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  1. Moral reasoning and business ethics: Implications for research, education, and management. [REVIEW]Linda Klebe Trevino - 1992 - Journal of Business Ethics 11 (5-6):445 - 459.
    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.
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  • Meta-learning about business ethics: Building honorable business school communities. [REVIEW]Linda Klebe Trevino & Donald McCabe - 1994 - Journal of Business Ethics 13 (6):405 - 416.
    We propose extending business ethics education beyond the formal curriculum to the hidden curriculum where messages about ethics and values are implicitly sent and received. In this meta-learning approach, students learn by becoming active participants in an honorable business school community where real ethical issues are openly discussed and acted upon. When combined with formal ethics instruction, this meta-learning approach provides a framework for a proposed comprehensive program of business ethics education.
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  • Moral Development and Narcissism of Private and Public University Business Students.Shanda Traiser & Myron A. Eighmy - 2011 - Journal of Business Ethics 99 (3):325 - 334.
    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 (...)
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  • A Future Society Functioning at the Paradigmatic Stage?Sara Nora Ross - 2008 - World Futures 64 (5):554-562.
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  • Relationship Between Discrete Emotions and Moral Content Judgment in Sport Settings.Miltiadis Proios - 2014 - Ethics and Behavior 24 (5):382-396.
    The purpose of the present study was to provide new knowledge on the relation between emotions and morality by investigating the relation between discrete emotions and moral content judgment in sports. The participants were 363 athletes who were involved in competitive sport at the time of data collection. Their age ranged from 18 to 23 years. All participants were undergraduate sport-science students at a Greek university and were involved in several sports. The subjects filled in two questionnaires: Moral Content Judgment (...)
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  • Athletic Identity and Social Goal Orientations as Predictors of Moral Orientation.Miltiadis Proios - 2013 - Ethics and Behavior 23 (5):410-424.
    Moral development, achievement goal, and athletic identity are considered psychological constructs sharing specific cognitive, social, motivational, and behavioral traits. The purpose of the present article is to investigate the relation among moral orientations, athletic identity, and social goal orientations. In addition, the impact of age, gender, type of sport, sport division, and school performance on moral orientation has also been investigated. One hundred forty athletes of artistic gymnastics, rhythmic gymnastics, and acrobatic gymnastics (n?=?29 boys, n?=?111 girls), aged 8 to 17, (...)
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  • Why dissent is a vital concept in moral education.Graham P. McDonough - 2010 - Journal of Moral Education 39 (4):421-436.
    Moral education is concerned with depolarising the tension between loyalty and sedition, but little work has been done in the field to describe and map the territory between these poles. This paper proposes that the concept of dissent accomplishes this task and satisfies the need for a construct which describes the condition of sitting apart from those one is a part of. Through a seven?part descriptive and prescriptive conceptual analysis it is revealed that this kind of ?loyal disagreement? depends upon (...)
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  • Factors predicting intention to enroll in a philosophy of life course.Kieran Mathieson - 2005 - Journal of Academic Ethics 2 (4):367-385.
    This research examined factors predicting university students' intentions to enroll in a philosophy of life course. One hundred and ninety subjects participated in two surveys. The first was qualitative, identifying factors students considered in forming intentions, but without ranking the factors. The second study used a quantitative model to predict student intentions from their beliefs about the course, themselves, and other people. The model was based on Ajzen's theory of planned behavior, a theory that successfully predicts many different behaviors. Analysis (...)
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  • Hierarchical control or individuals' moral autonomy? Addressing a fundamental tension in the management of business ethics.Patrick Maclagan - 2007 - Business Ethics: A European Review 16 (1):48-61.
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  • Hierarchical control or individuals' moral autonomy? Addressing a fundamental tension in the management of business ethics.Patrick Maclagan - 2007 - Business Ethics, the Environment and Responsibility 16 (1):48–61.
    There is a fundamental tension in business ethics between the apparent need to ensure ethical conduct through hierarchical control, and the encouragement of individuals' potential for autonomous moral judgement. In philosophical terms, these positions are consequentialist and Kantian, respectively. This paper assumes the former to be the dominant position in practice, and probably in theory also, but regards it as a misplaced extension of the more general managerial tendency to seek and maintain control over employees. While the functions of such (...)
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  • Suppression of the aggressive impulse: conceptual difficulties in anti-violence programs.Erika Kitzmiller & Joan F. Goodman - 2010 - Ethics and Education 5 (2):117-134.
    School anti-violence programs are united in their radical condemnation of aggression, generally equated with violence. The programs advocate its elimination by priming children's emotional and cognitive controls. What goes unrecognized is the embeddedness of aggression in human beings, as well as its positive psychological and moral functions. In attempting to eradicate aggression, schools increase the risk of student disaffection while stifling the goods associated with it: status, power, dominance, agency, mastery, pride, social-affiliation, social-approval, loyalty, self-respect, and self-confidence. It is argued (...)
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  • An Assessment of Moral and Character Education in Initial Entry Training (IET).Kenneth R. Williams - 2010 - Journal of Military Ethics 9 (1):41-56.
