Results for 'Moral and civic values'

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  1.  11
    Moral and Civic Education – the Hidden Curriculum in Macau.Chan Chi‐Hou * - 2004 - Journal of Moral Education 33 (4):553-573.
    Macau, as a society, is a crossroads where East?West encounters have been taking place for centuries. This paper examines some of the contemporary issues and implications for moral education. After a brief introduction to the social background of Macau, the paper describes the characteristics of Macau's education in general and the development of its moral education in particular. This has taken place in the context of the strong influences on morality of both Catholicism and Confucianism. An outline of (...)
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  2.  24
    Learning to Neighbor? Service-Learning in Context.Mary-Ellen Boyle - 2007 - Journal of Academic Ethics 5 (1):85-104.
    Service-learning has received a great deal of attention in the management education literature over the past decade, as a method by which students can acquire moral and civic values as well as gain academic knowledge and practice real-world skills. Scholars focus on student and community impact, curricular design, and rationale. However, the educational environment (“context”) in which service-learning occurs has been given less attention, although experienced educators know that the classroom is hardly a vacuum and that students (...)
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  3.  2
    Moral Identity and Its Links to Ethical Ideology and Civic Engagement.Soorya Sunil & Sunil K. Verma - 2018 - Journal of Human Values 24 (2):73-82.
    The study explored the role of moral identity in the civic engagement of youth through ethical ideology. A total of 217 individuals comprising of 104 girls and 113 boys completed three scales, namely, moral identity scale, ethics position questionnaire and civic engagement scale.The results showed that moral identity internalization significantly predicted civic engagement attitude and moral identity symbolization significantly predicted civic engagement behaviour. Furthermore, idealism partially mediated the relationship between moral identity (...)
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  4. Universal Moral Values for Corporate Codes of Ethics.Mark S. Schwartz - 2005 - Journal of Business Ethics 59 (1-2):27-44.
    How can one establish if a corporate code of ethics is ethical in terms of its content? One important first step might be the establishment of core universal moral values by which corporate codes of ethics can be ethically constructed and evaluated. Following a review of normative research on corporate codes of ethics, a set of universal moral values is generated by considering three sources: (1) corporate codes of ethics; (2) global codes of ethics; and (3) (...)
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  5.  49
    Review of Noretta Koertge (Ed.), Scientific Values and Civic Virtues[REVIEW]Steve Fuller - 2006 - Notre Dame Philosophical Reviews 2006 (3).
    The movement of epistemic standards closer to moral virtue reflects a worrisome trend in the recent renascence of naturalism in philosophy that links access to truth with a deepening sense of the knower's history. While it is relatively harmless to insist that mastery of a scientific specialty requires training in certain techniques, it is more problematic (pace Kuhn) to insist that all such specialists share the same disciplinary narrative -- and still more problematic to require that they pledge allegiance (...)
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  6.  30
    Enrolling the Citizen in Sustainability: Membership Categorization, Morality and Civic Participation.Jennifer Summerville & Barbara Adkins - 2007 - Human Studies 30 (4):429-446.
    This article examines the common-sense and methodical ways in which “the citizen” is produced and enrolled as an active participant in “sustainable” regional planning. Using Membership Categorization Analysis, we explicate how the categorization procedures in the Foreword of a draft regional planning policy interactionally produce the identity of “the citizen” and “civic values and obligations” in relation to geographic place and institutional categories. Furthermore, we show how positioning practices establish a relationship between authors (government) and readers (citizens) where (...)
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  7.  27
    A Study of the Relationship Between Personal Values and Moral Reasoning of Undergraduate Business Students.George Lan, Maureen Gowing, Sharon McMahon, Fritz Rieger & Norman King - 2008 - Journal of Business Ethics 78 (1-2):121-139.
