The principle of autonomy, through various court rulings, gradually became part of medical practice and tradition in the second half of the 1800s, notably when the emergence of surgical anaesthesia began to raise serious questions regarding informed consent. In fact, surgical anaesthesia was initially used not only to avoid pain but also to combat patients’ resistance to operations.

Fairness preferences fundamentally affect individual behavior and play an important role in shaping social and political institutions. However, people differ both with respect to what they view as fair and with respect to how much weight they attach to fairness considerations. In this article, we study the role of family background in explaining these heterogeneities in fairness preferences. In particular, we examine how socioeconomic background relates to fairness views and to how people make trade-offs between fairness and self-interest. To study (...) this, we conducted an economic experiment with a representative sample of 14- to 15-year-old and matched the experimental data to administrative data on parental income and education. The participants made two distributive choices in the experiment. The first choice was to distribute money between themselves and another participant in a situation where there was no difference in merit. The second choice was to distribute money between two other participants with unequal merits. Our main finding is that there is a systematic difference in fairness view between children from low-socioceconomic status families and the rest of the participants; more than 50 percent of the participants from low-SES families are egalitarians, whereas only about 20 percent in the rest of the sample hold this fairness view. In contrast, we find no significant difference in the weight attached to fairness between children from different socioeconomic groups. (shrink)

Interest in the neural processes underlying decision making has led to a flurry of recent research in the fields of both moral psychology and neuroeconomics. In this paper, we first review some important findings from both disciplines, and then argue that the two fields can mutually benefit each other. A more explicit recognition of the role of values and norms will likely lead to more accurate models of decision making for neuroeconomists, whereas the tasks, insights into neural mechanisms, and mathematical (...) modeling common in neuroeconomic research offer moral psychologists the opportunity to expand their field and move beyond methodological limitations that may have hindered the field’s progress to this point. We conclude by highlighting an exciting group of recent studies that illustrate the potential of research that embraces the integrated moral/neuroeconomic approach that we suggest here. (shrink)

This paper reviews Kohlberg''s (1969) theory of cognitive moral development, highlighting moral reasoning research relevant to the business ethics domain. Implications for future business ethics research, higher education and training, and the management of ethical/unethical behavior are discussed.

In this paper, I approach epistemic norms from an ontogenetic point of view. I argue and present evidence that to understand epistemic norms – e.g., scientific norms of methodology and the evaluation of evidence – children must first develop through their social interactions with others three key concepts. First is the concept of belief, which provides the most basic distinction on which scientific investigations rest: the distinction between individual subjective perspectives and an objective reality. Second is the concept of reason, (...) which in the context of science obligates practitioners to justify their claims to others with reasons by grounding them in beliefs that are universally shared within the community. Third is the concept of social norm, which is not primarily epistemic, but provides children with an understanding of norms as collective agreements. The theoretical argument is that all three of these concepts emerge not from just any kind of social interaction, but specifically from social interactions structured by the human species’ unique capacities for shared intentionality. (shrink)

To explain the evolutionary emergence of uniquely human skills and motivations for cooperation, Tomasello et al. (2012, in Current Anthropology 53(6):673–92) proposed the interdependence hypothesis. The key adaptive context in this account was the obligate collaborative foraging of early human adults. Hawkes (2014, in Human Nature 25(1):28–48), following Hrdy (Mothers and Others, Harvard University Press, 2009), provided an alternative account for the emergence of uniquely human cooperative skills in which the key was early human infants’ attempts to solicit care and (...) attention from adults in a cooperative breeding context. Here we attempt to reconcile these two accounts. Our composite account accepts Hrdy’s and Hawkes’s contention that the extremely early emergence of human infants’ cooperative skills suggests an important role for cooperative breeding as adaptive context, perhaps in early Homo. But our account also insists that human cooperation goes well beyond these nascent skills to include such things as the communicative and cultural conventions, norms, and institutions created by later Homo and early modern humans to deal with adult problems of social coordination. As part of this account we hypothesize how each of the main stages of human ontogeny (infancy, childhood, adolescence) was transformed during evolution both by infants’ cooperative skills “migrating up” in age and by adults’ cooperative skills “migrating down” in age. (shrink)

