing world, nurses often meet humans from different cultures and values. This fact has led them to make ethical decisions, which do not comply with their own moral jurisdictions at care setting. Objectives The objective of the study was to investigate the relationships between moral development levels of the nurses and their scores of nursing principled thinking and practical consideration during decision making for ethical dilemmas. Methods This was a descriptive correlational study. Nursing Dilemma Test, Moral Development (...) Scale for Professionals and socio-demographic form were used. Study was conducted with 227 nurses. Ethical considerations: An institutional authorization, an ethics approval from non-interventional ethics committee of the respective university, permission from the authors of the scales used and informed consents from the nurses were obtained in order to conduct the study. Results In this study, nurses were found to be at post-conventional level according to Kohlberg’s moral development theory. Sociodemographic and working characteristics of the nurses have not affected their scores of moral development level and their scores of nursing principled thinking, practical consideration and familiarity. Nurses take attention for moral principles during decision making although not at a desirable level, and they are relatively affected by environmental factors Conclusion Although nurses are familiar with ethical problems at scenarios including ethical dilemmas, they cannot make decisions in accordance with their moral development levels during decision making for ethical dilemmas. Nurses should be instructed and supported for ethical decision making by recognizing factors that may be effective on their decision making. (shrink)

Introduction The Defining Issues Test (DIT) aimed to measure one’s moral judgment development in terms of moral reasoning. The Neo-Kohlbergian approach, which is an elaboration of Kohlbergian theory, focuses on the continuous development of postconventional moral reasoning, which constitutes the theoretical basis of the DIT. However, very few studies have directly tested the internal structure of the DIT, which would indicate its construct validity. Objectives Using the DIT-2, a later revision of the DIT, we examined whether a bi-factor model or (...) 3-factor CFA model showed a better model fit. The Neo-Kohlbergian theory of moral judgment development, which constitutes the theoretical basis for the DIT-2, proposes that moral judgment development occurs continuously and that it can be better explained with a soft-stage model. Given these assertions, we assumed that the bi-factor model, which considers the Schema-General Moral Judgment (SGMJ), might be more consistent with Neo-Kohlbergian theory. Methods We analyzed a large dataset collected from undergraduate students. We performed confirmatory factor analysis (CFA) via weighted least squares. A 3-factor CFA based on the DIT-2 manual and a bi-factor model were compared for model fit. The three factors in the 3-factor CFA were labeled as moral development schemas in Neo-Kohlbergian theory (i.e., personal interests, maintaining norms, and postconventional schemas). The bi-factor model included the SGMJ in addition to the three factors. Results In general, the bi-factor model showed a better model fit compared with the 3-factor CFA model although both models reported acceptable model fit indices. Conclusion We found that the DIT-2 scale is a valid measure of the internal structure of moral reasoning development using both CFA and bi-factor models. In addition, we conclude that the soft-stage model, posited by the Neo-Kohlbergian approach to moral judgment development, can be better supported with the bi-factor model that was tested in the present study. (shrink)

ABSTRACT This cross-sectional study compared the moral reasoning of first-year and third-year doctoral students in clinical psychology. Nineteen first-year and 20 third-year students were recruited from 17 doctoral training programs in the UK. Most adopted a sophisticated approach to moral judgments, as assessed by the Defining Issues Test, although, surprisingly, more experienced students had significantly less sophisticated schemata. In their moral judgments, less experienced students relied more heavily on their personal, and more experienced students on their professional, constructs, as assessed (...) by repertory grid technique. Integration between personal and professional constructs was higher in more experienced students. (shrink)