    This study examines values and value types as well as scores in levels of moral reasoning for␣students enrolled in a business program. These two factors are measured using the Schwartz Personal Values␣Questionnaire and the Defining Issues Test 2. No statistically significant differences in levels of moral␣reasoning, rankings of values, and value types could be attributed to gender. However, eight significant correlations between value types and levels of moral reasoning provide evidence that a systematic relationship (...)
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  8.  83
    Moral Compromise, Civic Friendship, and Political Reconciliation.Simon Căbulea May - 2011 - Critical Review of International Social and Political Philosophy 14 (5):581-602.
    Instrumentalism about moral compromise in politics appears inconsistent with accepting both the existence of non-instrumental or principled reasons for moral compromise in close personal friendships and a rich ideal of civic friendship. Using a robust conception of political reconciliation during democratic transitions as an example of civic friendship, I argue that all three claims are compatible. Spouses have principled reasons for compromise because they commit to sharing responsibility for their joint success as partners in life, and (...)
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  9.  9
    The Global Economic Ethic Manifesto: Implementing a Moral Values Foundation in the Multinational Enterprise. [REVIEW]Thomas A. Hemphill & Waheeda Lillevik - 2011 - Journal of Business Ethics 101 (2):213 - 230.
    The Global Economic Ethic Manifesto (" Manifesto") is a moral framework/code of conduct which is both interactive and interdependent with the economic function of the main institutions of the economic system: markets, governments, civil society, and supranational organizations, which lays out a common fundamental vision of what is legitimate, just, and fair in economic activities. The Manifesto includes five universally accepted principles and values: the principle of humanity; the basic values of non-violence and respect for life; the (...)
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  10.  7
    Business Moral Values of Supervisors and Subordinates and Their Effect on Employee Effectiveness.Ding-Yu Jiang, Yi-Chen Lin & Lin-Chin Lin - 2011 - Journal of Business Ethics 100 (2):239 - 252.
    Business moral values are defined as the personal moral values held by individuals who are engaged in business interactions. Direct supervisors may play an important role in shaping the business moral values of their subordinates. Using 264 supervisor— subordinate dyadic data from Taiwanese organizations, the study investigated the relationships among supervisor business moral values, subordinate business moral values, subordinate organizational commitment, job performance, and attendance. The results indicated that supervisor business (...)
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  11. The Moral Landscape: How Science Can Determine Human Values.Sam Harris - 2010 - Free Press.
    Bestselling author Sam Harris dismantles the most common justification for religious faith-that a moral system cannot be based on science.
     
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  12.  3
    Trade-Offs Between Epistemic and Moral Values in Evidence-Based Policy.Donal Khosrowi - 2016 - Economics and Philosophy.
    Proponents of evidence-based policy (EBP) call for public policy to be informed by high-quality evidence from randomized controlled trials. This methodological preference aims to promote several epistemic values, e.g. rigor, unbiasedness, precision, and the ability to obtain causal conclusions. I argue that there is a trade-off between these epistemic values and several non-epistemic, moral and political values. This is because the evidence afforded by preferred EBP methods is differentially useful for pursuing different moral and political (...)
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  13.  22
    Creating Public Values: Schools as Moral Habitats.Ozoliņš Jānis John Tālivaldis - 2010 - Educational Philosophy and Theory 42 (4):410-423.
    This paper will consider the role of schools, as a particular moral habitat in the formation of moral virtues and how the inculcation of a comprehensive private moral system of beliefs, values and practices leads to public values in a multicultural, pluralist society. It is argued that the formation of good persons ensures the formation of good citizens and that governments should therefore support good moral education rather than seek to impose national public (...) or to concentrate on developing good citizens only. The recognition that moral values are learnt within particular private moral systems of values, that it is these on which common public values rely for support and that there are a variety of such comprehensive private moral systems also means that a variety of schools need to be supported. One condition which such schools need to fulfil is that the comprehensive private moral system of beliefs which they inculcate in their students is based on a recognition of the universal applicability of the moral principles that they endorse. (shrink)
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  14.  8
    Moral Values and Attitudes Toward Dutch Sow Husbandry.Tamara J. Bergstra, Bart Gremmen & Elsbeth N. Stassen - 2015 - Journal of Agricultural and Environmental Ethics 28 (2):375-401.
