This article explores the place of conscience in higher education. It begins by reconstructing the place of conscience in Augustine’s thought, drawing on Augustine’s reading of Genesis 3, the Psalms, and his own spiritual journey. Its basic aim is to clarify Augustine’s account of conscience as self-judgment, identifying the conditions under which self-judgment occurs. After identifying these c...

In the political arena, lesbian and gay issues have typically been contested on grounds of human rights, but with variable success. Using a moral developmental framework, the purpose of this study was to explore preferences for different types of moral arguments when thinking about moral dilemmas around lesbian and gay issues. The analysis presented here comprised data collected from 545 studen...

The Defining Issues Test (DIT), developed by Rest (1986), measures a person’s level of moral development using hypothetical social dilemmas. Although the DIT is useful for measuring moral development in social settings, it might not adequately capture an individual’s moral judgement abilities in solving work-related problems (Weber, 1990; Trevino, 1992; Welton et al., 1994). In the present stud...

This chapter outlines a framework that characterizes science teachers’ practical-moral knowledge utilizing the Aristotelian concept of phronesis/practical wisdom. The meaning of phronesis is further explicated and its relevance to science education are outlined utilizing a virtue-based view of knowledge and practical hermeneutics. First, and to give a background, assumptions about teacher knowl...

Does sharing moral values encourage people to connect and form communities? The importance of moral homophily (love of same) has been recognized by social scientists, but the types of moral similarities that drive this phenomenon are still unknown. In this talk, I will present a series of experiments (both large-scale, observational social-media analyses and behavioral lab experiments) that inv...

In a very respectable sense all education is preparation for practice. In the professions of health, welfare, and education, the so-called helping professions?practice inevitably turns on the handling of human relationships. This is obviously not so in the practice of experimental scientists, technologists, philologists or even sociologists. They are not trained to work with people though it wi...

Section A of "The core curriculum model for pharmacy education" (2002)- "Learning about Humanism"- outlines the educational contents for ethics in pharmaceutical departments. People who read this section are likely to conclude that the cultivation of human sensitivity is of prime importance in ethics education in pharmacy. However, if a pharmacist found herself or himself on the horns of a mora...

The aim of this study was to verify the applicability of the Test of Moral Reasoning (TMR) in the selection of job applicants and to see how it correlated with education, intelligence, and the "big five" personality traits. The study included 210 participants (132 women and 78 men) who applied for various positions in the banking sector. Our findings have confirmed the applicability of TMR for ...

The article will review the literature of updated neuroscientific research in order to gain insights into the centrality to critical reasoning of creativity (understood as creative thinking, including the impulsion of imagination and wonder). Furthermore, it will explore literature that testifies to the credentials of moral education in facilitating the forms of creativity associated with the d...

Research on moral psychology has frequently appealed to three, apparently consistent patterns: 1) Males are more likely to engage in transgressions involving harm than females; 2) Educated people are likely to be more thorough in their moral deliberations because they have better resources for rationally navigating and evaluating complex information; 3) Political affiliations and religious ideo...