We determined the prevailing ethical climate at three different schools of a single university, in order to explore possible differences in the ethical climate related to different research fields: the School of Electrical Engineering, Mechanical Engineering, and Naval Architecture; the School of Humanities and Social Sciences; and the School of Medicine. We used the Ethical Climate Questionnaire to survey the staff at the three schools, and used the research integrity and organizational climate survey for early-stage researchers at the three schools. (...) The dominant ethical climate type perceived collectively at the three university schools was Laws and professional codes, which is associated with the cosmopolitan level of analysis and the ethical construct of principle. Individually, the same climate predominated at the schools for engineering and humanities, but the School of Medicine had the Self-interest ethical climate, which is associated with the individual level of analysis and the egoism ethical construct. In the RIOC survey, early-stage researchers from the three university schools did not differ in their perceptions of the organizational research integrity climate, or in their perceived individual, group or organizational pressures. Our study is the first, to the best of our knowledge, to show differences in perceived ethical climate at a medical school compared to other schools at a university. Further studies are needed to explore the reasons for these differences and how they translate to organizational outcomes, such as job satisfaction, commitment to the institution and dysfunctional behaviour, including research misconduct. (shrink)

The moral development paradigm underlying a particular business ethics curriculum design plays a significant role in determining the goals of business ethics instruction. Concretely, the view of moral development advanced by cognitive developmental psychology that dominates business ethics literature identifies moral development with cognitive processes, but disregards educating students in virtues. The aim of the present paper is to propose an alternative paradigm of moral development to that of cognitive developmental psychology and presents Aquinas' view of moral development as a (...) suitable framework for a curriculum design that focuses on virtues as a possible goal of business ethics instruction. (shrink)

The central theme in the discussion of how education about religion can, and should, be developed in pluralistic societies concerns challenges and opportunities involving intercultural religious education. One example is Robert Jackson’s report Signposts, commissioned by the Council of Europe, in which various aspects of intercultural competence are captured and made visible regarding a religious didactic context. Here, different dimensions of what can be described as ‘ethical competence’ appear to be central. In this article, the interpretive approach, strongly connected with (...) Jackson, is considered to be in need of a development of a theoretical framing of forceful strategies for handling ethical challenges taking place in multicultural, multireligious and multi-confessional classrooms. It is argued that such strategies will depend on a careful analysis of the concept of ethical competence. A theoretical platform for the argument is presented with reference to James Rest’s analysis of ethical competence, which is shown to be relevant to an examination of how the concept of ethical competence can contribute to the development of strategies for teaching intercultural RE. As a basis for this examination, the Danish, Finnish and Norwegian syllabuses for compulsory school RE are analysed regarding how they express conceptions of ethical competence. This selection shaped the curricular arena of the investigation as being non-confessional, whilst simultaneously, more or less explicitly, resting on a shared historical Protestant anchorage. This twofold interpretation is shown to allow for an analysis of ethical competence, in relation to which an identification of certain prerequisites for developing strategies for teaching intercultural RE is possible. (shrink)

Bireyler tarafından gösterilen ahlaki davranışlar, toplumda var olan düzenin devam etmesini sağlamaktayken, ahlak dışı davranışlar toplumda karmaşa ve huzursuzluk yaratabilmektedir. Toplumu oluşturan bireylerin ahlaklı davranışlar gösterebilmeleri oldukça önemlidir. Bu nedenle, ahlaki davranışların nasıl ortaya çıktığını anlayabilmek için, bireylerin sahip oldukları ahlaki kimliklerini bilmek gerekir. Bireylerin sahip oldukları ahlaki kimliklerinin ortaya çıkmasında benlik önemli görev üstlenmektedir. Ahlaki kimlik, benlik ile tutarlı bir şekilde bireyleri ahlaki davranışa motive etmektedir. Bu derleme çalışması, ahlaki davranışa motive ettiği düşünülen ahlaki kimliğin benlik yapısı içerisinde nasıl (...) ortaya çıktığını açıklamayı amaçlamaktadır. Bu amaç doğrultusunda, öncelikle benlik yapısı incelenmiş ardından ahlaki kimlik, ahlaki kimliğin ortaya çıkması ve gelişimine etki eden faktörlerin neler olduğu tartışılmıştır. Sonuç olarak, ahlaki kimliğin oluşumunda benlik değerlendirmesi sonucunda benlik yapısında yer alan değerlerin önemli olduğu ve bunların kazandırılmasında aile ve eğitim kurumlarına önemli görevlerin düştüğü söylenebilir. (shrink)

For Kant, we cannot understand how to approach moral education without confronting the radical evil of humanity. But if we start out, as Kant thinks we do, from a morally corrupt state, how...

