Science and Engineering Ethics 21 (2):441-460 (2015)
AbstractThis 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.
Similar books and articles
Reconsidering Virtue: Differences of Perspective in Virtue Ethics and the Positive Social Sciences.David S. Bright, Bradley A. Winn & Jason Kanov - 2014 - Journal of Business Ethics 119 (4):1-16.
After Kohlberg: Virtue Ethics and the Recovery of the Moral Self.Vincent A. Punzo - 1996 - Philosophical Psychology 9 (1):7 – 23.
Exploring the Relationship Between Virtue Ethics and Moral Identity.Changwoo Jeong & Hyemin Han - 2013 - Ethics and Behavior 23 (1):44-56.
“Virtue Ethics and Moral Failure: Lessons From Neuroscientific Moral Psychology”.Lisa Tessman - 2013 - In Michael Austin (ed.), Virtues in Action: New Essays in Applied Virtue Ethics. Palgrave-Macmillan.
Teaching Virtue: Pedagogical Implications of Moral Psychology. [REVIEW]William J. Frey - 2010 - Science and Engineering Ethics 16 (3):611-628.
Moral Pedagogy and Practical Ethics.Chuck Huff & William Frey - 2005 - Science and Engineering Ethics 11 (3):389-408.
The Real Challenge to Virtue Ethics From Psychology.Christian Miller - 2014 - In Snow Nancy & Trivigno Franco (eds.), The Philosophy and Psychology of Virtue: An Empirical Approach to Character and Happiness. Routledge. pp. 15-34.
A Psychological Model That Integrates Ethics in Engineering Education.Susan Magun-Jackson - 2004 - Science and Engineering Ethics 10 (2):219-224.
Situationism and Confucian Virtue Ethics.Deborah S. Mower - 2013 - Ethical Theory and Moral Practice 16 (1):113-137.
The Virtue Approach to Moral Education: Some Conceptual Clarifications.Jan W. Steutel - 1997 - Journal of Philosophy of Education 31 (3):395–407.
The Effectiveness of Ethics Education: A Quasi-Experimental Field Study.Douglas R. May & Matthew T. Luth - 2013 - Science and Engineering Ethics 19 (2):545-568.
Added to PP
Historical graph of downloads
Citations of this work
Attainable and Relevant Moral Exemplars Are More Effective Than Extraordinary Exemplars in Promoting Voluntary Service Engagement.Hyemin Han, Jeongmin Kim, Changwoo Jeong & Geoffrey L. Cohen - 2017 - Frontiers in Psychology 8:283.
Why Do We Need to Employ Bayesian Statistics and How Can We Employ It in Studies of Moral Education?: With Practical Guidelines to Use JASP for Educators and Researchers.Hyemin Han - 2018 - Journal of Moral Education 47 (4):519-537.
How Can Neuroscience Contribute to Moral Philosophy, Psychology and Education Based on Aristotelian Virtue Ethics?Hyemin Han - 2016 - International Journal of Ethics Education 1 (2):201-217.
Moral Growth Mindset is Associated with Change in Voluntary Service Engagement.Hyemin Han, Youn-Jeng Choi, Kelsie J. Dawson & Changwoo Jeong - 2018 - PLoS ONE 8 (13):e0202327.
The VIA Inventory of Strengths, Positive Youth Development, and Moral Education.Hyemin Han - forthcoming - Journal of Positive Psychology.
References found in this work
The Philosophy of Moral Development: Moral Stages and the Idea of Justice.Lawrence Kohlberg - 1921 - San Francisco : Harper & Row.