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Sport doping is not a recent phenomenon. Athletes have used many forms of performance enhancements going back to antiquity. Within the sport philosophy literature, sport doping is entangled in a multitude of ethical discourses, some denouncing, and some supporting, doping in sport. Our aim is to use a systematic approach to classify ethical discourses put forward by scholars focused on doping. To take stock of these ethical discourses, and to advance the sport philosophy literature on doping, this paper provides an empirical account of the types of arguments used in the peer-reviewed sport philosophy literature. This empirical account is intended to provide a map of the ethical discourses in circulation, to highlight the most common arguments, and to show where other types of arguments are absent or less well developed. To map the ethical discourses, the authors use an ethical discourse typology from a university-based ethical reasoning program. [ABSTRACT FROM AUTHOR]

In 1951, Harold Lasswell defined the ability to clarify value goals as integral to a policy analyst’s job. But graduate education in public policy analysis has paid insufficient attention to the skills needed to investigate and clarify value disputes. In turn, practicing policy analysts don’t have ready access to a set of methods for normative analysis that serves Lasswell’s vision of a contextualized, holistic, and interdisciplinary policy science. I start by describing calls for more emphasis on social equity in policy analysis and explore the complementary relationship of empirical, fact-based analysis and normative, value-driven analysis. I then propose seven competencies that policy analysts should be expected to master. They need to understand how normative issues arise in and adjacent to the classical model of policy analysis. They need to master a vocabulary for normative analysis and understand how humans make moral judgments, recognizing the distinction between moral rationalism and moral intuitionism. To engage in moral rationalism, practitioners need to be able to use the tools of analytic political philosophy. When it comes to moral intuitionism, they need to recognize the emotion-driven foundations of moral judgement and personal values. Finally, policy analysts also need to know where to find the values that are relevant to their analysis. Mastery of these competencies will allow analysts to better serve what Laswell describes as the intelligence needs of policymakers.

"Coloniality and Analytic Moral Epistemology in the Twentieth Century" by Alison M. Jaggar and Theresa W. Tobin examines the colonial biases present in analytic moral philosophy during the 20th century. The authors critique the universal approach to moral reasoning taken by prominent philosophers like Richard M. Hare and John Rawls, arguing for a more inclusive and diverse perspective in moral epistemology. The article emphasizes the importance of moral and epistemic humility, as well as an understanding of the historical and cultural context that influences philosophical traditions. The document includes a variety of philosophical works and articles by different authors, covering topics such as decolonizing Western political philosophy, queer perspectives on love and justice, yoga philosophy, and moral justification, offering researchers a range of perspectives to explore. [Extracted from the article]

Previous research has revealed that including emotional content in ethics cases may improve students’ learning. However, there remain concerns as to whether the emotional content will also impact students’ moral reasoning. There is evidence that incorporating compassion-related emotional content into ethics cases through the implicit induction method increased the intensity of compassion without influencing the moral reasoning of participants. However, the impact of a higher intensity of compassion on moral reasoning remained unclear. Thus, in this experimental study, after using two (explicit expression and descriptions of severe consequences) methods of generating a higher intensity of compassion in ethics cases, we investigated whether this higher emotional intensity impacted the moral reasoning schemas activated in participants (N = 299). Our findings indicated that there was no evident impact. This research suggests there are now multiple strategies to integrate compassion into ethics cases at multiple levels of intensity without distorting moral reasoning. [ABSTRACT FROM AUTHOR]

Introduction: Understanding police legitimacy among children and youth is important for building a just and democratic society. Although the volume of studies on police legitimacy among underaged persons has grown in recent decades, the findings on the relationships between police legitimacy and procedural justice and their definitions, associated determinants, and consequences remain heterogeneous across studies and across political and legal contexts. Given these heterogeneities, the conclusions and implications generated by this research are far from comprehensive. Method: This scoping review offers readers a comprehensive and comparative understanding of this topic by answering the following questions. (1) How can we define police legitimacy and procedural justice for children and youth? (2) What are the determinants of police procedural justice and legitimacy for children and youth? (3) What are the consequences of police procedural (in)justice and (il) legitimacy for children and youth? (4) Among children and youth, who are the vulnerable groups receiving less legitimate and unjust treatment from the police? A scoping review of the literature published between January 1, 1990 and May 31, 2022 was conducted based on four databases: PubMed, Web of Science, Scopus, and ProQuest. Guided by the scoping review screening framework proposed by Arksey and O'Malley, that is, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines, and the checklist provided by the Joanna Briggs Institute for quality assessment, 47 publications, consisting of 38 quantitative studies and 9 qualitative studies, were retained in the final sample. Results: The results synthesize the operational and subjective interpretations of police legitimacy offered by the respondents in the studies reviewed which is followed by the discussion of conceptual and measurement issues. The key correlates of police legitimacy identified in these studies were police procedural justice and behavior, followed by experience and contact with the police, relationships with other authority figures, and personal competence in moral reasoning and self-control. In addition to compliance and cooperation, cynicism, trust, and health were related to police (il)legitimacy. Discussion: We argue that in addition to building and maintaining police legitimacy, it is vital to remedy the negative consequences of injustice in police-youth encounters. [ABSTRACT FROM AUTHOR]