Moral development, achievement goal, and athletic identity are considered psychological constructs sharing specific cognitive, social, motivational, and behavioral traits. The purpose of the present article is to investigate the relation among moral orientations, athletic identity, and social goal orientations. In addition, the impact of age, gender, type of sport, sport division, and school performance on moral orientation has also been investigated. One hundred forty athletes of artistic gymnastics, rhythmic gymnastics, and acrobatic gymnastics (n?=?29 boys, n?=?111 girls), aged 8 to 17, (...) participated in the research. They belonged to IV, III, II, and I sport divisions. The participants filled in three questionnaires: Moral Orientation Students in Physical Education Questionnaire, Athletic Identity Measurement Scale, and Social Goal Orientation Questionnaire. The results established that moral orientation is related to the athletic identity and achievement social goal constructs, as well as the fact that they affect school performance. (shrink)

ABSTRACTThis study explores the potential of television genres to cultivate different types of moral reasoning. In a prolonged exposure experiment, participants were exposed to video material from 1 of 3 genres over the course of 4 weeks. Using the Neo-Kohlbergian approach, the study measured effects of genre exposure on the strength of personal interest reasoning, maintaining norms reasoning, and postconventional reasoning, taking into account individuals’ predisposition to become engaged in narratives. Although exposure to crime drama had no influence, medical drama (...) raised maintaining norms reasoning and lowered postconventional reasoning. Exposure to comedy raised postconventional reasoning. Narrative engageability emerged as a strong predictor, showing that the propensity to become engaged in narratives is positively related to postconventional reasoning and negatively related to maintaining norms reasoning. (shrink)

This study develops a Science–Technology–Society (STS)-based science ethics education program for high school students majoring in or planning to major in science and engineering. Our education program includes the fields of philosophy, history, sociology and ethics of science and technology, and other STS-related theories. We expected our STS-based science ethics education program to promote students’ epistemological beliefs and moral judgment development. These psychological constructs are needed to properly solve complicated moral and social dilemmas in the fields of science and engineering. (...) We applied this program to a group of Korean high school science students gifted in science and engineering. To measure the effects of this program, we used an essay-based qualitative measurement. The results indicate that there was significant development in both epistemological beliefs and moral judgment. In closing, we briefly discuss the need to develop epistemological beliefs and moral judgment using an STS-based science ethics education program. (shrink)

Traditional approaches describe ethical decision-making of leaders as driven by conscious deliberation and analysis. Accordingly, existing approaches of ethically-oriented leader development usually focus on the promotion of deliberative ethical decision-making, based on normative knowledge and moral reasoning. Yet, a continually growing body of research indicates that a considerable part of moral functions involved in ethical decision-making is automatic and intuitive. In this article, we discuss the implications of this moral intuition approach for the domain of ethically-oriented leader development. Specifically, we (...) introduce a conceptual model and develop a set of theoretical propositions, suggesting that the moral intuition perspective significantly contributes to effective ethically-oriented leader development. The discussion examines theoretical implications and practical applications of the presented propositions and outlines directions for future research. (shrink)

There are questions about how ethics is best taught to undergraduate business students. There has been a proliferation in the number of stand-alone ethics courses for undergraduate students but research on the effectiveness of integrated versus stand-alone mode of delivery is inconclusive. Christensen et al. :347–368, 2007), in a comprehensive review of ethics, corporate social responsibility and sustainability education, investigated how ethics education has changed over the last 20 years, including the issue of integration of these topics into the core (...) course offerings. We use Brenner and Molander’s :57–71, 1977) situational ethics survey instrument to examine the effect of the mode of delivery of business ethics education on undergraduate student responses. We found a significant difference on mode of delivery. Studies have also found interesting results in respect of the effect of cultural differences and gender on the effectiveness of business ethics instruction. While not the primary focus of this study, we also looked at the influence of gender and culture on students’ responses. Our results indicate significant differences in respect of mode of delivery and culture. In contrast to other studies, we found that gender was not significant. We did test for any interactive effects of gender, culture and mode of delivery. However, no significant differences were found. (shrink)

