In 2022, the Research Center for Islamic Legislation & Ethics (CILE) and the World Innovation Summit for Health (WISH) submitted a proposal to host the 17th edition of the World Congress of Bioethics. After announcing that the CILE‐WISH proposal was the winning bid, concerns were raised by bioethicists based in Europe and the USA. To address these concerns, the International Association of Bioethics (IAB) developed a dedicated FAQ section, in coordination with the host institutions, for the first time in IAB (...) history. One‐to‐one communication ensued and individual responses were shared with these colleagues. As a continuation of this conversation, we (CILE Acting Director, WISH Research Fellow and Head of Content, and WISH CEO) address the concerns raised in the Letter‐to‐the‐Editor of Bioethics by Graaf et al. As we support the call to revisit some contentious issues within the global community of bioethicists, we maintain that this should be based on meticulously discussed, informed, consistent and equitable criteria. We also argue that mutual learning from diverse cultures and moral traditions is the optimal way for our scholarly community to be truly global and to eschew the flaws ensuing from ethnocentric discourses. (shrink)

A wide range of conflicting established moral viewpoints makes development of public policy related to infertility difficult. Where there are pluralities of viewpoints and no single established moral approach, uniform solutions are questionable. The Office of Technology Assessment (OTA), is a nonpartisan analytic support agency that serves the United States Congress by providing objective analyses of major public policy issues related to scientific and technological change. Because analysis of ethical issues is an important part of technology assessment, (...) OTA included a thematic analysis of ethical issues in the report, Infertility: Medical and Social Choices . A consideration of whether infertility is a disease was an important conceptual starting point, and religious perspectives were reviewed as possible sources of moral and ethical insight. Keywords: infertility, U.S. Congress, Office of Technology Assessment, infertility, right to reproduce, embryo CiteULike Connotea Del.icio.us What's this? (shrink)

To find more information about Rowman and Littlefield titles, please visit www.rowmanlittlefield.com.

I discuss the nature and genesis of international development ethics as well as its current areas of consensus, controversies, challenges, and agenda. A relatively new field of applied ethics, international development ethics is ethical reflection on the ends and means of socioeconomic change in poor countries and regions. It has several sources: criticism of colonialism and post-World War II developmental strategies; Denis Goulet's writings; Anglo-American philosophical debates about the ethics of famine relief; and Paul Streeten's and Amartya Sen's (...) approaches to development. Development ethicists agree that the moral dimension of development theory and practice is just as important as the scientific and policy components. What is often called "development" may be bad for people, communities, and the environment. Hence, the process of development should be reconceived as beneficial change, usually specified as alleviating human misery and environmental degradation in poor countries. (shrink)

In the decision of modern problems of education and, first of all, removal of extreme measures of unification and autonomic of its development the significant role is got with strategy of optimum forming of a harmonious parity of sensual and rational approaches in the organization and conducting educational processes in preparation of youth for a life. Educational process is indissoluble unity sensual and rational as preparation of the person for a life it is necessary includes as purchase versatile and (...) a profound knowledge and skills, and the certain personal attitude (feelings, behaviors) it to the world, other people and to itself. If sensual approaches are characterized mainly by problems of formation of practical knowledge of the person about the validity, progresses of its first-hand experience and the attitude to a life within the limits of culture of the nearest environment rational approaches at the most are focused on progress of intelligence of the person, on formation of its capacity completely to capture and interpret great volume of the information. Both that, and another approaches contain the dignity and the lacks. Therefore, in rational strategy of education scholastic theoretical speculations quite often replaces everyday, practical knowledge. As a result, the person not always correctly understands and estimates the importance of the decision of those or other problems in sphere of the activity and development of the country.Rational approaches dominate over modern education systems. Rational domination in educational processes shows that there is a gap between scientific and personal models of an image of the world of the modern person. All this considerably affects moral consciousness of modern youth and its civil socialization. For this reason, it is important to lead at reforming education systems to conformity (harmony) of sensual and rational approaches. (shrink)