This target article presents a theory of human cultural learning. Cultural learning is identified with those instances of social learning in which intersubjectivity or perspective-taking plays a vital role, both in the original learning process and in the resulting cognitive product. Cultural learning manifests itself in three forms during human ontogeny: imitative learning, instructed learning, and collaborative learning – in that order. Evidence is provided that this progression arises from the developmental ordering of the underlying social-cognitive concepts and processes involved. (...) Imitative learning relies on a concept of intentional agent and involves simple perspective-taking. Instructed learning relies on a concept of mental agent and involves alternating/coordinated perspective-taking (intersubjectivity). Collaborative learning relies on a concept of reflective agent and involves integrated perspective-taking (reflective intersubjectivity). A comparison of normal children, autistic children and wild and enculturated chimpanzees provides further evidence for these correlations between social cognition and cultural learning. Cultural learning is a uniquely human form of social learning that allows for a fidelity of transmission of behaviors and information among conspecifics not possible in other forms of social learning, thereby providing the psychological basis for cultural evolution. (shrink)

Depictions of children in British science fiction and horror films in the early 1960s introduced a new but dominant trope: the ‘extraordinary’ child. Extraordinary children, I suggest, are disturbing because they violate expected developmental norms, drawing on discourses from both the ‘psy’ sciences and early neuroscience. This post-war trope has been considered by film and literature scholars in the past five years, but this existing work tends to present the extraordinary child as an American phenomenon, and links these depictions to (...) adults’ psychoanalytical anxieties about parenthood and the family. This article, considering Village of the Damned (1960), Children of the Damned (1963), The Damned (1963), and Lord of the Flies (1963), will contend that the extraordinary child was British before it was American, and tapped as much into nuclear anxieties generated by the early Cold War as fears about the ‘permissive society’, especially given that many of these films preceded the peak of the ‘Swinging Sixties’ and were based on British science fiction of the 1950s. The ‘psy science’ that was dominant in these films was developmental psychology, not psychoanalysis. Moreover, adolescents as well as adults were key audiences for these films. Drawing on self-narrative essays written by English adolescents aged 14 to 16 between 1962 and 1966, I will demonstrate that this age group employed their own fears of nuclear war and their knowledge of psychological language to challenge adult authority, presenting a counter-narrative to adult conceptions of the abnormal and irresponsible ‘rising generation’. (shrink)

While at one level, the literature in ethics for some issues is broad, deep, and complex, for others it appears limited and lacking in sophistication. This cross — cultural study deals not only with the moral reasoning behind moral dilemmas in business but also with the magnitudes these dilemmas in concert with their possible outcomes and consequences. While many studies discuss the effect of these outcomes, we have found none that have explicitly examined them.The methodology and analysis use a novel (...) approach for this topic, and is a major contribution of the paper: that of tradeoff analysis. Tradeoff analysis is capable of revealing both the nature of an individual's moral reasoning as well as interactions between this and the rewards or consequences for the moral action. These interactions are illustrated with a cross — cultural pilot study conducted in Singapore and the United States, which reveal noteworthy differences in moral decision making. (shrink)

There has been significant debate over both the imiplications and the merit of Leopold's land ethic. I consider the two most prominent objections and a resolution to them. One of these objections is that, far from being an alternative to an “economic” or cost‐benefit perspective on environmental issues, Leopold's land ethic merely broadens the range of economic considerations to be used in addressing such issues. The other objection is that the land ethic is a form of “environmental fascism” because it (...) subordinates the welfare of humans to the good of the ecological whole. I argue that these objections are based on a fundamental misunderstanding of his theory by advocates and detractors alike. The land ethic is centrally a psychological theory of moral development and ecological rationality that advocates a shift in the way that environmental problems are conceptualized and approached. (shrink)

There has been significant debate over both the imiplications and the merit of Leopold's land ethic. I consider the two most prominent objections and a resolution to them. One of these objections is that, far from being an alternative to an “economic” or cost‐benefit perspective on environmental issues, Leopold's land ethic merely broadens the range of economic considerations to be used in addressing such issues. The other objection is that the land ethic is a form of “environmental fascism” because it (...) subordinates the welfare of humans to the good of the ecological whole. I argue that these objections are based on a fundamental misunderstanding of his theory by advocates and detractors alike. The land ethic is centrally a psychological theory of moral development and ecological rationality that advocates a shift in the way that environmental problems are conceptualized and approached. (shrink)

Physicians frequently face ethical dilemmas when caring for patients. To help them to cope with these, biomedical ethics aims to implement moral norms for particular problems and contexts. As a means of studying the cognitive and neurobiological features underlying the respect for these norms, moral cognitive neuroscience could help us to understand and improve ethical questioning. The article reviews recent developments in the field and presents neurobiological arguments to highlight why some moral rules are universally shared and why some ethical (...) responses are very dependent on context. (shrink)

