Managers' Moral Reasoning: Assessing Their Responses to Three Moral Dilemmas

1990 ◽  
Vol 43 (7) ◽  
pp. 687-702 ◽  
Author(s):  
James Weber
Keyword(s):  
Moral Reasoning ◽  
Moral Dilemmas

Challenges of Media Ethics Education in Lebanon in the Midst of Political and Economic Pressure

2019 ◽  
Vol 75 (3) ◽  
pp. 275-290
Author(s):  
Maria Bou Zeid ◽  
Jessica R. El-Khoury
Keyword(s):  
Moral Reasoning ◽  
Qualitative Methodology ◽  
Ethics Education ◽  
Arab World ◽  
Moral Dilemmas ◽  
Economic Pressure ◽  
Media Ethics ◽  
Factors Affecting ◽  
Ethics Course ◽  
Complex Boundaries

The Lebanese media sector has played a pioneering role in the Arab world due to its free and diverse system. However, the lack of professional and ethical structures in journalistic practices can be attributed to political and economic pressures. Through both a quantitative and qualitative methodology, this study contributes to the complex boundaries of the Lebanese media landscape that make the gap between media ethics education and real-world pressures in need of sustained analysis. This research aims to explore the challenges media ethics education in Lebanon faces, along with the perceptions formed by media students about journalistic practices and the application of moral reasoning in the field. In addition, the study investigates whether media ethics courses prepare students for settling moral dilemmas in the professional arena. To address the multiple factors affecting ethics education, it is significant to understand the relationship between journalists and power, democratic norms, technological change, global community, and academic critiques. Survey and focus groups results indicated that the majority of students rated moral reasoning as important for their future media professions, and that the media ethics course prepares them for professional life. On the other hand, the majority believe that the corrupt system in Lebanon makes journalists resort to unethical practices which in turn compromise journalists’ credibility and integrity. Students consider that journalists have power as the so-called fourth estate, yet that power seems minimal when journalists lack the freedom to write facts without fear from editors and/or gatekeepers’ political views, economic pressure, and on-the-job demands, placing journalistic integrity again at stake.

A Note on Ethics Educational Interventions in an Undergraduate Auditing Course: Is There an “Enron Effect”?

2004 ◽  
Vol 19 (1) ◽  
pp. 53-71 ◽  
Author(s):  
Christine E. Earley ◽  
Patrick T. Kelly
Keyword(s):  
Moral Reasoning ◽  
Moral Dilemmas ◽  
Educational Interventions ◽  
Defining Issues Test ◽  
Accounting Students ◽  
The Public ◽  
Reasoning Abilities ◽  
Accounting Scandals ◽  
Accounting Courses ◽  
Context Specific

In light of recent accounting scandals and the ensuing “crisis in confidence” facing the public accounting profession, there is a new challenge to accounting educators: how to effectively incorporate ethics into accounting courses, and increase the moral reasoning abilities of their students. Providing accounting students with the ability to reason effectively with respect to moral dilemmas may help to minimize future judgment errors in accounting and auditing settings. This article describes several different educational interventions that were adopted in an undergraduate auditing course. Students' moral reasoning was assessed both at the beginning and the end of the course to determine whether their moral reasoning scores improved based on the interventions. This was done over two semesters: one occurring in 2001 (“pre-Enron”), and one occurring in 2002 (“post-Enron”). Accounting context-specific scores were collected in both semesters (using Thorne's [2000] Accounting Ethical Dilemma Instrument [AEDI]), and general moral reasoning scores (Rest's [1979] Defining Issues Test [DIT]) were also collected in the post-Enron semester. Results indicate increases in AEDI scores, which were robust over both semesters. There was no corresponding increase in DIT scores, which is consistent with previous research; however, students' DIT scores were not significantly different than AEDI scores, which is contrary to the findings of Thorne (2001). In addition, the educational interventions appear to be equally effective in both the pre-Enron and post-Enron semesters, indicating the absence of an “Enron effect.”

Age, Education, and Sex Effects on Adult Moral Reasoning

1988 ◽  
Vol 27 (4) ◽  
pp. 271-281 ◽  
Author(s):  
Charles B. White
Keyword(s):  
Moral Development ◽  
Moral Reasoning ◽  
Scoring System ◽  
Moral Dilemmas ◽  
Moral Judgments ◽  
Stage Theory ◽  
Sex Effects ◽  
Individual Interviews ◽  
Effect Of Age

The role of age and education in adult moral reasoning was examined utilizing Kohlberg's cognitive-developmental stage theory of moral development and the most recent Standard Scoring System for assessing moral judgments. Individual interviews utilizing standard Kohlberg moral dilemmas were conducted with 195 adults ranging in age from nineteen to eighty-two years and in years of education from three to twenty-five years. Results indicated no overall significant effect for age of reasoner, no significant effect for sex, and a significant effect for education ( p < .01). However, the effect of age was significant in the group with eighteen or more years of education, but not in the group with less than eighteen years of education.

