Moral reasoning and education
نویسندگان
چکیده
منابع مشابه
The relationship of ethics education to moral sensitivity and moral reasoning skills of nursing students.
This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman (n = 506) and senior students (n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral...
متن کاملAssessing Students’ Moral Reasoning of a Values-Based Education
Students’ moral reasoning was assessed at a religiously affiliated liberal arts university. Cohort data were collected from undergraduate students who had entered the university as freshmen: 364 students in 2007 and 264 students in 2009. The results indicated that there was a significant increase in students’ post-conventional moral reasoning scores between freshmen and seniors and a significan...
متن کاملThe Outcomes of Ethics Education to Medical Students Based on Moral Reasoning Models
Introduction: For years, the importance of medical ethics education in medical schools has been emphasized but there is no consensus over learning goals yet. This study aimed to investigate the learning outcomes of medical ethics education based on models of moral reasoning. Methods: This study is a review using proper keywords in databases such as Medline, Web of Science, Scoupus, and Eric li...
متن کاملCharisma and Moral Reasoning
Charisma is morally problematic insofar as it replaces followers’ capacity to engage in genuine moral reasoning. When followers defer to charismatic leaders and act in ways that are morally wrong they are not only blameworthy for wrongdoing but for failing in their deliberative obligations. Even when followers defer to charismatic leaders and do the right thing, their action is less praiseworth...
متن کاملMoral Reasoning as Probability Reasoning
Previous studies found that the likelihood of subjects to choose a deontological judgment (e.g., allowing harm) or a consequentialist judgment (e.g., doing harm) varied across different moral dilemmas. The present paper explored if the variation can be explained by the differentiation of the perceived outcome probabilities. We generated moral dilemmas that were similar to the classical trolley ...
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ژورنال
عنوان ژورنال: Educar
سال: 1998
ISSN: 2014-8801,0211-819X
DOI: 10.5565/rev/educar.353