Given the adage “older and wiser,” it seems justified to assume that older people may be stereotyped as more moral than younger people. We aimed to study whether assessments of a person’s morality differ depending on their age. We asked 661 individuals from seven societies (Australians, Britons, Burusho of Pakistan, Canadians, Dani of Papua, New Zealanders, and Poles) whether younger (~20-year-old), middle-aged (~40-year-old), or older (~60-year-old) people were more likely to behave morally and have a sense of right and wrong. (...) We observed that older people were perceived as more moral than younger people. The effect was particularly salient when comparing 20-year-olds to either 40- or 60-year-olds and was culturally universal, as we found it in both WEIRD (i.e. Western, Educated, Industrialized, Rich, Democratic) and non-WEIRD societies. (shrink)

Professionals in business and law, healthcare providers, educators, policymakers, consumers, and higher education practitioners value ethical reasoning skills. Because of this, we concentrated campus-wide reaccreditation efforts to help students actively engage in ER. In doing so, we re-conceptualized the ER process, implemented campus-wide ER interventions designed to be experienced by all undergraduate students, and created the ethical reasoning identification test to measure students’ ability to engage in a foundational step in the ER process. Using factor analysis, we demonstrated internal validity (...) evidence for ERIT scores. More specifically, confirmatory factor analysis provided support for a unidimensional factor structure, meaning stakeholders can report and analyze ERIT total scores. The unidimensional factor structure was replicated using two independent samples. Across all samples, ERIT scores demonstrated reliability consistent with professional standards. In addition, we collected external validity evidence for ERIT scores. The ERIT was sensitive to slight differences in ER training. That is, students experiencing a 75-min intervention performed better on the test compared to students without this experience. Overall, results suggested that our ER intervention may effectively increase students ER abilities and the ERIT demonstrated great potential for assessing foundational ethical reasoning skills. To further examine validity, researchers should consider known groups analyses with varying “doses” of the ER intervention, as well as measurement invariance studies. (shrink)

Barresi & Moore's account predicts that infants deprived of visual input will be delayed in achieving social understanding, a hypothesis that receives some support from studies of language use. by blind children. It is proposed that recently developed false belief and appearance/reality tasks be used to explore this issue further. Three possibly distracting conceptual issues are also discussed.

An enduring question in the cultural study of psychological experience concerns how emotion may play a role in shaping moral aspects of children’s lives as they are mentored into socially preferred ways of understanding and responding to the world at hand. This article brings together approaches from psychological and linguistic anthropology to explore how cultural schemas of normativity are communicated, embodied, and enacted as children participate in day-to-day family activities and routines. Illustrative examples emanate from a videotaped corpus of naturalistic (...) interactional data that document the daily lives of 32 ethnically diverse U.S. middle-class families who reside in the Los Angeles, California metropolitan region. The article employs discourse and narrative analysis to examine how children are apprenticed into perceiving, appraising, and reacting to the emotions of self and others as culturally shaped indicators for proper comportment. Data analysis emphasizes how implicit components of caregivers’ interactions with children (i.e., gesture, gaze, facial expression) intertwine with explicit, verbal communication to constitute intricately layered affective messages that shape the evaluative frames through which children interpret, display, and respond to emotions. The article identifies two culturally salient childrearing practices, “pep talks” and “time outs,” that apprentice children into moral accountable relationships with others by encouraging them to manage their emotions in culturally preferred ways. Study findings suggest that parental communications conveying praise and approval—or conversely indexing disapproval—towards children are emotionally resonant motivational practices in this cultural milieu as children are mentored into culturally meaningful emotional management techniques. The article highlights how children actively employ semiotic socio-communicative resources and it closely traces their sense-making processes in tandem with their discursive contributions to the moment-by-moment interaction. It argues that emotion, morality, and interpersonal relations are critical in shaping children’s acquisition of consensually validated ways of perceiving, feeling, and responding to the phenomena they encounter in their day-to-day lives. This perspective aims towards contextualized understandings that render plausible connections between local contexts of everyday action and broader macro-level discourses and master narratives, such as those associated with a neo-liberal emphasis on cultivating citizens who learn to regulate their emotions on behalf of self and others. (shrink)