This paper is a short report about a series of picture books and manuals designed for P4C (especially Philosophy for Korean Young Children). There were not proper educational reading materials or books to help Korean young children to think by (or for) themselves and dialogue with. Dr. Sharp’s is a very helpful guidebook for young children to think by themselves, dialogue with friends, and discuss with others (peers, older or younger children, teacher and parents, etc.). However, there remain some needs (...) for consideration of Korean culture. I developed new eight picture books for young children and short manuals for parents and teachers to do ‘thinking experiments’ with children. The stories were created in the contexts of Korean young children’s daily lives and typical episodes. The community of inquiry, which Korean young children participate in, needs to consider general and special aspects, such as the relationship between peers, children-parents, and children-teachers, Confucius or new western customs, new and old generations, moral and cultural atmosphere of Korean kindergartens or childcare centers, etc. Various episodes and scenes in the picture books will revoke and encourage Korean children’s deeper or higher thinking, interesting and creative dialogues, vivid and harmonious discussions based on their own experiences and contexts of life in the community of inquiry. (shrink)

Socrates' great educational innovation was in ascribing moral worth to the intellectual activity reflectively directed at one's own life. His concept of eudaimonia was so different from the ordinary that talking about it took on sometimes a paradoxical air, as in Apology 30b3. For him, reason is not a tool for attaining goals independently thought worthwhile; rather, rationality itself, expressed in the giving of reasons and the avoidance of contradictions, confers value to goals and opinions. Persons are reasonable, but (...) obviously not the empirical human being. But education is aimed at the empirical man or woman and inevitably employs psychological means. How then is it possible that the result of education should grow out of the depths of each individual and be nevertheless valid for all individuals? In the Symposium, Plato gives Aristophanes the crucial move. Each of us is only half the whole person and we are moved by our desire for what we lack. In this context, to claim that the soul is immortal is to claim-at least-that the soul has a non-empirical dimension, that its real objects are not the objects of desire as such, and that a person's sensible life is not the true basis for the evaluation of his or her eudaimonia. However, in the soul which is not free from contradictions there is no advantage to right but unexamined options. There is in the life of the naïve just an insecurity which is not merely pragmatic. Even if a person never falters to the end of life, this is no more than moral luck. One is still guilty on the level of the logos, and liable to blame and punishment not for what one does, but for what one could have done. (shrink)

The policy adopted by the Twenty-fifth Congress of the CPSU on raising the quality of work and the effectiveness of social production means that work must be more highly organized and disciplined and that initiative and creative searching must be fostered. "The country sets as its goal enlargement of the real opportunities for citizens to apply their creative powers, abilities, and gifts and for comprehensive development of the individual.".

Leaving an editorial chair provides an opportunity for the departing incumbent to deliver a final message to his readers. Seven years after founding Business Ethics. A European Review the editor can offer no better valedictory than to explore the role of moral courage in the ethical conduct of business. Not only does this provide an excellent illustration of the recent recovery of the subject of “virtue” ethics in moral philosophy in general, as well as in the application of (...) morality to business. It also serves to highlight the important difference between ‘business ethics’ as a term applied to the study of right and wrong behaviour in business, and ‘ethical business’, which is business actually conducted on ethical lines. For the difference between behaving rightly and wrongly in any area of human activity, including that of business, is not simply a matter of knowledge, or of finding the “correct” answer. There is a crucial psychological gap between knowing what one ought to do and then actually doing it; as Ovid ruefully observed, we see and approve the better things, yet we follow the worse. This is where courage comes in, for the gap between ethical perception and ethical performance is bridged by moral courage, as the following article suggests. More colloquially, the author is accustomed to conclude his classroom teaching on business ethics by observing that it is one thing to work out, often laboriously and hesitantly, what is the correct line of behaviour to follow; it is quite another thing to have the guts to follow it. An early version of this paper was delivered in Gresham College, London, while a more developed account dates from the First World Congress of the International Society of Business, Economics and Ethics, held in Tokyo in 1996. The following is reprinted from International Business Ethics: Challenges and Approaches , edited by George Enderle earlier this year and published by the University of Notre Dame Press and Hong Kong University Press. (shrink)

