This study develops a Science–Technology–Society (STS)-based science ethics education program for high school students majoring in or planning to major in science and engineering. Our education program includes the fields of philosophy, history, sociology and ethics of science and technology, and other STS-related theories. We expected our STS-based science ethics education program to promote students’ epistemological beliefs and moral judgment development. These psychological constructs are needed to properly solve complicated moral and social dilemmas in the fields of science and engineering. (...) We applied this program to a group of Korean high school science students gifted in science and engineering. To measure the effects of this program, we used an essay-based qualitative measurement. The results indicate that there was significant development in both epistemological beliefs and moral judgment. In closing, we briefly discuss the need to develop epistemological beliefs and moral judgment using an STS-based science ethics education program. (shrink)

In its origins educational neuroscience has started as an endeavor to discuss implications of neuroscience studies for education. However, it is now on its way to become a transdisciplinary field, incorporating findings, theoretical frameworks and methodologies from education, and cognitive and brain sciences. Given the differences and diversity in the originating disciplines, it has been a challenge for educational neuroscience to integrate both theoretical and methodological perspective in education and neuroscience in a coherent way. We present a multi-level framework for (...) educational neuroscience, which argues for integration of multiple levels of analysis, some originating in brain and cognitive sciences, others in education, as a roadmap for the future of educational neuroscience with concrete examples in moral education. (shrink)

The present study aimed to develop effective moral educational interventions based on social psychology by using stories of moral exemplars. We tested whether motivation to engage in voluntary service as a form of moral behavior was better promoted by attainable and relevant exemplars or by unattainable and irrelevant exemplars. First, experiment 1, conducted in a lab, showed that stories of attainable exemplars more effectively promoted voluntary service activity engagement among undergraduate students compared with stories of unattainable exemplars and non-moral stories. (...) Second, experiment 2, a middle school classroom-level experiment with a quasi-experimental design, demonstrated that peer exemplars, who are perceived to be attainable and relevant to students, better promoted service engagement compared with historic figures in moral education classes. (shrink)

This essay develops a new conceptual framework of science and engineering ethics education based on virtue ethics and positive psychology. Virtue ethicists and positive psychologists have argued that current rule-based moral philosophy, psychology, and education cannot effectively promote students’ moral motivation for actual moral behavior and may even lead to negative outcomes, such as moral schizophrenia. They have suggested that their own theoretical framework of virtue ethics and positive psychology can contribute to the effective promotion of motivation for self-improvement by (...) connecting the notion of morality and eudaimonic happiness. Thus this essay attempts to apply virtue ethics and positive psychology to science and engineering ethics education and to develop a new conceptual framework for more effective education. In addition to the conceptual-level work, this essay suggests two possible educational methods: moral modeling and involvement in actual moral activity in science and engineering ethics classes, based on the conceptual framework. (shrink)

We examined change over time in the relationship between moral identity and presence of meaning during early adulthood. Moral identity refers to a sense of morality and moral values that are central to one’s identity. Presence of meaning refers to the belief that one’s existence has meaning, purpose, and value. Participants responded to questions on moral identity and presence of meaning in their senior year of high school and two years after. Mixed effects model analyses were used to examine how (...) moral identity and presence of meaning interacted during this two-year period. The findings demonstrated that moral identity positively predicted presence of meaning over time. (shrink)

This study investigated the effects of internal and demographic variables on civic development in late adolescence using the construct civic purpose. We conducted surveys on civic engagement with 480 high school seniors, and surveyed them again two years later. Using multivariate regression and linear mixed models, we tested the main effects of civic purpose dimensions (beyond-the-self motivation, future civic intention), ethnicity, and education on civic development from Time 1 to Time 2. Results showed that while there is an overall decrease (...) in civic engagement in the transition out of high school, both internal and social factors protected participants from steep civic decline. Interaction effects varied. Ethnicity and education interacted in different ways with the dimensions of civic purpose to predict change in traditional and expressive political engagement, and community service engagement. (shrink)

