Science and Engineering Ethics 21 (2):441-460 (2015)

Authors
Hyemin Han
University of Alabama
Abstract
This essay develops a new conceptual framework of science and engineering ethics education based on virtue ethics and positive psychology. Virtue ethicists and positive psychologists have argued that current rule-based moral philosophy, psychology, and education cannot effectively promote students’ moral motivation for actual moral behavior and may even lead to negative outcomes, such as moral schizophrenia. They have suggested that their own theoretical framework of virtue ethics and positive psychology can contribute to the effective promotion of motivation for self-improvement by connecting the notion of morality and eudaimonic happiness. Thus this essay attempts to apply virtue ethics and positive psychology to science and engineering ethics education and to develop a new conceptual framework for more effective education. In addition to the conceptual-level work, this essay suggests two possible educational methods: moral modeling and involvement in actual moral activity in science and engineering ethics classes, based on the conceptual framework.
Keywords Ethics education  Virtue ethics  Positive psychology  Moral modeling  Moral activity
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DOI 10.1007/s11948-014-9539-7
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References found in this work BETA

Virtue and Reason.John McDowell - 1979 - The Monist 62 (3):331-350.
Moral Saints.Susan Wolf - 1982 - Journal of Philosophy 79 (8):419-439.
The Schizophrenia of Modern Ethical Theories.Michael Stocker - 1976 - Journal of Philosophy 73 (14):453-466.
Virtue and Reason.John McDowell - 1997 - In Roger Crisp & Michael Slote (eds.), Virtue Ethics. Oxford University Press.

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Citations of this work BETA

Purpose as a Moral Virtue for Flourishing.Hyemin Han - 2015 - Journal of Moral Education 44 (3):291-309.

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