Current discourse on the representation of genocide claims that we are currently experiencing 'the shift from the era of the witness to the era of the perpetrator'. This raises ethical concerns over why and how documentaries engage with perpetrators. Based on an assessment of 203 documentaries on seven genocides, my article makes three kinds of contribution in addressing these concerns: (1) It discusses the ethics of representing perpetrators in archival footage, reenactments or interviews in a wider corpus than those covered in recent discussions. (2) It uncovers a broad range of ethical reasons for why documentary filmmakers engage with perpetrators, rather than seeking to establish a singular ethical ground for this engagement. This approach can do better justice to the varying cultural, historical and political contexts of the respective genocides, the different production contexts and target audiences of the documentaries, and the different styles and types of documentaries that inform the ethics of perpetrator representation. (3) It introduces two broad categories of perpetrator representation in documentaries that conceptualize the ethical purposes of this engagement differently. [ABSTRACT FROM AUTHOR]

ABSTRACT In this paper, we identify and explain three kinds of bedrock in moral thought. The term “bedrock,” as introduced by Wittgenstein in §217 of the Philosophical Investigations, stands for the end of a chain of reasoning. We affirm that some chains of moral reasoning do indeed end with certainty. However, different kinds of certainties in morality work in different ways. In the course of systematizing the different types of certainties, we argue that present accounts of certainties in morality do not reflect their diversity. Our analysis yields three types of moral certainty: quasi‐undoubtable certain propositions, certain propositions, and transcendental certainties. We show that the first two types can, at least to some extent, be intelligibly doubted. Therefore, they do not possess the characteristics that would classify them as bedrock in the strictest sense. Transcendental certainties cannot likewise be doubted because they are rules that enable moral thinking. Thus, deviating from them is unintelligible. We shall argue that all three types reflect ways in which moral language games come to an end, while only one, transcendental certainties, displays the characteristic of being solid bedrock. [ABSTRACT FROM AUTHOR]

The book "Phronesis: Retrieving Practical Wisdom in Psychology, Philosophy, and Education" by Krisján Krisjánsson and Blaine J. Fowers explores the concept of phronesis, which is practical wisdom for making moral decisions and promoting human flourishing. The authors provide an overview of the field, discussing their neo-Aristotelian phronesis model and its applications in various contexts. They emphasize the importance of a person-centered and morally grounded approach to wisdom, while acknowledging the complexities of decision-making. The text also discusses the gappiness problem, the development of phronesis, civic virtues, collective phronesis, and the influence of cultural narratives on moral identity. [Extracted from the article]

AbstractThe growing ubiquity of artificial intelligence (AI) in business raises concerns about how humans perceive AI-generated advice, especially in ethical contexts. This study, using a preregistered experiment, explores whether people are more likely to accept unethical business advice from AI compared to human advisors, and examines how individual differences in moral reasoning, decision-making style, and trust in AI influence this acceptance. Participants were presented with business decisions based on advice from either an AI or a human, with advice varying in ethicality. Results showed participants were more likely to accept unethical advice from AI than from human advisors. Lower moral reasoning, an intuitive decision-making style, and higher trust in AI were associated with greater acceptance of unethical AI advice. These findings emphasize the risks of overreliance on AI in decision-making and the importance of promoting ethical AI use in business. [ABSTRACT FROM AUTHOR]

