Novice to expert? Teaching and development of moral reasoning skills:

2015 ◽  
Vol 177 (5) ◽  
pp. 122-123 ◽  
Author(s):  
L. Mossop
Keyword(s):  
Moral Reasoning ◽  
Novice To Expert ◽  
Expert Teaching ◽  
Reasoning Skills

scholarly journals A Framework For Discussing Ethics In Principles Of Accounting

2011 ◽  
Vol 6 (1) ◽  
Author(s):  
Jeanne M. David ◽  
Patrick T. Wirtz
Keyword(s):  
Moral Reasoning ◽  
Ethics Education ◽  
Ethical Dilemmas ◽  
Reasoning Skills ◽  
Principles Of Accounting ◽  
Upper Level

The main focus of the discussion in this paper is on the principles or introductory level of accounting and is applicable for all students in the class, but much of its content is equally applicable to upper level accounting classes and our accounting majors. Early and Kelly (2004) and Clikeman (2003) support the value of ethics education in heightening a student’s moral reasoning skills. “The goals of ethics education are creating an awareness of ethical dilemmas and providing methods of resolution.” (Haas 2005)

The development of moral reasoning skills in police recruits

2015 ◽  
Vol 38 (1) ◽  
pp. 102-116 ◽  
Author(s):  
Annelies De Schrijver ◽  
Jeroen Maesschalck
Keyword(s):  
Moral Reasoning ◽  
Police Officers ◽  
Ethical Decision Making ◽  
Code Of Ethics ◽  
Moral Dilemmas ◽  
Police Culture ◽  
Police Recruits ◽  
Content Type ◽  
Reasoning Skills ◽  
The Impact

Purpose – Police officers are frequently confronted with moral dilemmas in the course of their job. The authors assume new police officers need guidance, and need to be taught at the police academy how to deal with these situations. The purpose of this paper is to obtain insight into the impact of socialization on police recruits’ knowledge of the code of ethics and their moral reasoning skills. Design/methodology/approach – The study applied a longitudinal mixed methods design, using two methods. The first method was a qualitative observation of integrity training sessions at five police academies in Belgium. The second method was a quantitative survey-measurement of recruits’ knowledge of the code of ethics and their moral reasoning skills at three points in time: the beginning of their theoretical training, before their field training and afterwards. Findings – The analyses show differences between the police academies in their integrity training sessions. Some of these differences are reflected in different levels of knowledge of the code of ethics. As for the development pattern of recruits’ moral reasoning skills, the study found almost no differences between the academies. Perhaps this is because recruits already have relatively high scores when they start, leaving little room for improvement during the one year training program. This suggests an important role of the police selection procedure. Originality/value – Previous research on socialization and police culture has focussed on recruits being socialized in a negative police culture where misconduct is learned. This is a negative interpretation of police integrity. A positive one refers to ethical decision making generally, and moral reasoning specifically. The impact of the socialization process on recruits’ moral reasoning is empirically understudied.

Assessment of Moral Reasoning Skills in the Orthopaedic Surgery Resident Applicant

2014 ◽  
Vol 96 (17) ◽  
pp. e151 ◽  
Author(s):  
Kyle C. Bohm ◽  
Tyler Van Heest ◽  
Terence J. Gioe ◽  
Julie Agel ◽  
Todd C. Johnson ◽  
...  
Keyword(s):  
Moral Reasoning ◽  
Orthopaedic Surgery ◽  
Reasoning Skills ◽  
Surgery Resident

Developing Engineering Students’ Moral Reasoning Skills Using Problem-Based Learning

2019 ◽  
Vol 5 ◽  
pp. 123-143
Author(s):  
Maralee Harrell ◽  
Keyword(s):  
Moral Reasoning ◽  
Engineering Students ◽  
Ethical Dilemmas ◽  
Problem Based Learning ◽  
Engineering Ethics ◽  
Professional Career ◽  
Ethics Course ◽  
Reasoning Skills ◽  
Collaboration And Communication ◽  
Meta Analyses

Problem-Based Learning has become an increasingly popular instructional method for a variety of disciplines at all levels. Many studies and meta-analyses of these studies have shown the efficacy of this method for developing knowledge and skills. I adopted this method for teaching Engineering Ethics at Carnegie Mellon University, which has as its main course objectives the development of moral reasoning skills, as well as collaboration and communication skills, with special attention given to ethical dilemmas that may arise in the normal course of an engineer’s professional career. In the most recent iteration of the course, I used the Engineering and Science Issues Test as a pretest and posttest to test the development of my students’ moral reasoning skills over the course of the semester. Based on the results of these tests, I argue that the students in my Engineering Ethics course did in fact significantly develop their moral reasoning skills.

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