Computer users copy computer software - this is well-known. However, less well-known are the reasons why some computer users choose to make unauthorized copies of computer software. Furthermore, the relationship linking the theory and the practice is unknown, i.e., how the attitudes of ordinary end-users correspond with the theoretical views of computer ethics scholars. In order to fill this gap in the literature, we investigated the moral attitudes of 249 Finnish computing students towards the unauthorized copying of computer software, and (...) we then asked how these results compared with the theoretical reasons offered by computer ethics scholars. The results shed a new light on students' moral attitudes with respect to the unauthorized copying of software. In particular, this new knowledge is useful for computer ethics teachers, and for organizations seeking to combat this practice. (shrink)

When a member of an organization has to make a decision or act in a way that may benefit some stakeholders at the expense of others, ethical dilemmas may arise. This paper examines ethical sensitivity regarding the duties to clients and owners (principals), employees (agents), and responsibilities to society (third parties). Within this framework, ethical perceptions of male and female managers are compared between the U.S. and Turkey – two countries that differ on power distance as well as the individualism/collectivism (...) dimensions. Our results show that ethical sensitivity varies depending upon whether the interests of principals, agents, or third parties are affected by a given ethical dilemma. We also find that, contingent upon the principal-agent–society relationships, the nationality and gender of the decision-maker influences ethical sensitivity. (shrink)

The role of ethics in organizational crisis management has received limited but growing attention. However, the majority of research has focused on applications of ethical theories to managing crisis events after they have occurred, as opposed to the implications of ethical theories for the primary prevention of these situations. The relationship between concepts derived from a contemporary ethic of care, pp. 141–158, Gilligan, C.: 1990, ‘Preface’, in C. Gilligan, N. P. Lyons and T. J. Hanmer, pp. 6–29, Gilligan, C.: 1991, (...) ‘Women’s Psychological Development: Implications for Psychotherapy’, in C. Gilligan, A. G. Rogers and D. L. Tolman, pp. 5–32), and, concepts derived from a classic theory of organizational decline and recovery ) is described. The relevance of these notions for signal detection and uptake in organizational crisis prevention is discussed. Implications for prevention are highlighted through consideration of a case involving organizational crisis, the explosion of the space shuttle Challenger. Directions for both business practice and future research are identified. (shrink)

This paper is a response to van Haaften's attempt to build ‘a natural bridge from “is” to “ought”’ and in doing so to provide a general account of how, in developmental theory, a claim that ‘a later stage in conceptual development is somehow better or more adequate than preceding ones’ can itself be justified. The account by van Haaften violates the ‘seems justified/is justified’ distinction and embroils him in a problematic form of relativism. This paper offers an alternative account of (...) such claims in terms of stage-independent criteria of adequacy. (shrink)

The purpose of the study is to empirically examine moral ideology, ethical beliefs, and moral intensity in the context of Pakistan. Jones, 366–395, 1991) model and Muncy and Vitell have extensively been investigated and validated in west for examining ethical decision-making process. This study examines and validates these models in a collectivist cultural settings, i.e., Pakistan. A self-administered online survey technique using convenience sampling technique was used to gather data from a sample of 1000 consumers in Pakistan. Final analysis was (...) carried out on 338 valid responses. Data was analyzed using from descriptive analysis, correlation analysis, confirmatory factor analysis, exploratory factor analysis, and model estimation carried out AMOS. Cronbach’s α was used to test the reliability of the instrument. A majority of the consumers were high on idealism and low on relativism. Consumers dejected questionable activities that have harmful outcomes more than ones that have harmless outcomes. Both idealism and relativism are found to significant predict moral intensity. However, no relationship has been found between moral ideology and ethical beliefs. Consumer’s ethical beliefs are found to significantly affect moral intensity and behavioral intention. Social moral intensity is found to mediate the relationship of relativism and harmful ethical beliefs. The study is among the pioneer studies in Pakistan that examines the link of moral ideology, moral intensity, and ethical beliefs. The study provides an Urdu version of scales that can be utilized for further exploration and validation. (shrink)