Although several countries have adopted a single-dose human papillomavirus (HPV) vaccination strategy, many other countries continue to include multiple doses in their vaccination programmes. There are ethical reasons to transition to a single-dose strategy. We discuss how a single-dose HPV vaccination strategy advances equity in three dimensions: vaccine equity, health equity, and gender equity. Adopting a single-dose strategy eases pressure on vaccine supply, lowers programme costs, and is easier to distribute. This change facilitates vaccine procurement and implementation programmes (contributing to vaccine equity) and reaching hard to reach people or populations (contributing to health equity). A lower number of cases of HPV-related diseases that stem from greater vaccine distribution reduces the burden on women, who are at a higher risk of HPV-related disease or who act as caregivers, which prevents them from accessing opportunities that contribute to their empowerment (contributing to gender equity). Thus, pursuing the single-dose HPV vaccination programme strategy is ethically desirable. [ABSTRACT FROM AUTHOR]

The article delves into the topic of provocation and its impact on self-defense rights. It presents two contrasting views, the Protective Duty View and the Partial Responsibility View, on how provocation affects defensive rights. The author argues that provokers compromise their own defensive rights by limiting the reasonable opportunities for aggressors to avoid harm and incurring a duty to protect them. The article also applies the Protective Duty View to issues in war and punishment. Overall, it provides valuable insights into the moral implications of provocation and self-defense. [Extracted from the article]

Cecile Fabre's Through a Glass Darkly offers a compelling account of the ethics of espionage drawn from both interpersonal morality and democratic and cosmopolitan political theory. Yet the spying that her theory finds permissible or prohibited does not map onto the spying that states undertake and that international law either explicitly or implicitly authorizes. That law allows or tolerates significant spying to promote compliance with diverse international legal regimes as well as advance other important public order values — well beyond that allowed under Fabre's theory. This disconnect represents a challenge for her theory and ideal theory generally. This essay identifies these gaps and considers alternative approaches to addressing them. It argues that the political morality of spying should be explored through institutional moral reasoning that takes account of the actual practices, expectations, and institutions that states have created; it then offers a set of criteria for the international political morality of espionage. The essay concludes with a discussion of a key feature of all espionage, namely the secrecy of the methods used — as opposed to their goal of find others' secrets. International law is both pushing transparency in many areas yet still allowing secret conduct by states, and these practices should also inform a theory of espionage. [ABSTRACT FROM AUTHOR]

In 1975, The New England Journal of Medicine published James Rachels' article ‘Active and Passive Euthanasia’. The argumentative method that Rachels introduced, the Bare Difference Argument (also known as the Contrast Strategy), became one of the most widely used tools in ethical reasoning. The argument, however, fails to show active euthanasia being morally permissible. It fails because Rachels takes the intuitions from the case where letting die is morally impermissible and applies the intuitions to cases where letting die is morally permissible. While it is possible to create thought‐experiments that are more analogous to euthanasia, in this respect, than Rachels' cases, they too are disanalogous to euthanasia with some of the relevant features. Creating the perfect analogy, however, would be a mistake too. Such a case would be too analogous; people would simply be divided on what kind of moral intuitions they would have. The problem thus highlights a methodological limit in philosophical bioethics and raises questions related to the roles of philosophical ethicists in the context of assisted dying. [ABSTRACT FROM AUTHOR]

As a set of rules and teachings, it is interesting to see how religion plays a role in traffic issues. Thus, this article qualitatively explores Muslim youths’ reasoning and moral development in the context of traffic rules and how they see it from the perspective of Islamic teachings. The study provided informants with dilemmatic case-based questions while driving and open-ended questions that explored their perceptions of traffic rules from Islamic teachings. The results illustrate that Muslim youth have diverse reasoning about traffic rules. Some see it normatively, functionally, as a personal image, and some see it as something flexible. Regarding its relation to religious teachings, almost all participants considered traffic rules closely related to religion as something that regulates order and social conduciveness on the road. Thus, religion as a set of teachings and norms can promote traffic order through the command to behave well, which considers the rights of others and the common good on the road. [ABSTRACT FROM AUTHOR]