In contrast with his major ethical works, Kant’s writings on history are replete with the theme of the social character of moral development and the interdependence of individual and community. I argue that historical-moral progress is an important part of Kant’s comprehensive ethical theory. However, in order to link the moral goals of humanity with the moral goals of individuals, judgement must have a dimension that can apprehend the purposiveness of those human achievements which are (...) social in their significance and socially transmitted. In other words, such achievements transcend individual intention. The ‘historical signs’ of such moral purposiveness provide moral orientation through the conflicting claims that arise within and between complex and historically evolving human communities. I explore the role of disinterested judgement in providing this orientation and in marking the moral disposition of the species. (shrink)

Since the atomic era began in 1945, there have been three waves of moral criticism directed at American nuclear weapons policies. The first wave, which began around 1957 and ended in 1962 with McNamara’s announcement of Flexible Response, focused on Dulles’s policy of Massive Retaliation. The second wave, which began in the early 70’s and ended in 1974 with Schlesinger’s announcement of Countervailing Response, focused on the Assured Destruction policy developed in McNamara’s later reports to Congress. The third wave (...) began in the 80’s with Weinberger’s remarks about “prevailing” in nuclear conflicts and may or may not end with the next MX vote or next strategic arms agreement. (shrink)

Every year in this country, some 10,000 college and university courses are taught in applied ethics. And many professional organizations now have their own codes of ethics. Yet social science has had little impact upon applied ethics. This book promises to change that trend by illustrating how social science can make a contribution to applied ethics. The text reports psychological studies relevant to applied ethics for many professionals, including accountants, college students and teachers, counselors, dentists, doctors, journalists, nurses, school teachers, (...) athletes, and veterinarians. Each chapter begins with the research base of the cognitive-developmental approach--especially linked to Kohlberg and Rest's Defining Issues Test. Finally, the book summarizes recent research on the following issues: * moral judgment scores within and between professions, * pre- and post-test evaluations of ethics education programs, * moral judgment and moral behavior, * models of professional ethicseducation, and * models for developing new assessment tools. Researchers in different professional fields investigate different questions, develop different research strategies, and report different findings. Typically researchers of one professional field are not aware of research in other fields. An important aim of the present book is to bring this diverse research together so that cross-fertilization can occur and ideas from one field can transfer to another. (shrink)

The picture of moral development defended by followers of Aristotle takes moral cultivation to be like playing a harp; one gets to be good by actually spending time playing a real instrument. On this view, we cultivate a virtue by doing the actions associated with that virtue. I argue that this picture is inadequate and must be supplemented by imaginative techniques. One can, and sometimes must, cultivate virtue without actually performing the associated actions. Drawing on strands in (...) Buddhist philosophy, I explain several methods of moral development that rely on imagination and visualization rather than overt action. These techniques are essential in cases where cultivating virtue the way one practices the harp is impossible. In particular, I focus on single-event virtues, first-time virtuous acts, and morally dangerous situations. (shrink)

This class-tested text provides a comprehensive overview of the classical and current theories of moral development and applications of these theories in various counseling and educational settings.

My paper on moral development has been criticized on three main counts: firstly, that I have confused romantic and progressive ideology; secondly, that I have failed to appreciate the teleological character of (cognitive) developmental theory; thirdly, that I have failed to show that normativity of developmental theory goes, as it were, ‘all the way down’. In this reply, I maintain that the first two charges are based on distortion and misrepresentation of my argument, and—in relation to the third (...) charge—that my critics have simply failed to offer any discernible counter‐argument to my case that it is misguided to seek empirical theoretical grounding for developmental theories of the kind in question. (shrink)

We rely on doctors, accountants, engineers, and other professionals to be committed to the basic values of their professions and to exercise their ex­pertise in competent, reliable ways, even when no one is watching them do their work. That is, we expect them to have professional integrity. Children obviously do not yet have professional integrity, even if someday they will become professionals. Nevertheless, the moral development of children who will become professionals plays an important role in the eventual (...) emergence of their professional integrity. We will discuss both what this integrity involves and how the basic moral development of children contributes to its emergence in professional life. (shrink)

A central challenge motivates this work: How, if at all, can philosophical ethics help in the moral development of health professionals?

