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  1. Relatable and attainable moral exemplars as sources for moral elevation and pleasantness.Hyemin Han & Kelsie J. Dawson - 2024 - Journal of Moral Education 53 (1):14-30.
    ABSTRACT In the present study, we examined how the perceived attainability and relatability of moral exemplars predicted moral elevation and pleasantness among both adult and college student participants. Data collected from two experiments were analyzed with Bayesian multilevel modeling to explore which factors significantly predicted outcome variables at the story level. The analysis results demonstrated that the main effect of perceived relatability and the interaction effect between attainability and relatability shall be included in the best prediction model, and thus, were (...)
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  • Considering the Purposes of Moral Education with Evidence in Neuroscience: Emphasis on Habituation of Virtues and Cultivation of Phronesis.Han Hyemin - 2024 - Ethical Theory and Moral Practice 27 (1):111-128.
    In this paper, findings from research in neuroscience of morality will be reviewed to consider the purposes of moral education. Particularly, I will focus on two main themes in neuroscience, novel neuroimaging and experimental investigations, and Bayesian learning mechanism. First, I will examine how neuroimaging and experimental studies contributed to our understanding of psychological mechanisms associated with moral functioning while addressing methodological concerns. Second, Bayesian learning mechanism will be introduced to acquire insights about how moral learning occurs in human brains. (...)
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  • The Phronimos as a moral exemplar: two internal objections and a proposed solution.N. Athanassoulis - 2024 - Journal of Value Inquiry 58 (1):131-150.
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  • Which moral exemplars inspire prosociality?Hyemin han, Clifford Ian Workman, Joshua May, Payton Scholtens, Kelsie J. Dawson, Andrea L. Glenn & Peter Meindl - 2022 - Philosophical Psychology 35 (7):943-970.
    Some stories of moral exemplars motivate us to emulate their admirable attitudes and behaviors, but why do some exemplars motivate us more than others? We systematically studied how motivation to emulate is influenced by the similarity between a reader and an exemplar in social or cultural background (Relatability) and how personally costly or demanding the exemplar’s actions are (Attainability). Study 1 found that university students reported more inspiration and related feelings after reading true stories about the good deeds of a (...)
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  • How are Moral Foundations Associated with Empathic Traits and Moral Identity?Kelsie J. Dawson, Hyemin Han & YeEun Rachel Choi - forthcoming - Current Psychology.
    We examined the relationship between moral foundations, empathic traits, and moral identity using an online survey via Mechanical Turk. In order to determine how moral foundations contribute to empathic traits and moral identity, we performed classical correlation analysis as well as Bayesian correlation analysis, Bayesian ANCOVA, and Bayesian regression analysis. Results showed that individualizing foundations (harm/care, fairness/reciprocity) and binding foundations (ingroup/loyalty, authority/respect, purity/sanctity) had various different relationships with empathic traits. In addition, the individualizing versus binding foundations showed somewhat reverse relationships (...)
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  • How peer influence shapes value computation in moral decision-making.Hongbo Yu, Jenifer Z. Siegel, John A. Clithero & Molly J. Crockett - 2021 - Cognition 211 (C):104641.
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  • Do ethics classes influence student behavior? Case study: Teaching the ethics of eating meat.Eric Schwitzgebel, Bradford Cokelet & Peter Singer - 2020 - Cognition 203 (C):104397.
    Do university ethics classes influence students’ real-world moral choices? We aimed to conduct the first controlled study of the effects of ordinary philosophical ethics classes on real-world moral choices, using non-self-report, non-laboratory behavior as the dependent measure. We assigned 1332 students in four large philosophy classes to either an experimental group on the ethics of eating meat or a control group on the ethics of charitable giving. Students in each group read a philosophy article on their assigned topic and optionally (...)
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  • The Neuroscience of Moral Judgment: Empirical and Philosophical Developments.Joshua May, Clifford I. Workman, Julia Haas & Hyemin Han - 2022 - In Felipe de Brigard & Walter Sinnott-Armstrong (eds.), Neuroscience and philosophy. Cambridge, Massachusetts: The MIT Press. pp. 17-47.
    We chart how neuroscience and philosophy have together advanced our understanding of moral judgment with implications for when it goes well or poorly. The field initially focused on brain areas associated with reason versus emotion in the moral evaluations of sacrificial dilemmas. But new threads of research have studied a wider range of moral evaluations and how they relate to models of brain development and learning. By weaving these threads together, we are developing a better understanding of the neurobiology of (...)