The present study meta-analyzed 45 experiments with 959 subjects and 463 activation foci reported in 43 published articles that investigated the neural mechanism of moral functions by comparing neural activity between the moral-task and non-moral-task conditions with the Activation Likelihood Estimate method. The present study examined the common activation foci of morality-related task conditions. In addition, this study compared the neural correlates of moral sensibility with the neural correlates of moral judgment, which are the two functional components in the Neo-Kohlbergian (...) model of moral functioning. The results showed that brain regions associated with the default mode network were significantly more active during morality-related task conditions than during non-morality task conditions. These brain regions were also commonly activated in both moral judgment and moral sensibility task conditions. In contrast, the right temporoparietal junction and supramarginal gyrus were found to be more active only during conditions of moral judgment. These findings suggest that the neural correlates of moral sensibility and moral judgment are perhaps commonly associated with brain circuitries of self-related psychological processes, but the neural correlates of those two functional components are distinguishable from each other. (shrink)

The present study aims to examine the relationship between the cortical midline structures (CMS), which have been regarded to be associated with selfhood, and moral decision making processes at the neural level. Traditional moral psychological studies have suggested the role of moral self as the moderator of moral cognition, so activity of moral self would present at the neural level. The present study examined the interaction between the CMS and other moral-related regions by conducting psycho-physiological interaction analysis of functional images (...) acquired while 16 subjects were solving moral dilemmas. Furthermore, we performed Granger causality analysis to demonstrate the direction of influences between activities in the regions in moral decision-making. We first demonstrate there are significant positive interactions between two central CMS seed regions—i.e., the medial prefrontal cortex (MPFC) and posterior cingulate cortex (PCC)—and brain regions associated with moral functioning including the cerebellum, brainstem, midbrain, dorsolateral prefrontal cortex, orbitofrontal cortex and anterior insula (AI); on the other hand, the posterior insula (PI) showed significant negative interaction with the seed regions. Second, several significant Granger causality was found from CMS to insula regions particularly under the moral-personal condition. Furthermore, significant dominant influence from the AI to PI was reported. Moral psychological implications of these findings are discussed. The present study demonstrated the significant interaction and influence between the CMS and morality-related regions while subject were solving moral dilemmas. Given that, activity in the CMS is significantly involved in human moral functioning. (shrink)

Positive psychology has significantly influenced studies in the fields of moral philosophy, psychology and education, and scholars in those fields have attempted to apply its ideas and methods to moral education. Among various theoretical frameworks, virtue ethics is most likely to connect positive psychology to moral educational studies because it pursues eudaimonia (flourishing). However, some virtue ethicists have been concerned about whether the current mainstream concept of positive psychology can apply directly to moral education because it focuses on subjective aspects (...) of happiness, but not its objective and moral aspects. Thus, I will consider whether the concept of purpose, which was investigated recently by a group of psychologists and emphasizes both subjective and objective aspects of happiness, can address this issue. I will examine whether purpose is a moral virtue contributing to flourishing, consider if its nature is possibly a second-order virtue and whether it is distinguishable from other second-order virtues. (shrink)

This study compares the neural substrate of moral decision making processes between Korean and American participants. By comparison with Americans, Korean participants showed increased activity in the right putamen associated with socio-intuitive processes and right superior frontal gyrus associated with cognitive control processes under a moral-personal condition, and in the right postcentral sulcus associated with mental calculation in familiar contexts under a moral-impersonal condition. On the other hand, American participants showed a significantly higher degree of activity in the bilateral anterior (...) cingulate cortex (ACC) associated with conflict resolution under the moral-personal condition, and in the right medial frontal gyrus (MFG) associated with simple cognitive branching in non-familiar contexts under the moral-impersonal condition when a more lenient threshold was applied, than Korean participants. These findings support the ideas of the interactions between the cultural background, education, and brain development, proposed in the field of cultural psychology and educational psychology. The study introduces educational implications relevant to moral psychologists and educators. (shrink)

We examined the links between moral identity—the centrality of moral principles to identity—and political purpose during emerging adulthood. We analyzed data from two waves of a longitudinal study of civic purpose. T1 surveys were collected before high school graduation and T2 survey were collected two years later. We categorized people (N = 1,578 at T1 and N = 480 at T2) into political purpose groups based on the person-centered perspective and then performed multinomial logistic regression analysis to test whether moral (...) identity was associated with categories of political purpose. The findings from our study indicate that moral identity at T1 is linked with the maintenance and formation of T2 political purpose. (shrink)