Online science and engineering ethics (SEE) education can support appropriate goals for SEE and the highly interactive pedagogy that attains those goals. Recent work in moral psychology suggests pedagogical goals for SEE education that are surprisingly similar to goals enunciated by several panels in SEE. Classroom-based interactive study of SEE cases is a suitable method to achieve these goals. Well-designed cases, with appropriate goals and structure can be easily adapted to courses that have online components. It is less clear that (...) exclusively online methods can support the wide range of goals necessary to good moral pedagogy in SEE, though there seems no a priori reason to rule this out. Only careful, goal-based assessment of online case study SEE teaching can resolve this question. (shrink)

This article explores the ethics of migrant marketers in Guangzhou. Data were collected from 357 migrant marketers who lived in Guangzhou. A model of Ethical Action has been developed to test the antecedents and outcomes of the ethical decision-making process. It measured moral intention using four ethical scenarios. The results show that the egoistic schema had a positive effect on their intention to act unethically, while the legislative schema exerted a negative effect. The results confirm that moral intention was a (...) strong predictor of an individual's subsequent actual behavior, and it fully mediated the influence of the legislative schema on actual behavior. This study adds to ethics literature by incorporating the construct of social identity and found a moderating effect between the legislative schema and moral intention. The relationships were stronger for individuals who were lower rather than higher in social identity. Analysis of these results lead to a discussion of the implications for marketing ethics in China. (shrink)

Moral imagination is a process that involves a thorough consideration of the ethical elements of a decision. We sought to explore what might distinguish moral imagination from other ethical approaches within a complex business simulation. Using a three-component model of moral imagination, we sought to discover whether organization cultures with a salient ethics theme activate moral imagination. Finding an effect, we sought an answer to whether some individuals were more prone to being influenced in this way by ethical cultures. We (...) found that employees with strong moral identities are less influenced by such cultures than employees whose sense of self is not defined in moral terms. (shrink)

We test conformity-related values applying the value-pragmatics hypothesis by evaluating how personal values related to compliance moderate the relationships between situational factors and unethical decisions. We examine the direct and indirect effects of the values of traditionalism, conformity, and stimulation, as they combine with the situational factors of rewards and punishments in the person–situation interaction model. We find strong support for the value-pragmatics view of ethical decision making and further build support for the person–situation interaction model.

The purpose of this work is to elaborate an empirically grounded mathematical model of the magnitude of consequences component of “moral intensity” (Jones, Academy of Management Review 16 (2),366, 1991) that can be used to evaluate different ethical situations. The model is built using the analytical hierarchy process (AHP) (Saaty, The Analytic Hierarchy Process , 1980) and empirical data from the legal profession. One contribution of our work is that it illustrates how AHP can be applied in the field of (...) ethics. Following a review of the literature, we discuss the development of the model. We then illustrate how the model can be used to rank-order three well-known ethical reasoning cases in terms of the magnitude of consequences. The work concludes with implications for theory, practice, and future research. Specifically we discuss how this work extends the previous work by Collins ( Journal of Business Ethics 8 , 1, 1989) regarding the nature of harm variable. We also discuss the contribution this work makes in the development of ethical scenarios used to test hypotheses in the field of business ethics. Finally, we discuss how the model can be used for after-action review, contribute to organizational learning, train employees in ethical reasoning, and aid in the design and development of decision support systems that support ethical reasoning. (shrink)