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  • Moral exemplars in education: a liberal account.Michel Croce - 2020 - Ethics and Education (x):186-199.
    This paper takes issue with the exemplarist strategy of fostering virtue development with the specific goal of improving its applicability in the context of education. I argue that, for what matters educationally, we have good reasons to endorse a liberal account of moral exemplarity. Specifically, I challenge two key assumptions of Linda Zagzebski’s Exemplarist Moral Theory (2017), namely that moral exemplars are exceptionally virtuous agents and that imitating their behavior is the main strategy for acquiring the virtues. I will introduce (...)
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  • Exemplarism in moral education: Problems with applicability and indoctrination.Michel Croce - 2019 - Journal of Moral Education 48 (3):291-302.
    This article introduces an account of moral education grounded in Zagzebski’s recent Exemplarist Moral Theory and discusses two problems that have to be solved for the account to become a realistic alternative to other educational models on the market, namely the limited-applicability problem and the problem of indoctrination. The first problem raises worries about the viability of the account in ordinary circumstances. The second charges the proposed educational model with indoctrinating students. The main goal of this article is to show (...)
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  • Mechanisms of Epistemic Change—Under Which Circumstances Does Diverging Information Support Epistemic Development?Martin Kerwer & Tom Rosman - 2018 - Frontiers in Psychology 9.
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  • The VIA Inventory of Strengths, Positive Youth Development, and Moral Education.Hyemin Han - forthcoming - Journal of Positive Psychology.
    The VIA Inventory of Strengths and the VIA model were originally developed to assess and study 24 character strengths. In this paper, I discuss how the VIA Inventory and its character strength model can be applied to the field of moral education with moral philosophical considerations. First, I review previous factor analysis studies that have consistently reported factors containing candidates for moral virtues, and discuss the systematic structure and organization of VIA character strengths. Second, I discuss several issues related to (...)
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  • Why do we need to employ Bayesian statistics and how can we employ it in studies of moral education?: With practical guidelines to use JASP for educators and researchers.Hyemin Han - 2018 - Journal of Moral Education 47 (4):519-537.
    ABSTRACTIn this article, we discuss the benefits of Bayesian statistics and how to utilize them in studies of moral education. To demonstrate concrete examples of the applications of Bayesian statistics to studies of moral education, we reanalyzed two data sets previously collected: one small data set collected from a moral educational intervention experiment, and one big data set from a large-scale Defining Issues Test-2 survey. The results suggest that Bayesian analysis of data sets collected from moral educational studies can provide (...)
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  • Why do We Need to Employ Exemplars in Moral Education? Insights from Recent Advances in Research on Artificial Intelligence.Hyemin Han - forthcoming - Ethics and Behavior.
    In this paper, I examine why moral exemplars are useful and even necessary in moral education despite several critiques from researchers and educators. To support my point, I review recent AI research demonstrating that exemplar-based learning is superior to rule-based learning in model performance in training neural networks, such as large language models. I particularly focus on why education aiming at promoting the development of multifaceted moral functioning can be done effectively by using exemplars, which is similar to exemplar-based learning (...)
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  • Considerations for Effective Use of Moral Exemplars in Education: Based on the Self-Determination Theory and Data Syntheses.Hyemin Han & Marja Graham - forthcoming - Theory and Research in Education.
    The present study aimed to examine how to improve the effectiveness of moral exemplar-applied interventions based on the pillars of the Self-Determination Theory (SDT) framework, autonomy, competence, and relatedness. Past research has mainly focused on the relatedness and attainability of moral exemplars for predicting motivation outcomes. The data for this study consisted of synthesized data sets from previous studies examining the motivational impacts of distinct moral exemplars and intervention methods. The main syntheses for these data sets used Multilevel Modeling (MLM) (...)
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  • “Black CNN”: Cultural Transmission of Moral Norms through Narrative Art.Jan Horský - 2022 - Journal of Cognition and Culture 22 (3-4):264-293.
    In recent debates in moral psychology and literary Darwinism, several authors suggested that narrative art plays a significant role in the process of the social learning of moral norms, functioning as storage of locally salient moral information. However, an integrative view, which would help explain the inner workings of this morally educative function of narrative art, is still lacking. This paper provides such a unifying theoretical account by bringing together insights from moral psychology, educational sciences, cognitive/evolutionary narratology, and cultural evolution. (...)