    Attitudes toward sow husbandry differ between citizens and conventional pig farmers. Research showed that moral values could only predict the judgment of people in case of culling healthy animals in the course of a disease epidemic to a certain extent. Therefore, we hypothesized that attitudes of citizens and pig farmers cannot be predicted one-on-one by moral values. Furthermore, we were interested in getting insight in whether moral values can be useful in bridging the gap (...)
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  15.  7
    Reasons, Values and Community in Moral Education.Colin Wringe - 1998 - British Journal of Educational Studies 46 (3):278 - 288.
    This paper argues that young people are unlikely to integrate themselves positively into adult life - to adopt its values, responsibilities and opportunities - unless that life is made more morally acceptable in their terms. Central to this process of community building and reconciliation with the young is the condition of solidarity which both results from and results in common values and a shared conception of the good life.
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  16.  24
    The Effects of Corporate Ethical Values and Personal Moral Philosophies on Ethical Intentions in Selling Situations: Evidence From Turkish, Thai, and American Businesspeople. [REVIEW]Marta Janet, Singhapakdi Anusorn, Lee Dong-Jin, Burnaz Sebnem, Y. Ilker Topcu, M. G. Serap Atakan & Ozkaracalar Tugrul - 2012 - Journal of Business Ethics 106 (2):229-241.
    The goals of this study are to test a pattern of ethical decision making that predicts ethical intentions of individuals within corporations based primarily on the ethical values embedded in corporate culture, and to see whether that model is generally stable across countries. The survey instrument used scales to measure the effects of corporate ethical values, idealism, and relativism on ethical intentions of Turkish, Thai, and American businesspeople. The samples include practitioner members of the American Marketing Association in (...)
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  17.  13
    Moral Landscape: How Science Can Determine Human Values.Sam Harris - 2011 - Free Press.
    The moral landscape -- Moral truth -- Good and evil -- Belief -- Religion -- The future of happiness -- Afterword.
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  18.  52
    Defending Psychopathy: An Argument From Values and Moral Responsibility.Luca Malatesti & John McMillan - 2014 - Theoretical Medicine and Bioethics 35 (1):7-16.
    How psychopaths and their capacity for moral action are viewed is not only philosophically interesting but is also important and relevant for policy. The philosophical discussion of psychopathy has focussed upon the psychological faculties that are prerequisites for moral responsibility and empirical findings regarding psychopathy that are relevant to philosophical accounts of moral understanding and motivation. However, there are legitimate worries about whether psychopathy is a robust scientific construct, and there are risks attached to reifying psychopathy or (...)
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  19.  6
    Exploring and Exposing Values in Management Education: Problematizing Final Vocabularies in Order to Enhance Moral Imagination.Martin Fougère, Nikodemus Solitander & Suzanne Young - 2014 - Journal of Business Ethics 120 (2):175-187.
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  20. Rediscovering Values: A Guide for Economic and Moral Recovery.Jim Wallis - 2011 - Howard Books.
     
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  21.  58
    What Values in Design? The Challenge of Incorporating Moral Values Into Design.Noëmi Manders-Huits - 2011 - Science and Engineering Ethics 17 (2):271-287.
    Recently, there is increased attention to the integration of moral values into the conception, design, and development of emerging IT. The most reviewed approach for this purpose in ethics and technology so far is Value-Sensitive Design (VSD). This article considers VSD as the prime candidate for implementing normative considerations into design. Its methodology is considered from a conceptual, analytical, normative perspective. The focus here is on the suitability of VSD for integrating moral values into the design (...)
