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141.
Lauren N. Harkrider Michael A. Tamborski Xiaoqian Wang Ryan P. Brown Michael D. Mumford Shane Connelly 《Ethics & behavior》2013,23(2):133-147
Individuals engage in moral cleansing, a compensatory process to reaffirm one's moral identity, when one's moral self-concept is threatened. However, too much moral cleansing can license individuals to engage in future unethical acts. This study examined the effects of incentives and consequences of one's actions on cheating behavior and moral cleansing. Results found that incentives and consequences interacted such that unethical thoughts were especially threatening, resulting in more moral cleansing, when large incentives to cheat were present and cheating explicitly harmed others. Implications are discussed in terms of ethics training, using incentives as motivators, and the depersonalized norms of science. 相似文献
142.
This is the first of two companion articles drawn from a larger project, provisionally entitled Undisciplining Moral Epistemology. The overall goal is to understand how moral claims may be rationally justified in a world characterized by cultural diversity and social inequality. To show why a new approach to moral justification is needed, it is argued that several currently influential philosophical accounts of moral justification lend themselves to rationalizing the moral claims of those with more social power. The present article explains how discourse ethics is flawed just in this way. The article begins by identifying several conditions of adequacy for assessing reasoning practices designed to achieve moral justification and shows that, when used in contexts of cultural diversity and social inequality, discourse ethics fails these conditions. It goes on to argue that the failure of discourse ethics is rooted in its reliance on a broader conception of moral epistemology that is invidiously idealized. It concludes by pointing to the need to rethink both the mission and the method of moral epistemology. 相似文献
143.
Sam Baron 《Inquiry (Oslo, Norway)》2013,56(6):659-673
Presentism and endurantism are natural bedfellows: arguments have been mounted from endurantism to presentism and vice versa. I generalise an argument against the compatibility between presentism and endurantism offered recently by Tallant (forthcoming. “Presentism, Persistence and Trans-temporal Dependence.” Philosophical Studies). I then show how to reformulate endurantism so that it is compatible with presentism. I demonstrate that this reformulated version of endurantism can do the same work with respect to the problem of temporary intrinsics as can standard definitions. 相似文献
144.
Simple surveys are the predominant tool for course evaluations in most universities, but their validity has been questioned. They have been criticized for being a ritual way of complying with administrative regulations rather than a way of improving educational quality. Moreover, there is often a focus on student satisfaction, where the complexity of learning processes and the development of learner identities are lost. As an alternative approach, a qualitative course evaluation was tested that consisted of a single question: What could have been done in this course in order to better support your learning? Twenty-one second-year psychology students completed the evaluation at the end of a course. They provided rich answers describing learning activities and communication, and they described both teachers and students as agents. Going beyond merely reporting possible improvements, the students saw their learning processes in a context of academic demands and social mechanisms. It is argued that qualitative course evaluations can provide information about students’ understanding of their own learning that is difficult to uncover in a traditional survey. It is concluded that qualitative course evaluations would support the development of a student learner identity and help create a role for students as co-producers of knowledge. 相似文献
145.
146.
In this paper the moral responsibility of a Healthcare Organization (HCO) is conceived as an inextricable aspect of the identity of the HCO. We attempt to show that by exploring this relation a more profound insight in moral responsibility can be gained. Referring to Charles Taylor we explore the meaning of the concept of identity. It consists of three interdependent dimensions: a moral, a dialogical, and a narrative one. In section two we develop some additional arguments to apply his concept of personal identity to organizations. The final section works out the relationship of three dimensions of identity to some actual issues in contemporary HCOs: the tension between care and justice, the importance of dialogues about the diversity of goods, and the relevance of becoming familiar with the life-story of the HCO. Identity of an HCO is established and developed in commitments to and identification with certain goods that are central for a HCO. However, many of these goods are interwoven with everyday practices and policies. Therefore, moral responsibility asks for articulation of goods that often stay implicit and should not be reduced to a merely procedural approach. However difficult this articulation may be, if it is not tried at all HCOs run the risk of drifting away from their very identity as healthcare institutions: to offer care to patients and to do this in accordance with demands of social justice. 相似文献
147.
Using an experimental design with a sample of African-American high school students (n=94), this study examines the determinants of students' initial trust beliefs about adult mentors. Consistent with the model of initial trust formation, results indicate that both structural assurance beliefs and youth dispositions toward trust were positive, significant predictors of the belief in an adult mentor's benevolence, honesty, competence, and predictability. Mentor selection procedures were not related to any of the trust beliefs. Ethnic identity of the student was found to moderate the relation between two of these beliefs (competence and predictability) with racial similarity of the mentor and student. Contrary to expectations, African-American students with low ethnic identity believed that a White adult mentor would be more competent and predictable than students with high ethnic identity. Implications for work-based, adult-youth mentoring programs and future research are discussed. 相似文献
148.
Patrick C. L. Heaven Joseph Ciarrochi Wilma Vialle Ieva Cechavicuite 《Journal of community & applied social psychology》2005,15(4):313-318
This paper examines the relationships between self‐identified crowd membership, attributional characteristics, and perceptions of parental style among students in their first year of high school (N = 893). The aim was to assess the extent to which group identity is reflected in self‐reported characteristics. Most students self‐identified either as studious, athletes, populars, rebels, or normals (N = 669) and also completed measures of perceptions of parental styles and attributional style. Consistent differences were observed between self‐identified studious and rebel teenagers. One‐way ANOVAS revealed significant group differences on mother's authoritativeness, father's authoritativeness, positive attributional style, and negative attributional style. These results are discussed with reference to the interplay between group influences and individual characteristics. Copyright © 2005 John Wiley & Sons, Ltd. 相似文献
149.
以496名初中生为研究对象, 对其网络欺负行为进行为期2年的4次追踪测试, 同时测试其道德推脱、观点采择与共情关注。采用潜变量增长模型探讨初中生网络欺负行为的发展轨迹, 并分析道德推脱、观点采择与共情关注的影响。结果发现, (1)在2年时间内, 初中生网络欺负行为呈显著下降趋势, 起始水平与下降速度有显著负相关; (2)道德推脱能显著正向预测初中生网络欺负行为的起始水平, 负向预测其下降趋势; (3)观点采择能够显著负向预测初中生网络欺负行为的起始水平, 正向预测其下降趋势。上述结果肯定了道德推脱与观点采择对初中生网络欺负发展轨迹的预测作用, 以网络情境支持了道德推脱理论, 部分支持了社会信息处理模型。 相似文献
150.
Magun-Jackson S 《Science and engineering ethics》2004,10(2):219-224
Ethics has become an increasingly important issue within engineering as the profession has become progressively more complex.
The need to integrate ethics into an engineering curriculum is well documented, as education does not often sufficiently prepare
engineers for the ethical conflicts they experience. Recent research indicates that there is great diversity in the way institutions
approach the problem of teaching ethics to undergraduate engineering students; some schools require students to take general
ethics courses from philosophical or religious perspectives, while others integrate ethics in existing engineering courses.
The purpose of this paper is to propose a method to implement the integration of ethics in engineering education that is pedagogically
based on Kohlberg’s stage theory of moral development. 相似文献