Ethics education matters! Contrary to some common beliefs that ethical behavior is inborn, this study suggests that education does matter. This paper examines ethics education and its relationship with students’ ethical awareness and moral reasoning. Attitudes Towards Business Ethics Questionnaire and 10 vignettes were deployed as the major measurement instruments. It is hypothesized that students with ethics education will have both a greater ethical awareness and ability to make more ethical decisions. Hypotheses were tested in two undergraduate business courses at (...) a major research university where 707 students were sampled. Results suggest that ethics education improved students’ ethical awareness and moral reasoning. Interestingly, results also seem to show that students’ readiness moderated their learning outcomes. (shrink)

The field of behavioral ethics has seen considerable growth over the last few decades. One of the most significant concerns facing this interdisciplinary field of research is the moral judgment-action gap. The moral judgment-action gap is the inconsistency people display when they know what is right but do what they know is wrong. Much of the research in the field of behavioral ethics is based on early work in moral psychology and American psychologist Lawrence Kohlberg’s foundational cognitive model of moral (...) development. However, Kohlberg’s model of moral development lacks a compelling explanation for the judgment-action gap. Yet, it continues to influence theory, research, teaching, and practice in business ethics today. As such, this paper presents a critical review and analysis of the pertinent literature. This paper also reviews modern theories of ethical decision making in business ethics. Gaps in our current understanding and directions for future research in behavioral business ethics are presented. By providing this important theoretical background information, targeted critical analysis, and directions for future research, this paper assists management scholars as they begin to seek a more unified approach, develop newer models of ethical decision making, and conduct business ethics research that examines the moral judgment-action gap. (shrink)

Given the comprehensive influence of mindfulness on human thought and behavior, and the importance of moral reasoning in business decisions, we examine the role of mindfulness as an antecedent to moral reasoning through two studies. In Study 1, we propose and test a theoretically derived model that links mindfulness and moral reasoning, mediated by compassion and egocentric bias using a survey design. In Study 2, we examine whether mindfulness training enhances moral reasoning using an experimental design with graduate students of (...) business management. The findings of Study 1 substantiate the positive association of mindfulness with moral reasoning. We found that this relationship is fully mediated by compassion and egocentric bias. The results of Study 2 suggest that mindfulness meditation training has a positive impact on individuals' states of mindfulness, compassion, and moral reasoning, and decreases egocentric bias. We relate the findings of the study with contemporary neurological research and discuss the theoretical, pedagogical, and managerial implications. (shrink)

Recent experiments in moral psychology have been taken to imply that moral reasoning only serves to reaffirm prior moral intuitions. More specifically, Jonathan Haidt concludes from his moral dumbfounding experiments, in which people condemn other people’s behavior, that moral reasoning is biased and ineffective, as it rarely makes people change their mind. I present complementary evidence pertaining to self-directed reasoning about what to do. More specifically, Albert Bandura’s experiments concerning moral disengagement reveal that moral reasoning often does contribute effectively to (...) the formation of moral judgments. And such reasoning need not be biased. Once this evidence is taken into account, it becomes clear that both cognition and affect can play a destructive as well as a constructive role in the formation of moral judgments. (shrink)

This study examined differences between university students who were caught and sanctioned for cheating, students admitting to cheating but who were not caught, and students reporting that they had never cheated. Our findings showed that noncheaters are older, have better grade point averages, and have more sophisticated moral and epistemological reasoning skills. Qualitative analyses revealed that denial of responsibility and injury were the most common neutralization techniques and differed between the sanctioned and self-reported cheaters. We discuss the need to examine (...) the extent to which reasoning skills have a causal impact on cheating behaviors. (shrink)

We acknowledge the limitations in measures of moral reasoning and pursue an alternative technique by investigating past behaviors as they relate to present behavioral intentions. Our purpose is to evaluate the merits of patterned normative behavior for predicting present and future, morally relevant outcomes. Participants completed a policy capturing experimental design responding to questions that orthogonally varied the situational nature of the decision context. Results indicate that past normative behaviors are significantly and directly related to ethical behavioral intentions. Moreover, they (...) moderate the relationships between situational factors and intended outcomes as well as moral reasoning and intended outcomes. (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.