This paper examined British children's (8‐ to 10‐year‐olds) and adolescents' (13‐ to 15‐year‐olds, N = 340; Female N = 171, 50.3%) expectations, evaluations and reasoning about a bystander peer who challenges the social exclusion of an immigrant or non‐immigrant peer by a peer group of non‐immigrant students. Participants read a hypothetical scenario in which a peer was excluded from an afterschool club by the peer group. The scenarios were either intergroup or intragroup contexts. Participants' expectations of a peer bystander challenging the social exclusion by the peer group, their perception of how the peer group would evaluate the challenger, and their reasoning around their expectations were measured. Adolescents were less likely to expect a peer bystander to challenge exclusion compared to children. Participants' perceptions of how the group would evaluate the challenger were significantly lower in intergroup compared to intragroup contexts. In intergroup contexts, adolescents with low expectations of challenging favoured group dynamics and group repercussions reasoning over moral reasoning, while children did not use group repercussions reasoning. [ABSTRACT FROM AUTHOR]

Amateur Pornography (AP) is a new phenomenon that emerged a few decades ago and is distinctly different from Professional Pornography (PP). Yet, academic literature that focuses on AP hardly exists. This qualitative study focuses on male AP actors' lived experience, including their motivations, implications and ways of coping with its challenges. Semi-structured interviews with 27 male AP actors revealed five themes: (1) AP as a unique genre that promotes diverse human body appearance, free choice, and profit as its secondary motive; (2) personal background that includes sexual abuse during childhood and unmet childhood emotional needs; (3) moral reasons for involvement in AP, including challenging sexual misperceptions, preventing sexual harmfulness, and promoting education for healthy sexuality and gender equality; (4) implications of involvement in AP, including positive implications such as increased self-esteem and gaining admiration and appreciation, as well as negative implications, such as impaired interpersonal relationships, social stigmatization, harassments and persecutions, and physical and psychological work injuries; and (5) ways of coping with sex work's particular difficulties, such as the AP actors' emotional reliance on their romantic partners, developing an artistic perspective, hiding one's involvement in AP, and adopting a "work persona". This research suggests that the participants' involvement in AP was based on free choice and motivated by ideological reasons. Their strategies for coping with the negative implications of their involvement in AP reflect their sense of potency which is contrary to victimhood that is associated with impotency and helplessness. [ABSTRACT FROM AUTHOR]

Background: In 2021, Spain became the first Southern European country to grant and provide the right to euthanasia and medically assisted suicide. According to the law, the State has the obligation to ensure its access through the health services, which means that healthcare professionals' participation is crucial. Nevertheless, its implementation has been uneven. Our research focuses on understanding possible ethical conflicts that shape different positions towards the practice of Medical Assistance in Dying, on identifying which core ideas may be underlying them, and on suggesting possible reasons for this disparity. The knowledge acquired contributes to understanding its complexity, shedding light into ambivalent profiles and creating strategies to increase their participation. Methods: We conducted an exploratory qualitative research study by means of semi-structured interviews (1 h) with 25 physicians and nurses from primary care (12), hospital care (7), and palliative care (6), 17 women and 8 men, recruited from Madrid, Catalonia, and Andalusia between March and May 2023. Interviews were recorded, transcribed, and coded in Atlas.ti software by means of thematic and interpretative methods to develop a conceptual model. Results: We identified four approaches to MAiD: Full Support (FS), Conditioned Support (CS), Conditioned Rejection (CR), and Full Rejection (FR). Full Support and Full Rejection fitted the traditional for and against positions on MAiD. Nevertheless, there was a gray area in between represented by conditioned profiles, whose participation cannot be predicted beforehand. The profiles were differentiated considering their different interpretations of four core ideas: end-of-life care, religion, professional duty/deontology, and patient autonomy. These ideas can intersect, which means that participants' positions are multicausal and complex. Divergences between profiles can be explained by different sources of moral authority used in their moral reasoning and their individualistic or relational approach to autonomy. Conclusions: There is ultimately no agreement but rather a coexistence of plural moral perspectives regarding MAiD among healthcare professionals. Comprehending which cases are especially difficult to evaluate or which aspects of the law are not easy to interpret will help in developing new strategies, clarifying the legal framework, or guiding moral reasoning and education with the aim of reducing unpredictable non-participations in MAID. [ABSTRACT FROM AUTHOR]