We developed and tested a behavioral version of the Defining Issues Test-1 revised (DIT-1r), which is a measure of the development of moral judgment. We conducted a behavioral experiment using the behavioral Defining Issues Test (bDIT) to examine the relationship between participants’ moral developmental status, moral competence, and reaction time when making moral judgments. We found that when the judgments were made based on the preferred moral schema, the reaction time for moral judgments was significantly moderated by the moral developmental (...) status. In addition, as a participant becomes more confident with moral judgment, the participant differentiates the preferred versus other schemas better particularly when the participant’s abilities for moral judgment are more developed. (shrink)

We evaluated the reliability, validity, and differential item functioning (DIF) of a shorter version of the Defining Issues Test-1 (DIT-1), the behavioral DIT (bDIT), measuring the development of moral reasoning. 353 college students (81 males, 271 females, 1 not reported; age M = 18.64 years, SD = 1.20 years) who were taking introductory psychology classes at a public University in a suburb area in the Southern United States participated in the present study. First, we examined the reliability of the bDIT (...) using Cronbach’s α and its concurrent validity with the original DIT-1 using disattenuated correlation. Second, we compared the test duration between the two measures. Third, we tested the DIF of each question between males and females. Findings reported that first, the bDIT showed acceptable reliability and good concurrent validity. Second, the test duration could be significantly shortened by employing the bDIT. Third, DIF results indicated that the bDIT items did not favour any gender. Practical implications of the present study based on the reported findings are discussed. (shrink)

The structure of studies of moral education is basically interdisciplinary; it includes moral philosophy, psychology, and educational research. This article systematically analyses the structure of studies of moral educational from the vantage points of philosophy of science. Among the various theoretical frameworks in the field of philosophy of science, this article mainly utilizes the perspectives of Lakatos’s research program. In particular, the article considers the relations and interactions between different fields, including moral philosophy, psychology, and educational research. Finally, the potential (...) impacts of the new trends emerging from natural sciences that seem to be challenging to existing theoretical frameworks of moral education are examined using the vantage points of philosophy of science. (shrink)

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 (...) the VIA model, including a lack of previous studies that directly support the moral justifiability of the model and the presence of a fundamental virtue component required for optimal moral functioning in virtue ethics, phronesis, practical wisdom, in the model. Finally, I propose future directions for research on the VIA model in order to address the aforementioned issues and facilitate the application of the model in moral education. (shrink)

The extent to which individuals with a variety of cultural backgrounds differ in empathic responsiveness is unknown. This paper describes the differences in trait empathy in one independent and one interdependent society (i.e., United States and Iran respectively). The analysis of data collected from self-reported questionnaires answered by 326 adults indicated a significant difference in the cognitive component of empathy concerning participants’ affiliation to either egocentric or socio-centric society: Iranian participants with interdependent cultural norms, reported higher cognitive empathy compared to (...) American participants who share independent cultural norms. In line with previous studies, gender differences were observed in all subscales of questionnaires except the Empathy Quotient. Female participants demonstrated more empathy than males in both samples. Implications for understanding the cross-cultural differences of various components of empathy are discussed. (shrink)

The present essay discusses the relationship between moral philosophy, psychology and education based on virtue ethics, contemporary neuroscience, and how neuroscientific methods can contribute to studies of moral virtue and character. First, the present essay considers whether the mechanism of moral motivation and developmental model of virtue and character are well supported by neuroscientific evidence. Particularly, it examines whether the evidence provided by neuroscientific studies can support the core argument of virtue ethics, that is, motivational externalism. Second, it discusses how (...) experimental methods of neuroscience can be applied to studies in human morality. Particularly, the present essay examines how functional and structural neuroimaging methods can contribute to the development of the fields by reviewing the findings of recent social and developmental neuroimaging experiments. Meanwhile, the present essay also considers some limitations embedded in such discussions regarding the relationship between the fields and suggests directions for future studies to address these limitations. (shrink)

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 (...) additional useful statistical information, particularly that associated with the strength of evidence supporting alternative hypotheses, which has not been provided by the classical frequentist approach focusing on P-values. Finally, we introduce several practical guidelines pertaining to how to utilize Bayesian statistics, including the utilization of newly developed free statistical software, Jeffrey’s Amazing Statistics Program, and thresholding based on Bayes Factors, to scholars in the field of moral education. (shrink)