This study assesses the dimensionality and correlates of individuals' attitudes toward human rights. In previous research, the Attitudes Toward Human Rights Inventory (ATHRI) was assumed to measure a unidimensional phenomenon and, as such, was used as an omnibus measure of human rights attitudes. In this study, factor analysis revealed the presence of 3 factors accounting for the variance in the measure, Personal Liberties, Civilian Constraint, and Social Security. This finding provided partial replication of results obtained by Diaz-Veizades, Widaman, Little, and (...) Gibbs (1995) with their Human Rights Questionnaire and supports the contention that human rights attitudes should be considered multidimensional in nature. Correlation and regression analyses suggested that attitudes toward personal liberties are associated with political identification, whereas attitudes toward civilian constraint are related to moral judgment development and need for cognitive closure. Implications for ethics research and education are discussed. (shrink)

Several studies are reviewed that examine differences in moral schema development using techniques intermediate between measuring implicit knowledge (such as with the Defining Issues Test) and explicit knowledge (such as with the Moral Judgment Interview). Findings include significant differences in the comprehension of moral narratives based on age/education and on level of expertise. Also, intended moral themes in stories are not understood by younger children.

An important goal of teaching ethics to engineering students is to enhance their ability to make well-reasoned ethical decisions in their engineering practice: a goal in line with the stated ethical codes of professional engineering organizations. While engineering educators have explored a wide range of methodologies for teaching ethics, a satisfying model for developing ethical reasoning skills has not been adopted broadly. In this paper we argue that a principlist-based approach to ethical reasoning is uniquely suited to engineering ethics education. (...) Reflexive Principlism is an approach to ethical decision-making that focuses on internalizing a reflective and iterative process of specification, balancing, and justification of four core ethical principles in the context of specific cases. In engineering, that approach provides structure to ethical reasoning while allowing the flexibility for adaptation to varying contexts through specification. Reflexive Principlism integrates well with the prevalent and familiar methodologies of reasoning within the engineering disciplines as well as with the goals of engineering ethics education. (shrink)

The aim of this Swedish study was to develop the concept of moral sensitivity in health care practice. This process began with an overview of relevant theories and perspectives on ethics with a focus on moral sensitivity and related concepts, in order to generate a theoretical framework. The second step was to construct a questionnaire based on this framework by generating a list of items from the theoretical framework. Nine items were finally selected as most appropriate and consistent with the (...) research team’s understanding of the concept of moral sensitivity. The items were worded as assumptions related to patient care. The questionnaire was distributed to two groups of health care personnel on two separate occasions and a total of 278 completed questionnaires were returned. A factor analysis identified three factors: sense of moral burden, moral strength and moral responsibility. These seem to be conceptually interrelated yet indicate that moral sensitivity may involve more dimensions than simply a cognitive capacity, particularly, feelings, sentiments, moral knowledge and skills. (shrink)

The purpose of this work is to elaborate an empirically grounded mathematical model of the magnitude of consequences component of "moral intensity", 366, 1991) that can be used to evaluate different ethical situations. The model is built using the analytical hierarchy process and empirical data from the legal profession. One contribution of our work is that it illustrates how AHP can be applied in the field of ethics. Following a review of the literature, we discuss the development of the model. (...) We then illustrate how the model can be used to rank-order three well-known ethical reasoning cases in terms of the magnitude of consequences. The work concludes with implications for theory, practice, and future research. Specifically we discuss how this work extends the previous work by Collins regarding the nature harm variable. We also discuss the contribution this work makes in the development of ethical scenarios used to test hypotheses in the field of business ethics. Finally, we discuss how the model can be used for after-action review, contribute to organizational learning, train employees in ethical reasoning, and aid in the design and development of decision support systems that support ethical reasoning. (shrink)