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  • Facing the Pariah of Science: The Frankenstein Myth as a Social and Ethical Reference for Scientists.Peter Nagy, Ruth Wylie, Joey Eschrich & Ed Finn - 2020 - Science and Engineering Ethics 26 (2):737-759.
    Since its first publication in 1818, Mary Shelley’s Frankenstein; or, The Modern Prometheus has transcended genres and cultures to become a foundational myth about science and technology across a multitude of media forms and adaptations. Following in the footsteps of the brilliant yet troubled Victor Frankenstein, professionals and practitioners have been debating the scientific ethics of creating life for decades, never before have powerful tools for doing so been so widely available. This paper investigates how engaging with the Frankenstein myth (...)
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  • Moral Growth Mindset is Associated with Change in Voluntary Service Engagement.Hyemin Han, Youn-Jeng Choi, Kelsie J. Dawson & Changwoo Jeong - 2018 - PLoS ONE 8 (13):e0202327.
    Incremental implicit theories are associated with a belief regarding it is possible to improve one’s intelligence or ability through efforts. Previous studies have demonstrated that incremental implicit theories contributed to better academic achievement and positive youth development. Our study aimed to examine whether incremental implicit theories of morality significantly influenced change in students’ engagement in voluntary service activities. In our study, 54 Korean college students for Study 1 and 180 Korean 8th graders for Study 2 were recruited to conduct two (...)
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  • The harms of unattainable pedagogical exemplars on social media.Gerry Dunne & Alkis Kotsonis - 2024 - Journal of Moral Education 53 (1):56-72.
    ABSTRACT This paper scrutinizes the nature and scope of deleterious consequences arising from the pursuit of unattainable pedagogical exemplars on social media. We cash out this phenomenon using exemplarist theory to emphasize the fact that social media (e.g., Facebook, Instagram, TikTok) are platforms in which the vast majority of users present idealized and curated versions of themselves. We focus specifically on educational practitioners and show that attempting to emulate unattainable pedagogical exemplars has negative impacts on agents’ emotional well-being: It can (...)
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  • The Pedagogy of "As If".Johan Dahlbeck - 2024 - Educational Theory 74 (2):145-164.
    In this paper Johan Dahlbeck sets out to propose a pedagogy of “as if,” seeking to address the educational paradox of how students can be influenced to approximate a life guided by reason without assuming that they are already sufficiently rational to adhere to dictates of practical reason. He does so by outlining a fictionalist account, drawing primarily on Hans Vaihinger's systematic treatment of heuristic fictions and on Spinoza's ideas about how passive affects can be made to strengthen reason. Dahlbeck (...)
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  • Inspiring or annoying? A new measure of broadening and defensive self-regulatory responses to moral exemplars applied to two real-life scenarios of moral goodness.Antonio Fabio Bella - 2024 - Journal of Moral Education 53 (1):31-55.
    ABSTRACT I present a new model of the self-regulation of virtue that integrates perspectives on emotion, cognition, and motivation. Across three vignette-based studies in US/uk (N = 1,540), I developed through exploratory and confirmatory factor analysis a multi-item measure of broadening and defensive responses, the Self-Regulation of Virtue Inventory (SRVI). I applied that measurement model to two new scenarios portraying prototypical moral exemplars (selected from a set of 12) and fitted structural models that identify key antecedents: motivational dispositions (regulatory focus (...)
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  • Special issue on exemplars and emulation in moral education: Guest editorial.Emerald Henderson - 2024 - Journal of Moral Education 53 (1):1-13.
    ABSTRACT This is a guest editorial introducing a special issue on ‘Exemplars and Emulation in Moral Education’ which contains contributions from 10 multidisciplinary authors. Representing the state of the art in the discourse, this editorial elucidates several new themes pertaining to it, before outlining each contribution in relation to said themes. In light of David Carr’s recent objections to role modelling, it is then argued that these contributions provide a possible collective response.
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  • Following the Wrong Example: The Exclusiveness of Heroism and Sanctity.Simone Grigoletto - 2018 - Etica and Politica / Ethics and Politics 10 (2):89-104.