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  • Training professional managers in decision-making about real life business ethics problems: The acquisition of the autonomous problem-solving skill. [REVIEW]Iordanis Kavathatzopoulos - 1994 - Journal of Business Ethics 13 (5):379 - 386.
    In the present study business managers in Kabi Pharmacia Company were trained in the use of the autonomous method in their decision-making about solving real life business ethics problems. According to the psychological theories of Piaget, Vygotsky, and Kohlberg, it is possible to promote the acquisition of the autonomous ethical skill by instruction and training. Indeed, participation in a one-day educational programme which focused on the training of the autonomous cognitive ability and not on the transfer of moral content, was (...)
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  • Development of a cognitive skill in solving business ethics problems: The effect of instruction. [REVIEW]Iordanis Kavathatzopoulos - 1993 - Journal of Business Ethics 12 (5):379 - 386.
    Education in business ethics focuses mainly on the improvement of ethical awareness, on philosophical issues, or on the transfer of moral content. However, serious problems with the effectiveness of these methods have been reported. In line with the psychological theories of Piaget, Vygotsky and Kohlberg, and in order to avoid the above problems, the educational effort in the present study was concentrated on the stimulation of development of the underlying autonomous cognitive ability to solve moral problems. Adults were trained to (...)
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  • Does Economics and Business Education Wash Away Moral Judgment Competence?Katrin Hummel, Dieter Pfaff & Katja Rost - 2018 - Journal of Business Ethics 150 (2):559-577.
    In view of the numerous accounting and corporate scandals associated with various forms of moral misconduct and the recent financial crisis, economics and business programs are often accused of actively contributing to the amoral decision making of their graduates. It is argued that theories and ideas taught at universities engender moral misbehavior among some managers, as these theories mainly focus on the primacy of profit-maximization and typically neglect the ethical and moral dimensions of decision making. To investigate this criticism, two (...)
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  • The Emotional Dog and Its Rational Tail: A Social Intuitionist Approach to Moral Judgment.Jonathan Haidt - 2001 - Psychological Review 108 (4):814-834.
    Research on moral judgment has been dominated by rationalist models, in which moral judgment is thought to be caused by moral reasoning. The author gives 4 reasons for considering the hypothesis that moral reasoning does not cause moral judgment; rather, moral reasoning is usually a post hoc construction, generated after a judgment has been reached. The social intuitionist model is presented as an alternative to rationalist models. The model is a social model in that it deemphasizes the private reasoning done (...)
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  • Respect-due and respect-earned: negotiating student–teacher relationships.Joan F. Goodman - 2009 - Ethics and Education 4 (1):3-17.
    Respect is a cardinal virtue in schools and foundational to our common ethical beliefs, yet its meaning is muddled. For philosophers Kant, Mill, and Rawls, whose influential theories span three centuries, respect includes appreciation of universal human dignity, equality, and autonomy. In their view children, possessors of human dignity, but without perspective and reasoning ability, are entitled only to the most minimal respect. While undeserving of mutual respect they are nonetheless expected to show unilateral respect. Dewey and Piaget, scions of (...)
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  • Behavioral Ethics: A Critique and a Proposal.Carol Frogley Ellertson, Marc-Charles Ingerson & Richard N. Williams - 2016 - Journal of Business Ethics 138 (1):145-159.
    In behavioral ethics today, there is debate as to which theory of moral development is the best for understanding ethical decision making, thereby facilitating ethical behavior. This debate between behavioral ethicists has been profoundly influenced by the field of moral psychology. Unfortunately, in the course of this marriage between moral psychology and business ethics and subsequent internal debate, a simple but critical understanding of human being in the field of management has been obscured; i.e., that morality is not a secondary (...)
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  • Philosophia Christi, 20: 2, 1997 Philosophical Values and Contemporary Theories of Education: II.Stephen M. Clinton - 1997 - Philosophia Christi 20 (2).
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  • Facilitando el desarrollo moral a través del clima escolar y la disciplina constructivista.Larry Nucci - 2015 - Postconvencionales: Ética, Universidad, Democracia 9.
    Dirigido a docentes, el texto aborda las implicaciones educativas de un enfoque actualizado e integrador del desarrollo moral, que recomienda diferenciar entre los dominios personal, convencional y moral. Desde esa perspectiva, examina dos temas relacionados, según los diferentes niveles educativos o de edad: Primero, la importancia del clima social y emocional predominante en las aulas y escuelas, ya que los climas caracterizados por la calidez, la equidad y la confianza promueven la conducta prosocial y una “orientación de buena voluntad”. Especial (...)
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  • La educación del carácter: la autoridad moral de la comunidad.José Alberto Mesa - 2015 - Postconvencionales: Ética, Universidad, Democracia 9.
    El presente artículo examina el enfoque denominado “educación del carácter”, que hoy día se puede considerar el enfoque de la educación moral más influyente y extendido a nivel mundial. A fin de analizar la educación del carácter, el artículo destaca la tensión moderna entre la preeminencia del individuo versus el rol de la comunidad como agente moral y su importancia para el florecimiento humano. También examina sus metas, fundamentos teóricos y la forma en que sus exponentes elaboran la disyuntiva comunidad-individuo. (...)
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