Placing the analyses in an interdisciplinary manner, the present paper fallows to catch and value, form a moral-formative perspective, the interpretations of the ethical theories regarding the evolutions in a moral plan, in order to build a structural model of the morality development levels, with all the complex and dynamiccomponents that this one transmits. We have proposed that this should have as final purpose the transfer and focalization of this data over the significant space of forming the (...) human being as a moral, autonomous and responsible personality, by offering, we hope, in the terms in of efficiency, a rich space, a more complete and operational form about the levels of morality and moral education. The education in mostly very responsible for the step that defines the educated morality, of the community, of the society and a re-thinking, a restructuring and direction of the moral education on different levels is, we think, a way of responding to the challenges of today and tomorrow’s world. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:THE MEANING OF VIRTUE IN THE CHRISTIAN MORAL LIFE: ITS SIGNIFICANCE FOR HUMAN LIFE ISSUES RoMANUS CESSARIO, O.P. Dominican House of Stuaies Washington, D.a. RCENTLY, AN International Congress of moral theology convened in Rome brought together some three hundred academicians. They participated in an open forum devoted to current questions in moral theology and bioethics. Held at the Lateran University, the Congress, "Humanae vita,e: 20 Anni (...) Dopo," was divided into two parts. Although a majority of the presentations concerned the relevance of the Church's teaching on artificial contraception, the membership did devote the second part of the Congress to a sustained discussion of some new issues raised by Donum vitae (1987), the recent instruction of the Congregation for the Doctrine of the Faith on " Respect for Human Life in its Origin and on the Dignity of Procreation." To be sure, both documents emphasize the Church's constant teaching concerning the providence of God in human life and the dignity of the human person. Nevertheless, procedures such as GIFT (gamete intra.-fallopian transfer), LTOT (low tubal ovum transfer ), TOT (tubal ovum transfer) provide the moral theologian with new challenges to interpret the Church's position which insists on identifying the procrea.tive and unitive aspects of Christian marriage. The following article discusses the papal documents from the perspective of a realist moral theology. First of all, I would like to recall a principle which Paul VI, however obliquely, enunciated in the course of Humanae Vitae, for I consider the principle an axiomatic one in the present discussion. At the beginning of section 8 entitled "Pastoral 178 174 ROMANUS CESSARIO, O.P. Directives," we find a statement of theological purpose which should guide all Catholic moral practice. Hence, I would like to quote this text as a way of introducing the meaning of virtue in the Christian moral life. The Church, in fact, cannot have a different conduct toward men [and women] than that of the Redeemer: she knows their weaknesses, has compassion on the crowd, receives sinners; but she cannot renounce the teaching of the law which is, in reality, that law proper to a human Zife restored to its original truth and conducted by the Spirit of God.1 I am especially struck by the phrase " that law proper to a human life restored to its original truth," for I believe it actually describes the kind of life which develops in those who practice the virtues. Yet, before speaking about the implications of a virtue-centered morality for the difficult issues of bioethics, I would like to remark briefly on the way certain contemporary theologians misinterpret what Paul VI calls the " law proper to a human life restored to its original truth." In order to do so I have divided this paper into three parts. Thus, the first section of the paper examines several themes in contemporary moral methodology. The second section provides a general statement about the relationship between moral theology and the sa,cra domrina. Finally, the third section briefly considers why the life of virtue remains the only legitimate means for fulfilling the " law proper to a human life restored to its original truth." First, then, to contemporary themes. I Proportionate Reason and the Ethics of Personal Responsibility In an earlier draft of this paper, I titled this section "St. Ignatius, St. Alphonsus, and St. Elsewhere." I had considered actually outlining the moral methodologies of two Roman theo1 Paul VI, Humanae vitae, n. 20. VIRTUE THEORY AND HUMAN LIFE ISSUES 175 logians, the German Jesuit Josef Fuchs 2 and the Redemptorist Bernard Haring.3 These authors have influenced most leading revisionist moral theologians in America, especially Charles Curran.4 One could argue, therefore, that they figure among the principals in the current debate over bioethical norms. Upon reflection, however, it seemed rpreferable simply to signal two or three basic themes which appear in most revisionist moral theology, especially as it has been developed in the United States. In brief, these themes focus principally on (1) the freedom of the individual, and (2) the consequences or end results of an action. Revisionist moral theologians receive their name from the fact that their announced purpose... (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 (p > 0.05). 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)