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  22.  46
    An Investigation of Moral Values and the Ethical Content of the Corporate Culture: Taiwanese Versus U.S. Sales People. [REVIEW]Neil C. Herndon, John P. Fraedrich & Quey-Jen Yeh - 2001 - Journal of Business Ethics 30 (1):73 - 85.
    An empirical study using two ethics-related and three sales force outcome variables was conducted in Taiwan and compared to an existing U.S. sample. Across the two national cultures, individual perceptions of corporate ethics appears to be a more direct determinant of organizational commitment than individual moral values. Differences between the two national cultures were found in ethics perception as it relates to moral values, job satisfaction, and turnover intention. Explanations for the differences are discussed.
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  23.  19
    The Ethics of Management Control Systems: Developing Technical and Moral Values.Josep M. Rosanas & Manuel Velilla - 2005 - Journal of Business Ethics 57 (1):83-96.
    In this paper, we review the conventional analyses of management control systems, to conclude, first, that the illusion of control can mislead managers into believing that everything can be controlled and monitored, and, second, that no incentive system based only on extrinsic rewards can motivate individuals properly. Then, we investigate the philosophical foundations of the basic assumptions that, implicitly or explicitly, are made about the nature of the acting person. Based on personalist phenomenology, we show how the development of technical (...)
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  24.  30
    Mind-Independent Values Don’T Exist, But Moral Truth Does.Maarten Van Doorn - 2017 - Essays in the Philosophy of Humanism ; Vol 25, No 1 25 (1):5-24.
    The falsity of moral claims is commonly deduced from two tenets: that they presuppose the existence of objective values and that these values don’t exist. Hence, the error theory concludes, moral claims are false. In this article, I put pressure on the image of human morality that is presupposed in moving from the non-existence of objective values to the falsity of moral claims. I argue that, while, understood in a certain way, the two premises (...)
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  25.  31
    Common and Personal Values in Moral Education.David Carr - 1998 - Studies in Philosophy and Education 17 (4):303-312.
    It is arguable that beneath the fast and loose surface of recent official and/or semi-official documentation devoted to advice and guidance on moral education, there lurks systematic error about the bases of moral authority - turning upon a distinction between common and personal values. In what follows, it is claimed that the heart of this error lies in mistaking a logical distinction between different levels of moral evaluation for a statistical distinction concerned more with the distribution (...)
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  26.  20
    Beyond Conventional Civic Participation, Beyond the Moral‐Political Divide: Young People and Contemporary Debates About Citizenship.Helen Haste & Amy Hogan - 2006 - Journal of Moral Education 35 (4):473-493.
    In Western thought, the relationship between the moral and political domains has been dominated by a version of political philosophy which, based on the distinction between ?public? and ?private?, argues that the moral is different from the political. In parallel, and related to this, has been a delineation of the ?political? as concerned with structural aspects of representative democracy, privileging electoral behaviour in particular. We challenge this distinction on the basis that it is not useful for addressing the (...)
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  27.  8
    Personal and Moral Adolescent Values in England and Saudi Arabia.Cyril Simmons & Christine Simmons - 1994 - Journal of Moral Education 23 (1):3-16.
    Abstract This paper compares the results of two surveys. The subjects comprised 89 adolescents in two schools in Saudi Arabia and 96 adolescents in an English comprehensive school with a modal age of 14 years. The open?ended questionnaire comprised 10 prompts designed to elicit responses concerning ideals and least ideals, most and least preferred companions, use of solitude, summum bonum, most and least desired outcomes to life and nascent philosophies. Two methods of analysis were used. First, references to dominant themes (...)
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  28.  19
    Empathy, Perspective Taking and Personal Values as Predictors of Moral Schemas.Liisa Myyrya, Soile Juujärvi & Kaija Pesso - 2010 - Journal of Moral Education 39 (2):213-233.