Background: Physicians are frequently faced with ethical dilemmas that require answers based in moral reasoning, which develops and evolves during their lives and their medical education. According to Kohlberg, there are three levels of moral reasoning development: pre-conventional (in which decisions are guided by oneself convenience), conventional (focused on obeying society’s rules), and post-conventional (decisions are based in universal ethical principles). The aim of this study was to describe the level of moral reasoning among new pediatric resident physicians in a tertiary hospital. Method: This cross-sectional descriptive study was conducted from 2020 to 2023. The Defining Issues Test was used to assess the level of moral reasoning among 195 new pediatric resident physicians in a tertiary hospital. Results: Most resident physicians considered the fourth stage affirmations to be the most important. The median P-index (PI) was 40, and 49% of participants were on the post-conventional level of moral reasoning. The year with the lowest number of new resident physicians on the post-conventional level was 2021. Conclusion: The moral reasoning level among pediatric resident physicians was higher than the average found in general population. This suggests that the education received during the medical formation may influence the individuals’ moral development. [ABSTRACT FROM AUTHOR]

At the height of the Covid pandemic, there was much discussion in the literature about using human challenge trials (HCTs) to expedite the development of effective Covid‐19 vaccines. Historically, reluctance to fully accept HCTs has largely been due to potential conflicts with the principle of nonmaleficence in bioethics. Only a few commentators have explored this topic in depth. In this paper, we claim that to address ethical concerns regarding HCTs, two types of ethical reasons should be identified and investigated: first‐order reasons that can be given to claim that a practice in itself is in direct conflict with the principles of bioethics; and second‐order reasons that take into consideration how a practice is carried out and its consequences. We argue that understanding these ethical reasons is crucial for guiding the implementation of HCTs. We investigate a first‐order reason against HCTs when the practice is in conflict with the principle of nonmaleficence, and when it is not. Following this argument and assuming there is no first‐order reason based on nonmaleficence that hinders using HCTs, we argue there may be second‐order reasons to guide implementation of this practice, such as difficulty in obtaining informed consent; protection of the weaker party; and trust in the scientific enterprise. [ABSTRACT FROM AUTHOR]

Assisted reproductive technology is a complex medical intervention with many potential social sensitivities. Within this domain, oocyte cryopreservation has emerged as an important research area for preserving female fertility. Against the backdrop of the hotly debated first legal case in China of a single woman wishing to freeze her eggs, and the implementation of the 'three‐child policy' in China, there is an urgent need to evaluate policies and address ethical considerations surrounding oocyte cryopreservation for non‐medical reasons. This review examines current policies, explores China's practices and research, and examines the latest ethical challenges surrounding non‐medical oocyte cryopreservation. It develops strategies and recommendations that will be relevant in China and other developing countries seeking to navigate this complex landscape. [ABSTRACT FROM AUTHOR]

The significance of harm to the life and development of victims results from the deprivation of certain goods and the violation of their dignity. The experience also impacts the decisions made by the victims regarding the perpetrators and others and, thus, their moral development. In this article, the relationship between the forgiveness and moral reasoning of victims of harm to life is discussed and the unusual and controversial thesis is proposed: Forgiveness is a condition for making morally good decisions. Consequently, from the perspective of victim morality, forgiveness can be considered not as an act of supererogation, but as a necessary act. To confirm this thesis, the misconceptions about forgiveness, which blur the lines between forgiveness and acts such as excuse and pardon, are discussed. Thereafter, how forgiveness conditions the moral reasoning of the victims is shown. [ABSTRACT FROM AUTHOR]

This study examined whether and how moral judgment components (moral reasoning and moral value evaluation) combined with self-serving cognitive distortions are related to peer bullying (including associated participant roles) among adolescents. A total of 522 adolescents (49% males) from grades 1 to 4 of three public secondary schools in Spain (Mage = 14.6 years, range 12–18 years) completed questionnaires on moral judgment, self-serving cognitive distortions, and bullying. Bullies and bully-victims showed the lowest levels of moral judgment and the highest levels of self-serving cognitive distortions. In contrast, moral judgment was highest and self-serving cognitive distortions lowest for defenders and bystanders. Self-serving cognitive distortions mediated completely the relationship between moral reasoning and bullying, and partially between moral evaluation and bullying. Multigroup analyses indicated that the strength of the relationships between the moral judgment components and self-serving cognitive distortions varied across adolescents' role. Anti-bullying intervention programs should include the facilitation of moral reasoning and valuing as well as the reduction of self-serving cognitive distortions. [ABSTRACT FROM AUTHOR]