Long-Term Cultural Change in Cognitive Development

1972 ◽  
Vol 35 (1) ◽  
pp. 135-139 ◽  
Author(s):  
C. Tomlinson-Keasey ◽  
Charles Blake Keasey
Keyword(s):  
Cognitive Development ◽  
Moral Reasoning ◽  
Cultural Change ◽  
Moral Dilemmas ◽  
Sixth Graders ◽  
Second Graders ◽  
Cultural Changes ◽  
Cultural Events

It was hypothesized that animistic thinking and thinking about specific moral dilemmas have been affected by cultural events in the last few decades. Animistic thinking was examined in second graders ( n = 73) and was found to have declined markedly since 1929. In fifth and sixth graders ( n = 144) moral reasoning about slavery was at a significantly higher level than moral reasoning on six other dilemmas. Cognitive progress thus seems to be positively affected by cultural changes which are long-term and which allow the child time to consolidate the information and experience provided.

scholarly journals Burning Witches: The Moral Dilemmas of Ashaninka Leaders

2021 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Guillermo Enrique Delgado ◽  
Susana Frisancho
Keyword(s):  
Moral Reasoning ◽  
Moral Education ◽  
Amazon Basin ◽  
Cultural Practices ◽  
Qualitative Interviews ◽  
Moral Dilemmas ◽  
Cultural Practice ◽  
Social Mechanisms ◽  
The Social ◽  
Scant Attention

This paper focuses on the moral reasoning of Ashaninka leaders about the burning of witches, a cultural practice that has received scant attention from intercultural scholars. We first contextualize burning witches as a cultural practice of the Ashaninka people. Then, based on qualitative interviews, we present the experience of six Ashaninka leaders with witchcraft and witchcraft accusations, as well as their moral reasoning about the social mechanisms that the Ashaninka people have traditionally used to control evil sorcery. The participants are three men and three women from the Ucayali and Junín regions in Peru’s Amazon basin. Finally, we discuss intercultural moral education and the need to analyze the reasons behind cultural practices in order to understand the rationality and reasonableness of others.

scholarly journals Adolescent Concepts of Responsibility in Different Types of Moral Dilemmas

2017 ◽  
Vol 13 (4) ◽  
pp. 81-90 ◽  
Author(s):  
S.V. Molchanov ◽  
O.V. Almazova
Keyword(s):  
Comparative Analysis ◽  
Empirical Study ◽  
Moral Reasoning ◽  
Moral Dilemma ◽  
Moral Dilemmas ◽  
Moral Judgments ◽  
Main Character ◽  
Moral Norms ◽  
Different Types ◽  
The Relationship

The paper presents results of an empirical study of adolescents' concepts of responsibility in different types of moral dilemmas characterized by violations of moral norms. The study proved that the type of moral dilemma and the context of interaction of its participants determine the adolescents' readiness to recognize the responsibility of the main character of the dilemma for violating the norm. In dilemmas of asocial type adolescents are more willing to recognize the responsibility of the offender whose behavior leads to obvious damage for one of the participants in the interaction. As for prosocial dilemmas and dilemmas of confronting norms, adolescents tend to deny the responsibility of the offender. The paper provides a comparative analysis of empirically identified types of adolescent concepts of responsibility, including the differentiated responsibility with egoistic orientation, high responsibility, low responsibility and ‘polar’ responsibility. The authors highlight the ambiguity of the relationship between adolescents’ evaluation of behavior, their readiness to recognize responsibility in moral transgression, and their judgment about the necessity of punishment. The paper concludes with the discussion concerning the relationship between the level of development of moral judgments/moral reasoning and the concepts of responsibility in adolescents.

Moral dilemmas, moral reasoning, and genital herpes

1997 ◽  
Vol 34 (3) ◽  
pp. 256-266 ◽  
Author(s):  
Terri D. Conley ◽  
Rosemary A. Jadack ◽  
Janet Shibley Hyde
Keyword(s):  
Moral Reasoning ◽  
Genital Herpes ◽  
Moral Dilemmas

MORAL REASONING: THE INFLUENCE OF AFFECTIVE PERSONALITY, DILEMMA CONTENT AND GENDER

2006 ◽  
Vol 34 (10) ◽  
pp. 1259-1276 ◽  
Author(s):  
Jens Agerström ◽  
Kristiina Möller ◽  
Trevor Archer
Keyword(s):  
Moral Reasoning ◽  
Affective State ◽  
Moral Dilemmas ◽  
Levels Of Care ◽  
And Gender ◽  
Justice And Care

This study examined the influence of affective personality, perfectionism, gender, arousal and dilemma content on moral reasoning. 264 participants were presented with moral dilemmas to which they had to provide a solution that reflected various degrees of justice and care. The results indicated that a) affective personality had an effect on moral reasoning, b) female participants reported higher levels of care morality than did male participants, c) gender interacted with perfectionism in the production of moral standpoints, d) dilemma content exerted a strong effect on the participants' use of moral strategy. It was concluded that although moral reasoning appears to be governed primarily by the dilemma content at hand, an individual's moral solutions are influenced by gender and affective state.

Children's Moral Reasoning and Their Assertive, Aggressive, and Submissive Tendencies in Sport and Daily Life

1994 ◽  
Vol 16 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Brenda Jo Light Bredemeier
Keyword(s):  
Moral Reasoning ◽  
Multiple Regression ◽  
Daily Life ◽  
Moral Dilemmas ◽  
Self Report ◽  
School Level ◽  
Regression Analyses ◽  
Conflict Situations ◽  
The Relationship ◽  
Action Tendencies

The purpose of this study was to investigate the relationship between children's moral reasoning and their assertive, aggressive, and submissive action tendencies in sport and daily life contexts. The 106 fourth- through seventh-grade children were asked to reason about hypothetical sport and daily life moral dilemmas and to respond to two behaviorally validated, self-report instruments designed to assess action tendencies in sport and daily life conflict situations. Multiple regression analyses indicated that moral reasoning scores were predictive of action tendencies, with reasoning positively related to assertion and negatively related to aggression. Results were interpreted in light of a congruence between Haan's (1978) descriptions of moral levels and the moral implications of the action tendencies under consideration. Gender and school-level differences in action tendencies were also noted; no gender or school-level differences in moral reasoning were found.

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