This examination of the often-inaccessible work and semiotics of George Herbert Mead focuses first on his pivotal ideas of Sociality, Consciousness, and Communication. Mead’s insight of sociality as forced relatedness, or forced semiosis, appearing early in evolution, or appearing in simple systems, guarantees him a foundational place among biosemioticians. These ideas are Mead’s exemplar description of multiple referentiality afforded to social organisms (connected to his idea of the generalized other), thus enabling passing from one umwelt to another, with relative ease. (...) Although Mead’s comprehensive semiosis is basically sound, and in concordance with modern and contemporary semiotics (and biosemiotics), it nevertheless lacks a satisfactory explanation of how conscious organisms achieve passing into new frames of reference. Semiotic Matrix Theory (SMT), its pansemiosis, describes falsifiable existential and cognitive heuristics of recognizing Energy requirements, Safety concerns and Possibility or Opportunity as “passing” functions. Finally, another type of emergence, ecoethics, isan embedded constant in biosemiosis. Not all semiosis is good semiosis, not all text is good text. Because our species is moving away from ancient biosemiosisand interrelatedness, this historicity, even ductile enough to invent synthetic semiosis or capricious umwelten, is facing the ecological reality and consequences of an overly anthropocentric text. (shrink)

Recent research on young children's morality has stressed the autonomous and internal nature of children's moral motivation. However, this research has mostly focused on implicit moral motives, whereas children's explicit motives have not been investigated directly. This study examined children’s explicit motives for why they want to engage in prosocial actions and avoid antisocial behavior. A total of 195 children aged 4 to 12 years were interviewed about their motives for everyday prosocial-moral actions, as well as reported on their relationship (...) with their parents. Children's explicit motives to abstain from antisocial behavior were found to be more external and less other-oriented than their motives for prosocial action. Motives that reflected higher levels of internal motivation became more frequent with age. Moreover, positive parent-child relationships predicted more other-oriented motives and greater explication of moral motives. Overall, the study provides evidence that children’s explicit moral motivation is far more heterogeneous than prominent theories of moral development (past and present) suggest. (shrink)

Drawing on cognitive moral development and moral identity theories, this study empirically examines the moral antecedents and consequences of authentic leadership. Machiavellianism, an individual difference variable relating to the use of the ‘end justifies the means’ principle, is predicted to affect the link between morality and leadership. Analyses of multi-source, multi-method data comprised case studies, simulations, role-playing exercises, and survey questionnaires were completed by 70 managers in a large public agency, and provide support for our hypotheses. Our findings reveal that (...) Machiavellianism offsets the positive relationship between moral reasoning and authentic leadership. Specifically, we show that when Machiavellianism is high, both the positive relationship between moral reasoning and authentic leadership, and the positive relationship between authentic leadership and moral actions, are reversed. This study offers new insights on the underlying processes contributing to the emergence of leaders’ authentic behavior and moral action. Implications for the moral development of leaders, and directions for improved leadership training are provided. (shrink)

A recent turn in the cognitive sciences has deepened the attention on embodied and situated dynamics for explaining different cognitive processes such as perception, emotion, and social cognition. This has fostered an extensive interest in the social and ‘intersubjective’ nature of moral behavior, especially from the perspective of enactivism. In this paper, I argue that embodied and situated perspectives, enactivism in particular, nonetheless require further improvements with regards to their analysis of the social nature of human morality. In brief, enactivist (...) proposals still do not define what features of the social-relational context, or which kind of processes within social interactions, make an evaluation or action morally relevant or distinctive from other types of social normativity. As an alternative to this proclivity, and seeking to complement the enactive perspective, I present a definition of the process of moral sense-making and offer an empirically-based ethical distinction between different domains of social knowledge in moral development. For doing so, I take insights from the constructivist tradition in moral psychology. My objective is not to radically oppose embodied and enactive alternatives but to expand the horizon of their conceptual and empirical contributions to morality research. (shrink)

Guided by theories of moral psychology and social identity, one hundred and fifty-three public relations practitioners working in the United States participated in an online experiment that tested...

If philosophical moral reflection tends to promote moral behavior, one might think that professional ethicists would behave morally better than do socially comparable non-ethicists. We examined three types of courteous and discourteous behavior at American Philosophical Association conferences: talking audibly while the speaker is talking (versus remaining silent), allowing the door to slam shut while entering or exiting mid-session (versus attempting to close the door quietly), and leaving behind clutter at the end of a session (versus leaving one's seat tidy). (...) By these three measures, audiences in ethics sessions did not appear to behave any more courteously than did audiences in non-ethics sessions. However, audiences in environmental ethics sessions did appear to leave behind less trash. (shrink)

If explicit cognition about morality promotes moral behavior then one might expect ethics professors to behave particularly well. However, professional ethicists' behavior has never been empirically studied. The present research examined the rates at which ethics books are missing from leading academic libraries, compared to other philosophy books similar in age and popularity. Study 1 found that relatively obscure, contemporary ethics books of the sort likely to be borrowed mainly by professors and advanced students of philosophy were actually about 50% (...) more likely to be missing than non-ethics books. Study 2 found that classic (pre-1900) ethics books were about twice as likely to be missing. (shrink)