Few studies have been conducted to investigate the ethical perspectives of in‐service teachers on assessment issues cross‐culturally. The purpose of the study was to investigate the ethical judgment by in‐service teachers in the United States and China on twenty scenarios of student assessment practices. In the spring of 2020, 130 American teachers and 161 Chinese teachers completed a survey questionnaire on these assessment scenarios. The quantitative and qualitative results indicated that respondents had different ethical decisions in 9 out of 20 scenarios. Further analysis indicated that there was a high degree of similarities in ethical reasoning, and 10 scenarios with mixed reasoning indicated that certain sub‐themes were different. This study reveals that cultural differences are likely reflected in their ethical judgment when presented with certain assessment scenarios. The awareness of such differences should be raised by considering assessment, teaching, and learning together. Practitioner points: Educators should acknowledge the influence of cultural differences and engage in collaborative efforts with culturally diverse colleagues to enhance ethical decision‐making about assessment practices for students.Engaging in discussion about ethical judgments can enhance awareness and understanding of cultural differences that influence assessment practices.This study highlights the need for ongoing discussions about ethics in assessment coupled with instructional decisions about student assessment practice across multiple cultures. [ABSTRACT FROM AUTHOR]

An important question about moral progress is what causes it. One of the most popular proposed mechanisms is moral reasoning: moral progress often happens because lots of people reason their way to improved moral beliefs. Authors who defend moral reasoning as a cause of moral progress have relied on two broad lines of argument: the general and the specific line. The general line presents evidence that moral reasoning is in general a powerful mechanism of moral belief change, while the specific line tries to establish that moral reasoning can explain specific historical examples of moral progress. In this paper, we examine these lines in detail, using Kumar and Campbell's (2022, A Better Ape: The Evolution of the Moral Mind and How It Made Us Human. Oxford University Press) model of rational moral progress to sharpen our focus. For each line, we explain the empirical assumptions it makes; we then argue that the available evidence supports none of these assumptions. We conclude that at this point, we have no idea if moral reasoning causes moral progress. [ABSTRACT FROM AUTHOR]

Objectives: To investigate the effects of selection and group socialisation on support of human rights, moral reasoning and prejudice in police officers in Taiwan. Methods: We used a longitudinal quasi-experimental design to track three cohorts of police officers (n = 585) and a comparison group of criminology undergraduates (n = 43). Results: There were no statistically significant differences in measures of human rights, moral reasoning and prejudice between new police recruits and the control group. However, time in police education was associated with a statistically significant reduction in police officer support of human rights, moral reasoning and an increase in prejudice. In the control group, the reverse was true. Conclusions: Exposure to police education in Taiwan resulted in police officers being significantly more prejudiced and significantly less adherent to the principles of human rights and moral reasoning. These results appear to be attributable to police socialisation rather than selection effects. [ABSTRACT FROM AUTHOR]

The climate crisis is both an environmental and moral issue. The United Nations' (UN) Sustainable Development Goals (SDGs) provide a framework for a global response to systematically challenge the world's reactions to the climate crisis, making sustainable education for all a priority. For such sustainability education to be effective, it should engage children in early childhood in, about, and for the environment, emphasizing the moral ramifications of climate equity and justice. We investigated in what ways 19 United States (US) nature-based early childhood educators focused their sustainability education (ECEfS) in, about, and for the environment. The types of activities that engaged about and for experiences were related to the moral principles of welfare, harm reduction, resource allocation, and equality, as well as teachers' reasoning about these experiences with children. Our findings suggest that educators' curricula and activities reflect potential moral issues related to sustainable development. However, educators did not engage children in moral reasoning about these issues. A possible explanation is US teachers' beliefs about developmental practice and children's capabilities leading them to rarely engage in moral reasoning about sustainability issues instead of scaffolding children to develop personal psychological resources, thereby supporting the SDG for sustainable education. [ABSTRACT FROM AUTHOR]

Some animal defenders are committed to complete abstinence from animal products. However the strongest arguments for adopting veganism only seem to require that one avoid using animal products, where use or procurement of these products will harm sentient animals. As such, there is seemingly a gap between our intuition and our argument. In this article I attempt to defend the more comprehensive claim that we have a moral reason to avoid using animal products, regardless of the method of procurement. I argue that animal bodies give rise to properties which grant sentient animals' moral status and in light of this, animal bodies possess final value in themselves. This final value gives us a moral reason not to commodify animal bodies, which means we have a defeasible reason to abstain from using animal products in almost all circumstances. [ABSTRACT FROM AUTHOR]

