Current frameworks on ethical decision-making process have some limitations. This paper argues that the consideration of moral competencies, understood as moral virtues in the workplace, can enhance our understanding of why moral character contributes to ethical decision-making. After discussing the universal nature of four moral competencies (prudence, justice, fortitude and temperance), we analyse their influence on the various stages of the ethical decision-making process. We conclude by considering the managerial implications of our findings and proposing further research.

This article presents the derivation of moral competence in nursing practice by identifying its attributes founded on Thai culture. In this process moral competence is formed and based on the Thai nursing value system, including personal, social and professional values. It is then defined and its three dimensions (moral perception, judgment and behavior) are also identified. Additionally, eight attributes as indicators of moral competence are identified and selected from three basic values. The eight attributes are loving kindness, compassion, sympathetic joy, (...) equanimity, responsibility, discipline, honesty, and respect for human values, dignity and rights. All attributes are discussed by addressing the three moral dimensions in order to present how to deal with ethical issues in nursing practice. As a summary, a model of moral competence is presented to demonstrate moral competence in nursing practice in Thailand. (shrink)

This study investigated the relationships among oppositional defiant attitudes, moral reasoning, moral value evaluation and self-reported delinquent behaviour in adolescents (N = 351, MAGE = 13.8 years, SDAGE = 1.1). Of particular interest were the moderating effects of age, educational environment and gender on the relationship between moral reasoning and delinquency. The results indicate that oppositional defiance was a strong positive correlate of delinquent behaviour, particularly in late adolescence. Furthermore, moral reasoning was modestly and negatively related to delinquency, but only (...) for males. No moderating effects for educational environment were observed. Moreover, moral value evaluation was uncorrelated with delinquent behaviour when controlling for other sociomoral processes. These findings invite further research on the relationship between attitudes and behaviour, with respect to causal links and practical applications within behavioural interventions. (shrink)

Ancient Chinese ideas of moral education could be said to have five main dimensions – philosophical foundations, content, principles, methods and evaluation – which are described in this paper. An analysis of the fundamental features of Confucian thinking on moral education shows that it took the idea that human beings have a good and kind nature as its logical starting point. It built a system of ethical norms, based on the idea that an individual's feelings come from the inner mind, (...) combined with external rites. Its methods of moral education are diverse, with an emphasis on learning from exemplars, environmental conditions and practice, as well as the cultivation of moral responsibility and social commitment. Its quintessential ideas were ‘virtue lies in practice’ and ‘life is moral education’. The paper concludes by arguing that Confucian thinking on moral education has ongoing value for research and practice in contemporary moral education. (shrink)