    The aim of this study was to clarify the relationships between empathy variables, personal values and moral reasoning. The impact of empathic concern, perspective taking and personal values measured by the Portrait Value Questionnaire on moral schemas measured by the Defining Issues Test was investigated among 599 students from a university of applied sciences. The results revealed that perspective taking contributed to the post?conventional schema, even after values were added on the hierarchical regression model, and (...)
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  29.  12
    Parenting Dimensions and Adolescents' Internalisation of Moral Values.Sam A. Hardy, Laura M. Padilla‐Walker & Gustavo Carlo - 2008 - Journal of Moral Education 37 (2):205-223.
    This study examined relations between parenting dimensions (involvement, autonomy support and structure) and adolescents' moral values internalisation. A sample of 101 adolescents (71% female; 76% white; M age = 16.10, SD = 1.17) reported on the parenting behaviour of one of their parents and on their own moral values. Four forms of values regulation were assessed (external, introjected, identified and integrated), as well as overall internalisation. Structure was positively linked to external and introjected regulation, involvement (...)
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  30.  7
    Moral and Political Identity and Civic Involvement in Adolescents.Tenelle J. Porter - 2013 - Journal of Moral Education 42 (2):239-255.
    In the USA, civic involvement in adolescence includes political and nonpolitical activities. Given that identities can motivate behavior, how do political and moral identities relate to civic activity choices? In this study, high school students (N = 1578) were surveyed about their political and nonpolitical civic actions and their moral and political identities. Overall, students were more involved in service than they were in political activities. Hierarchical regression analyses were used to investigate the relation between (...)
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  31.  15
    Curricular Effectiveness in Moral/Values Education: A Review of Research. [REVIEW]James S. Leming - 1981 - Journal of Moral Education 10 (3):147-164.
    Abstract Research on the curriculum effectiveness of moral/values education approaches was reviewed. Two approaches (values clarification and moral development) were identified as having sufficient completed research to warrant examination. A total of 59 studies were reviewed, 33 focusing on values clarification and 26 with moral development as the focus. The research on values clarification indicated that little or no confidence is warranted regarding its potential curricular effectiveness. On the other hand, the research base (...)
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  32.  21
    Passing on the Faith: How Mother‐Child Communication Influences Transmission of Moral Values.Toon W. Taris & Gun R. Semin - 1997 - Journal of Moral Education 26 (2):211-221.
    Abstract This paper examines religious affiliation and commitment of teenagers as a function of the quality of mother?child interaction and the mothers? religious commitment, as an illustration of the principle that transmission of parental norms and values to their children is facilitated or inhibited by the quality of their interaction. We expected that in cases where mother?child interaction was good, parents would be better able to impose their own values upon their children, resulting in a lower disaffiliation and (...)
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  33.  22
    Islamic Values: A Distinctive Framework for Moral Education?J. Mark Halstead - 2007 - Journal of Moral Education 36 (3):283-296.
    (2007). Islamic values: a distinctive framework for moral education? Journal of Moral Education: Vol. 36, Islamic Values and Moral Education, pp. 283-296.
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  34.  10
    A Proposed Taxonomy of Moral Values.Murray Thomas - 1989 - Journal of Moral Education 18 (1):60-75.
    A typical method used by researchers to learn the nature of people's moral reasoning is that of describing incidents from life which represent moral dilemmas. Then people are to judge whether the characters in the incidents have behaved properly- and if not, why not. When such an approach is used, the question can be asked: are the types of moral decisions that people typically face in life accurately represented by the incidents the researcher has chosen to present? (...)
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  35.  43
    Moral Education in Hong Kong: Confucian‐Parental, Christian‐Religious and Liberal‐Civic Influences.Roger H. M. Cheng * - 2004 - Journal of Moral Education 33 (4):533-551.
    A brief review of the social and educational context of Hong Kong shows that the publication of the General guidelines on moral education in schools in 1981, by the Hong Kong Education Department, marked a milestone in the development of moral education. The Guidelines explicitly asserted moral education as one function of schooling, whilst also formally recognizing the home and the community as two main influences. This paper narrates how three moral sources of influence ? namely (...)