orbit and far beyond it. Indeed, the immense, painstaking, indefatigable and ever-improving effort of Husserl to find ever-deeper and more reliable foundations for the philosophical enterprise (as well as his constant critical re-thinking and perfecting of the approach and so called "method" in order to perform this task and thus cover in this source-excavation an ever more far-reaching groundwork) stands out and maintains itself as an inepuisable reservoir for philosophical reflec tion in which all the above-mentioned work has either its (...) core or its source. In fact, in his undertaking to re-think the entire philosophical enterprise as such and to recreate philosophy upon what he sought to be at least a satisfactorily legitimated basis, Husserl, through his already systematised and "authorized" work, and his courses, and later on in his spontaneous reflection (which did not find its way into a definitive corpus but was nevertheless sufficiently coherent with his previously established body of thought to be considered a continuation of it), uncovers perspectives upon the universe of man and projects their new philosophical thematisation that brings together all the attempts by philosophers (e. g., Merleau-Ponty, who drew upon this material and found there his own inspiration) who succeeded him with foundational intentions; it also gives a core of philosophical ideas and insights for the youngergenerationofphilosophers today. (shrink)

The Neo-Confucian notion of wan wu yi ti 万物一体 and Stoic oikeiôsis both come up with a motivational basis for the expansion of concern, but one of the toughest problems in them is how to elaborate on selfhood and self–other relation in moral development. This paper takes a comparative view of Hierocles’ fragments and a few other relevant Stoic texts and Wang Yang-ming’s Inquiry on the Great Learning, and argues that doing so helps eliminate some confusions concerning selfhood (...) and self–other relation. My claim is that the concept of the Stoic oikeiôsis and the concept of Wang’s ‘wan wu yi ti’ have different ideas on selfhood and the self–other relation while showing similarities in basing the ideal of self-development on the original unity between self and world. (shrink)

In this study, researchers examined the assumption that senior-level undergraduate students from private colleges universities possess higher levels of moral and ethical development than students from public institutions. In addition, the researchers sought to determine (a) if there was a relationship between narcissistic personality traits and the level of moral reasoning, and (b) there was a difference in the level of narcissistic personality tendencies of business students from private vs. public institutions based on demographic and textual variables. (...) A cluster sampling approach was used in the sample selection. The sample was limited to students majoring in general business at seven public and six private universities in North Dakota and Minnesota. A total of 269 subjects participated in the research project: 145 at private institutions and 124 at public institutions. The Defining Issues Test version 2 (DIT-2) and the Narcissistic Personality Inventory (NPI) were used to collect data at seven public and six private institutions. Students from public and private universities scored similarly on the DIT-2. A significant difference between the NPI scores of the private college students and the public college students was found. No significant relationship was found between the NPI score and level of moral reasoning. Business educators should be concerned that an increase in the number of business ethics courses completed did not significantly impact students' moral reasoning or narcissistic traits. (shrink)

A printed record of the symposium held in 1971 that was sponsored by the University of California's medical campus in San Francisco and the City and County of San Francisco to examine man's destiny and moral development.

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)

In the aftermath of the financial crisis, heightened awareness of ethical issues has sparked increased efforts toward moral education within universities and businesses. In many cases, psychological tests are used to measure whether moral development occurs. As long as we understand moral development as synonymous with moral progress, this may seem like a good sign: it would appear that such tests give us a handle on moral progress. Alas, moral development and (...) moral progress are two very different things. And although we know a lot about moral development, what we know has little to do with moral progress. Let’s untangle both concepts. (shrink)