The concept of moral identity based on virtue ethics has become an issue of considerable import in explaining moral behavior. This attempt to offer adequate explanations of the full range of morally relevant human behavior inevitably provokes boundary issues between ethics and moral psychology. In terms of the relationship between the two disciplines, some argue for ?naturalized (or psychologized) morality,? whereas, on the other hand, others insist on ?moralized psychology.? This article investigates the relationship between virtue ethics and moral identity (...) based on previous research on the relationship between ethics and moral psychology. This article especially attempts to show that meaningful links between the two concepts possible by using theoretical frameworks constructed by the most influential philosophers of science such as Kuhn and Lakatos. (shrink)

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 (...) two-wave studies. We surveyed participants’ implicit theories of morality and participation in voluntary service activities. The effect of implicit theories of morality on change in service engagement was analyzed through regression analysis. In Study 1, the moral growth mindset significantly moderated longitudinal change in service engagement. In Study 2, the moral growth mindset significantly influenced engagement in art-related activities, while it significantly moderated change in engagement in youth-related activities. (shrink)

Given that teachers become primary fundamental exemplars and models for their students and the students are likely to emulate the presented teachers’ behaviors, it is necessary to consider how to promote teachers’ abilities as potential moral educators during the course of teacher education. To achieve this ultimate aim in teacher education, as argued by moral philosophers, psychologists, and educators, teachers should be able to well understand the mechanisms of moral functioning and how to effectively promote moral development based on evidence. (...) Recent findings in the fields of social sciences that have examined how morality is functioning among human beings, moral psychology in particular, provide us with the evidence through experiments and observations. Furthermore, thanks to the development of scientific research methods that enable researchers to investigate the neural-level nature of human behavior, the researchers now can examine neural correlates of moral functioning that constitutes the basis of moral behavior and development. To facilitate the understanding of the field of neuroscience of morality and its educational implications within the context of teacher education, first, the recent trend in the field will be reviewed, and second, how it can provide useful insights to teachers and teacher educations will be discussed. (shrink)

Lying is one of the characteristic features of psychopathy, and has been recognized in clinical and diagnostic descriptions of the disorder, yet individuals with psychopathic traits have been found to have reduced neural activity in many of the brain regions that are important for lying. In this study, we examine brain activity in sixteen individuals with varying degrees of psychopathic traits during a task in which they are instructed to falsify information or tell the truth about autobiographical and non-autobiographical facts, (...) some of which was related to criminal behavior. We found that psychopathic traits were primarily associated with increased activity in the anterior cingulate, various regions of the prefrontal cortex, insula, angular gyrus, and the inferior parietal lobe when participants falsified information of any type. Associations tended to be stronger when participants falsified information about criminal behaviors. Although this study was conducted in a small sample of individuals and the task used has limited ecological validity, these findings support a growing body of literature suggesting that in some contexts, individuals with higher levels of psychopathic traits may demonstrate heightened levels of brain activity. (shrink)

In fMRI research, the goal of correcting for multiple comparisons is to identify areas of activity that reflect true effects, and thus would be expected to replicate in future studies. Finding an appropriate balance between trying to minimize false positives (Type I error) while not being too stringent and omitting true effects (Type II error) can be challenging. Furthermore, the advantages and disadvantages of these types of errors may differ for different areas of study. In many areas of social neuroscience (...) that involve complex processes and considerable individual differences, such as the study of moral judgment, effects are typically smaller and statistical power weaker, leading to the suggestion that less stringent corrections that allow for more sensitivity may be beneficial, but also result in more false positives. Using moral judgment fMRI data, we evaluated four commonly used methods for multiple comparison correction implemented in SPM12 by examining which method produced the most precise overlap with results from a meta-analysis of relevant studies and with results from nonparametric permutation analyses. We found that voxel-wise thresholding with family-wise error correction based on Random Field Theory provides a more precise overlap (i.e., without omitting too few regions or encompassing too many additional regions) than either clusterwise thresholding, Bonferroni correction, or false discovery rate correction methods. (shrink)