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  36.  19
    Common Values for the Common School? Using Two Values Education Programmes to Promote 'Spiritual and Moral Development'.Elisabeth Arweck, Eleanor Nesbitt & Robert Jackson - 2005 - Journal of Moral Education 34 (3):325-342.
    This article reports on two values education programmes currently available for UK schools, which are associated with two Hindu?related organisations, the Brahma Kumaris World Spiritual University and the Sathya Sai Service Organisation, UK. Attention is paid to the development of the programmes, the educational context in which they seek to embed themselves and the reasons for their implementation in some schools in England. We describe how values are included in curriculum subjects and how the content of the two (...)
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  37.  10
    Separate Values Education and Moral Development in Flemish Secondary Schools.Freddy Mortier - 1995 - Journal of Moral Education 24 (4):409-426.
    Abstract The structure of value education in Flanders is deeply shaped by segregation, i.e. a pattern of separate social organisation based on world view. Several religious authorities are officially recognized which control their own course in the community and official schools. A course of non?denominational ethics is offered to students who do not identify with a recognized religion. Representatives of the catholic and of the humanist groups base the legitimacy of separate value education on the claim that students of respectively (...)
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  38.  12
    Measuring Christian Moral Values Among Catholic and Protestant Adolescents in Northern Ireland.Leslie J. Francis & John E. Greer - 1992 - Journal of Moral Education 21 (1):59-65.
    Abstract One thousand and seventy?nine pupils aged between 13 and 16 years, from years three through five of Protestant and Catholic secondary schools in Northern Ireland, completed a survey of moral issues, together with a scale of attitude towards Christianity and a range of indices of religious behaviour. These data are employed to develop and to establish criteria of reliability and validity for a scale of traditional Christain moral values. Tentative scale norms indicate that pupils in Catholic (...)
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  39.  6
    Ethical Values in Russian Education Today: A Moral Maze.Grigory Kliucharev & James Muckle - 2005 - Journal of Moral Education 34 (4):465-477.
    In this article, the complexity or possible confusion in public attitudes to ethical issues is explored. The characteristics of the ?Soviet person? as once instilled in schoolchildren are listed and elucidated. Results of nationwide surveys of the Russian population carried out most recently in 2004 are used to illustrate the values that Russian people subscribe to today. The mass media, the world of business and the Church are seen as promulgating conflicting values, while a large majority of the (...)
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  40.  22
    The Role of Analytic Thinking in Moral Judgements and Values.Gordon Pennycook, James Allan Cheyne, Nathaniel Barr, Derek J. Koehler & Jonathan A. Fugelsang - 2014 - Thinking and Reasoning 20 (2):188-214.
    While individual differences in the willingness and ability to engage analytic processing have long informed research in reasoning and decision making, the implications of such differences have not yet had a strong influence in other domains of psychological research. We claim that analytic thinking is not limited to problems that have a normative basis and, as an extension of this, predict that individual differences in analytic thinking will be influential in determining beliefs and values. Along with assessments of cognitive (...)
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  41.  44
    The Moral Challenge of Dangerous Climate Change: Values, Poverty, and Policy.Darrel Moellendorf - 2014 - Cambridge University Press.
    This book examines the threat that climate change poses to the projects of poverty eradication, sustainable development, and biodiversity preservation. It offers a careful discussion of the values that support these projects and a critical evaluation of the normative bases of climate change policy. This book regards climate change policy as a public problem that normative philosophy can shed light on. It assumes that the development of policy should be based on values regarding what is important to respect, (...)
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  42.  3
    Community and Activity Dimensions: Essentials for the Moral and Values Educator.Yuval Dror - 1993 - Journal of Moral Education 22 (2):125-137.
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  43.  23
    Organizational Moral Values.Elizabeth D. Scott - 2002 - Business Ethics Quarterly 12 (1):33-56.