    Are ordinary moral agents able to follow the moral lead of heroes and saints? In her Exemplarist Moral Theory Linda Zagzebski provided an exemplarist account to morality grounded on admiration. She focused her research on three possible kinds of exemplar: the saint, the hero and the sage. In this paper, I hold that there are at least two possible ways of following an exemplar (inference and strict emulation). Furthermore, I will try to show that when we take morally exceptional agents (...)
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  • Adolescents’ moral self-cultivation through emulation: Implications for modelling in moral education.Wouter Sanderse - 2024 - Journal of Moral Education 53 (1):139-156.
    ABSTRACT This paper aims to offer a new perspective on role modelling by examining adolescents’ own efforts to lead a morally virtuous life. While traditional approaches to moral education emphasize the importance of teachers as role models, this study proposes a shift in focus towards adolescents’ own role models. Drawing on the philosophical concept of moral self-cultivation and psychological insights on identity development and social cognitive learning, it is argued that adolescents have the ability to cultivate their moral character by (...)
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  • The Linguistically Informed Virtue-Novice as Precocious: a Reply to Stichter’s The Skillfulness of Virtue.Mara Neijzen - 2021 - Ethical Theory and Moral Practice 24 (2):587-597.
    Stichter’s The Skillfulness of Virtue provides an original and contemporary discussion of virtue-acquisition from an interdisciplinary standpoint. By equating virtues to skills, he offers an empirically informed progression towards virtue expertise. With the focus on gaining proficiency, there is little room to analyse the status of the virtue-novice, who is equated to a novice in any other skill: an agent consciously following simple rules, gaining experience in order to respond to normatively-laden situations with more automaticity in the following stages of (...)
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  • The Ethical Education and Perspectives of Chinese Engineering Students: A Preliminary Investigation and Recommendations.Rockwell F. Clancy - 2020 - Science and Engineering Ethics 26 (4):1935-1965.
    To develop more effective ethics education for cross-cultural and international engineering, a study was conducted to determine what Chinese engineering students have learned and think about ethics. Recent research shows traditional approaches to ethics education are potentially ineffective, but also points towards ways of improving ethical behaviors. China is the world’s most populous country, graduating and employing the highest number of STEM majors, although little empirical research exists about the ethical knowledge and perspectives of Chinese engineering students. When compared to (...)
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  • Modeling Morality in 3‐D: Decision‐Making, Judgment, and Inference.Hongbo Yu, Jenifer Z. Siegel & Molly J. Crockett - 2019 - Topics in Cognitive Science 11 (2):409-432.
    The authors explore the interfaces between different dimensions of moral cognition, bridging economic, Bayesian and reinforcement learning perspectives. The human aversion to harming others cuts across these different interfaces, influencing decisions, judgments, and inferences about morality.
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  • Exploring the moral exemplarity of Greta Thunberg.Jani Pulkki, Lauri Lahikainen, Jan Varpanen & Anette Mansikka-aho - 2024 - Journal of Moral Education 53 (1):195-214.
    ABSTRACT Linda Zagzebski’s exemplarist moral theory has gained traction in recent years as a valid approach to moral education. Insufficient attention has so far been paid to questions about who we should count among exemplary people to be emulated. In this paper, we make the case for considering the Swedish climate activist Greta Thunberg as one moral exemplar for the contemporary world. Since Thunberg is a controversial figure, we not only argue in positive terms why Thunberg would make a good (...)
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  • Fitting Moral Admiration: Achievements and Character.Kyle Fruh - 2023 - Journal of Applied Philosophy 40 (5):864-883.
    I develop three arguments in support of my contention that we should favor achievements over agents as objects of fitting moral admiration. The first argument impugns the epistemic standing with which characterological admiration is standardly issued. The second argument alleges that there is likely to be a difference between widely held folk concepts of character and traits, on the one hand, and an empirically supported view of the reality of those things, on the other. The final argument concerns one way (...)
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  • Perceptions on developing and implementing a role modelling character education programme in Saudi Arabia.Yousra H. Osman - 2021 - Dissertation, University of Birmingham
    Role models have been used since ancient times to develop character through fictional and historical stories, but only recently have the effects of such interventions been studied. Research has shown the emotions elicited when exposed to moral exemplars can trigger the motivation to progress morally. Aristotle advocated the teaching of virtues to children at a young age through habituation, which would gradually develop into phronesis-guided virtuosity. He considered what is now referred to as ‘role modelling’ as having a significant influence (...)
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