This research examines how the fit between employees moral development and the ethical work climate of their organization affects employee attitudes. Person-organization fit was assessed by matching individuals' level of cognitive moral development with the ethical climate of their organization. The influence of P-O fit on employee attitudes was assessed using a sample of 304 individuals from 73 organizations. In general, the findings support our predictions that fit between personal and organizational ethics is related to higher (...) levels of commitment and job satisfaction and lower levels of turnover intent. Ethical P-O fit was related to higher levels of affective commitment across all three ethical climate types. Job satisfaction was only associated with ethical P-O fit for one of the three P-O fit variables and turnover intentions were significantly associated with two of the ethical P-O fit variables. The most consistent effect was found for the Conventional - Caring fit variable, which was significantly related to all three attitudes assessed. The weakest effect was found for the Preconventional - Instrumental fit variable, which was only predictive of affective commitment. The pattern of findings and implications for practice and future research are discussed. (shrink)

Any acceptable account of moral epistemology must accord with the following points. (1) Different people acquire seemingly very different moralities. (2) All normal people acquire a moral sense, whether or not they are given explicit moral instruction. Language resembles morality in these ways. There is considerable evidence from linguistics for linguistic universals. This suggests that (3) despite the first point, there are moral universals. If so, it might be possible to develop a moral epistemology that (...) is analogous to the theory of universal grammar in linguistics. In what follows, I will try to sketch what might be involved in such a moral epistemology. (shrink)

Ever since Kant, mainstream moral philosophy has been more or less animated by the mission of discovering inescapable law-like rules that would provide a binding justification for morality. Recently, however, more and more authors have started to question a) whether this is possible, and b) what could this project, after all, achieve? An alternative vision of the task of moral philosophy starts from the pragmatic idea that philosophizing begins and ends in the actual human experience. It leads into (...) a view where morality is seen as a ‘social technology’ that aims to make living together possible, and strengthen people’s capability to live a good life within a society. Moral rules, then, are tools that we use to influence our behavior for the better. The role of moral philosophy is, accordingly, to develop further our moral tools, to propose solutions that enhance people’s capabilities to live good lives. In other words, moral philosophers become ethical engineers that use their expertise in ethical topics to criticize existing ‘moral technology’ and construct new concepts and theories that better answer the current challenges for living a good life. (shrink)

Abstract:This paper suggests that different styles of leadership arouse different sorts of normative motivation among followers, and these diverse motivational sources in turn are associated with different forms of participant contribution to organizational success. Three interrelated clusters of leadership styles, normative motivation of followers, and organizational citizenship behavior are described. Leadership that appeals exclusively to followers’ self-interests is associated with preconventional moral development and dependable task performance. Leadership styles focusing on interpersonal relationships and social networks are associated with (...) followers’ conventional moral development and work group collaboration. Transforming leadership that both models and nurtures servant leadership abilities is associated with post-conventional moral development and responsible participation in organizational governance. (shrink)

First published in 1981, this collection of essays was taken from Peters' larger work, Psychology and Ethical Development in order to provide a more focused volume on moral education for students. Peters' background in both psychology and philosophy makes the work distinctive, which is evident from the first two essays alone: 'Freud's theory of Moral Development in Relation to that of Piaget' and 'Moral Education and the Psychology of Character'. He also displays balance in his (...) acceptance that reason and feeling are both of great importance where the subject of moral education is concerned. Although written some time ago, the book discusses issues which are still of considerable interest and importance today. (shrink)

At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes (...) class='Hi'>moral progress? Does the idea of individual moral progress presuppose a predetermined end or goal of moral education and development, or not? In this article we analyze the concept of moral progress to shed light on the psychology of moral development and vice versa; these analyses are found to be mutually supportive. We suggest that: moral progress should be conceived of as development that is evaluated positively on the basis of relatively stable moral criteria that are the fruit and the subject of an ongoing conversation; moral progress does not imply the idea of an end-state; individual moral progress is best conceived of as the development of various components of moral functioning and their robust integration in a person’s identity; both children and adults can progress morally - even though we would probably not speak in terms of progress in the case of children - but adults’ moral progress is both more hard-won and to a greater extent a personal project rather than a collective effort. (shrink)

Examines the theories of Socrates, Kant, Dewey, Piaget, and others to explore the implications of Socrates' question "what is a virtuous man, and what is a virtuous school and society which educates virtuous men.".