    Abstract: This article argues that the important organizational values to study are organizational moral values. It identifies five moral values (honest communication, respect for property, respect for life, respect for religion, and justice), which allow parallel constructs at individual and organizational levels of analysis. It also identifies dimensions used in differentiating organizations’ moral values. These are the act, actor, person affected, intention, and expected result. Finally, the article addresses measurement issues associated with organizational (...)
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  44. Educación, Valores y Desarrollo Moral [Education, Values and Moral Development].Daniel Salas‐Díaz - 2009 - Journal of Moral Education 38 (4):562-564.
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  45.  4
    Moral Values Congruence and Miners’ Policy Following Behavior: The Role of Supervisor Morality.Hui Lu, Hong Chen, Wei Du & Ruyin Long - 2017 - Science and Engineering Ethics 23 (3):769-791.
    Ethical culture construction is beneficial to maximize policy following behavior and avoid accidents of coal miners in an economic downturn. This paper examines the congruence between coal mine ethical culture values and miners’ moral values and the relationship with PFB. To shed light on this relationship, supervisor moral values act as a key moderator. We build on the initial structure of values to measure ECVs, MVs, and SMVs. At the same time, available congruence was (...)
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  46.  12
    Why Political Realists Should Not Be Afraid of Moral Values.Eva Erman & Niklas Möller - 2015 - Journal of Philosophical Research 40:459-464.
    In a previous article, we unpacked the so-called “ethics first premise”—the idea that ethics is “prior” to politics when theorizing political legitimacy— that is denied by political realists. We defended a “justificatory” reading of this premise, according to which political justification is irreducibly moral in the sense that moral values are among the values that ground political legitimacy. We called this the “necessity thesis.” In this paper we respond to two challenges that Robert Jubb and Enzo (...)
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  47. Non-Coercive Promotion of Values in Civic Education for Democracy.A. Fives - 2013 - Philosophy and Social Criticism 39 (6):577-590.
    This article explores the values that should be promoted in civic education for democracy and also how the promotion of values can be non-coercive. It will be argued that civic education should promote the values of reasonableness, mutual respect and fairness, but also that only public, political reasons count in attempting to justify the content of civic education. It will also be argued that the content of civic education may legitimately be broader than (...)
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  48.  20
    Values, Value Types and Moral Reasoning of Mba Students.George Lan, Maureen Gowing, Fritz Rieger, Sharon McMahon & Norman King - 2010 - Business Ethics 19 (2):183-198.
    This study uses the Schwartz Values Questionnaire and version 2 of the Defining Issues Test to investigate the values, value types (clusters of related values) and level of moral reasoning of a sample of 108 MBA students in a Canadian university. There are no statistically significant differences in the levels of moral reasoning attributed to gender. Male and female MBA students rank 'family security' and 'healthy' as their two most important values. For males, hedonism, (...)
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  49.  56
    On the Nature of Moral Values.W. V. Quine - 1979 - Critical Inquiry 5 (3):471-480.
    The distinction between moral values and others is not an easy one. There are easy extremes: the value that one places on his neighbor's welfare is moral, and the value of peanut brittle is not. The value of decency in speech and dress is moral or ethical in the etymological sense, resting as it does on social custom; and similarly for observance of the Jewish dietary laws. On the other hand the eschewing of unrefrigerated oysters in (...)
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  50.  17
    Differences in Moral Values Between Corporations.Paul C. Nystrom - 1990 - Journal of Business Ethics 9 (12):971 - 979.
    This research compares the importance of moral values for corporations' managements, as reported by 97 knowledgeable employees in eight corporations. Does an employee consensus emerge within corporations and does it differ between corporations? To answer this question, an analysis of covariance technique was used to compare the importance of moral values between corporations versus within corporations. Results corroborate the hypothesis that closely matched corporations do differ significantly from one another in the importance of prevailing moral (...)
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