Moral reasoning among media professionals varies. Historically, advertising professionals score lower on the Defining Issues Test than their media colleagues in journalism and public relations. However, the extent to which professional identity impacts media professionals’ moral reasoning has yet to be examined. To understand how professional identity influences moral reasoning, if at all, and guided by theories of moral psychology and social identity, 134 advertising practitioners working in the USA participated in an online experiment. While professional identity was not a (...) significant predictor of moral reasoning, an interaction effect between gender and identity priming occurred. This finding suggests that we reconsider moral psychology theory’s explanatory power for media practitioners and consider how the complexity of professional identities in concert with gender and professional training, among other variables, interact to affect moral reasoning. In addition, advertising practitioners participating in this experiment scored higher on the DIT than those tested previously. (shrink)

What role does moral reasoning play in moral judgment? More specifically, what causal role does moral reasoning have in the production of moral judgments? Recently, many philosophers and psychologists have attempted to answer this question by drawing on empirical data. However, these attempts fall short because there has been no sustained attention to the question of what moral reasoning is. This paper addresses this problem, by providing a general account of moral reasoning in terms of a capacity, and suggests how (...) this account of moral reasoning can provide a way forward in current debates. (shrink)

Rationalism about the psychology of moral judgment holds, among other things, that the justifying moral reasons we have for our judgments are also the causally effective reasons for why we make those judgments. This can be called the ‘effectiveness’-thesis regarding moral reasoning. The theory that best exemplifies the thesis is the traditional conscious reasoning-paradigm. Current empirical moral psychology, however, poses a serious challenge to this thesis: it argues that in fact, emotional reactions are necessary and sufficient to account for moral (...) judgment, and that typically, moral reasoning is a matter of mere confabulation. In this survey, the empirical challenge to this thesis made by the ‘social intuitionist’ model of moral judgment and reasoning is discussed. The model claims that moral reasoning is essentially ineffective and, psychologically speaking, a matter of mere post hoc-rationalizations of cognitively impenetratable gut reactions. Several interpretations of this evidence are discussed and it is shown that there is room for a psychology of moral reasoning that can account for the available empirical evidence and yet does not have to give up the most central elements of a normative picture of moral reasoning. (shrink)

One of the central questions in both metaethics and empirical moral psychology is whether moral judgments are the products of reason or emotions. This way of putting the question relies on an overly simplified view of reason and emotion as two fully independent cognitive faculties whose causal contributions to moral judgment can be cleanly separated. However, there is a significant body of evidence in the cognitive sciences that seriously undercuts this conception of reason and emotion, and supports the view that (...) moral judgments are caused by a complex interplay of psychological mechanisms that are both cognitive and affective, but in a way that is not simply a function of the independent causal contributions of reason and emotion. The paper concludes by considering the implications of this view for metaethics. (shrink)

It would be interesting to speculate why particular lines of enquiry flourish and fade. The study of ‘character’ is a case in point. In the '20s and early '30s the study of ‘character’ was quite a flourishing branch of psychology. It then came to an abrupt halt and, until recent times, there has been almost nothing in the literature on the subject. Perhaps it was the notorious Hartshorne and May Character Education Enquiry, and the inferences that were mistakenly drawn from (...) it, that killed it; perhaps it was the pre-occupation with something more general and amorphous called ‘personality’; perhaps it was the mixture of metaphysics and methodological neurosis centred around the rat. Who knows? Anyway, the study of character is very much with us again as is revealed not merely by Riesman's Lonely Crowd but also by the recent study by Peck and Havighurst called The Psychology of Character Development . The British Journal of Educational Psychology has also, for some time, been running a symposium on The Development of Moral Values in Children. (shrink)

As an alternative to attempts to impose models of personal moral development (e.g. Kohlberg) upon organisations we propose an evolutionary model of managing ethics in organisations. The Modes of Managing Morality Model that we suggest, is based on an analysis that explains why business organisations tend to move from less complex modes of managing ethics to more complex modes thereof. Furthermore, it also identifies the dominant ethics management strategies that characterise each of the stages. It is done in a way (...) that avoids claiming that the more advanced modes of managing ethics necessarily represent moral development by business organisations. Instead of claiming the organisations develop morally, we claim that organisations move through an evolutionary process of improving their sophistication in managing ethical performance. (shrink)