At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes (...) class='Hi'>moral progress? Does the idea of individual moral progress presuppose a predetermined end or goal of moral education and development, or not? In this article we analyze the concept of moral progress to shed light on the psychology of moral development and vice versa; these analyses are found to be mutually supportive. We suggest that: moral progress should be conceived of as development that is evaluated positively on the basis of relatively stable moral criteria that are the fruit and the subject of an ongoing conversation; moral progress does not imply the idea of an end-state; individual moral progress is best conceived of as the development of various components of moral functioning and their robust integration in a person’s identity; both children and adults can progress morally - even though we would probably not speak in terms of progress in the case of children - but adults’ moral progress is both more hard-won and to a greater extent a personal project rather than a collective effort. (shrink)

Research has shown that men and women are similar in their capabilities and management competence; however, there appears to be a glass ceiling which poses invisible barriers to their promotion to management positions. One explanation for the existence of these barriers lies in stereotyped, biased attitudes toward women in executive positions. This study supports earlier findings that attitudes of men toward women in executive positions are generally negative, while the attitudes of women are generally positive. Additionally, we found that an (...) individual's level of cognitive moral development correlates significantly with attitudes toward women executives. Limitations of the present study and implications for ethics and diversity training in organizations are discussed. (shrink)

Forgiveness is clearly an important aspect of our moral lives, yet surprisingly Kant, one of the most important authors in the history of Western ethics, seems to have very little to say about it. Some authors explain this omission by noting that forgiveness sits uncomfortably in Kant’s moral thought: forgiveness seems to have an ineluctably ‘elective’ aspect which makes it to a certain extent arbitrary; thus it stands in tension with Kant’s claim that agents are autonomous beings, capable (...) of determining their own moral status through rational reflection and choice. Other authors recognise that forgiveness plays a role in Kant’s philosophy but fail to appreciate the nature of this duty and misrepresent the Kantian argument in support of it. This paper argues that there is space in Kant’s philosophy for a genuine theory of forgiveness and hopes to lay the grounds for a correct interpretation of this theory. I argue that from a Kantian perspective, forgiveness is not ‘elective’ but, at least in some cases, morally required. I claim that, for Kant, we have an imperfect duty of virtue to forgive repentant wrongdoers that have embarked on a project of self-reflection and self-reform. I develop a novel argument in support of this duty by drawing on Kant’s theory of rational agency, the thesis of radical evil, Kant’s theory of moral development, and the formula of humanity. However, it must be noted that this is a conditional duty and Kant’s position also entails that absence of repentance on the part of the wrongdoer should be taken as evidence of a lack of commitment to a project of self-reflection and self-reform. In such cases, Kant claims, we have a perfect duty to ourselves not to forgive unrepentant wrongdoers. I argue that this duty should be understood as one of the duties of self-esteem, which involves the duty to respect and recognise our own dignity as rational beings. (shrink)

Developed from two reports to seminars organized by the Congress of Cultural Freedom, in 1962 and 1963, The Art of Conjecture constitues a programmatic document for the work of Futuribles, a team of intellectuals collecting materials on the role of the social sciences. The intellectual fabric of this work are woven with a fine mixture of hard-nosed mathematical analysis, derived from demographic and economic forecast, and less accurate, more imaginative, modelings for short and long term social forecast. Much of the (...) book is devoted to an analysis of common and special conceptions of the future. Here lies the greatest philosophical interest of this work. The method pivots around techniques of long term economic forecasting. The political and human aspects are ever present in the course of the study. Toward the end the author asks himself, and us, the question: should forecast be based on technological sources alone? The question has already been answered in such brilliant chapters as, "The Conditions of Political Foreseeability," "The Ecology of Social Ideas," "The Social Career of Ideas," "The Force of Moral Ideas," and "Empirical Relations between Ideas."—A. M. (shrink)

This article explores the pros and cons of teaching moral development and moral psychology theories and principles in media ethics courses. Five theorists are introduced: Kohlberg, Gilligan, Rest, Kierkegaard, and Perry. Debates over the descriptive-prescriptive nature of the models are discussed, and a number of suggestions about how to implement the models in the classroom are offered.