Background: Moral reasoning in nursing is crucial in delivering high-quality patient care and fostering increased job satisfaction among nurses. Adhering to professional values is vital to this profession, and nurses must modify their actions to align with these values. Objective: This study aimed to examine the correlation between moral reasoning and professional values among undergraduate nursing students. Research design: A descriptive correlational design was recruited. Participants and research context: The research was conducted at three nursing schools located in Tehran, Iran. The sample was recruited through random stratified sampling, specifically targeting undergraduate nursing students. The data collection tool comprised a three-part questionnaire, including a demographic information form, the Nursing Dilemma Test, and the Nurses Professional Values Scale Revised Questionnaire. The distribution of questionnaires encompassed both face-to-face and electronic methods. The analysis of data was conducted using SPSS 16 software. The data was analyzed using the independent samples t-test, Pearson's correlation coefficient, and linear regression analysis. The P value of 0.05 was considered significant. Ethical considerations: The Ethics Research Center of Shahid Beheshti University of Medical Sciences approved the study. Findings: Data analysis showed that moral reasoning was directly correlated to professional values (r = 0.528, p < 0.001). The mean scores of Principled Thinking (P.T.), Practical Consideration (P.C.), and Familiarity with similar moral dilemmas of the NDT scale were 42.55 (SD = 12.95), 15.72 (SD = 6.85), 16.08 (SD = 6.67), respectively. Also, the total score of professional values of students was 90.63 (SD = 28.80). Conclusion: The findings indicated that moral reasoning and interest in nursing predict students' professional identity. Thus, any effort to enhance interest in the profession can contribute to developing students' professional identity. This can involve incentivizing, enhancing the professional reputation at the community and university levels, and valuing student preferences and necessities. [ABSTRACT FROM AUTHOR]

There are good practical reasons to use electronic consent (e-consent) in randomised trials, especially when conducting large-scale clinical trials to answer population-level health research questions. However, determining ethical reasons for e-consent is not so clear and depends on a proper understanding of what e-consent means when used in clinical trials and its ethical significance. Here we focus on four features of ethical significance which give rise to a range of ethical considerations relating to e-consent and merit further focused ethics research. [ABSTRACT FROM AUTHOR]

Scientific Ethics Education (SEE) plays a pivotal role in cultivating students’ understanding of complex ethical dilemmas and guiding their ethical decision-making processes. Effective instruction in this area requires a tailored approach suited for science students. This study explores how epistemological worldviews (EW) influence pedagogical strategies (PS) among educators in Malaysian universities. By investigating the diverse perspectives of 23 educators using the Fuzzy Delphi methodology, the research reveals a significant preference for contextualist and relativistic worldviews. These orientations support teaching methods that enhance critical thinking and ethical reasoning. Integrating these worldviews into the SEE curriculum fosters a transformative learning environment, equipping students with the ethical skills to navigate complex scientific challenges with integrity and proficiency. [ABSTRACT FROM AUTHOR]

Copyright of Amazonia Investiga is the property of PRIMMATE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Sociological Context / Sosyolojik Bağlam Dergisi is the property of Journal of Sociological Context and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: The emergence of violent and deviant behaviors among students, educators, and officials is a fundamental problem in society. These behaviors, besides causing economic and familial problems, also lead to numerous ethical, social, cultural, and political damages. Therefore, this study aimed to determine the effectiveness of moral motivation and reasoning training on violent behaviors in male middle school students. Methods and Materials: The research method was quasi-experimental with one experimental group and one control group, including pre-test and post-test assessments. The study population consisted of all middle school students with violent behaviors in Tabriz during the academic year 2020-2021. For selecting the research sample, multi-stage cluster random sampling and screening methods were used. Thirty students who scored above the cut-off point on the Conflict Tactics Scale (CTS, 1972) were selected as the sample of students with violent behaviors and were randomly divided into experimental and control groups. The experimental group received twelve two-hour sessions of moral motivation and reasoning training, while the control group received regular school education. Both groups completed the Conflict Tactics Scale questionnaire as pre-test and post-test. Multivariate covariance analysis was used for data analysis. Findings: The results of multivariate covariance analysis showed that the effectiveness of moral motivation and reasoning training was significant for all three subscales, including verbal violence (F=7.30, α=0.004), mild physical violence (F=3.47, α=0.48), and severe physical violence (F=3.58, α=0.04) (α>0.05). Conclusion: The results of this study indicate that among the subscales of violent behaviors, verbal violence received the most significant impact from the provision of moral motivation and reasoning training. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Nurses with intelligence and moral reasoning can perform well and be effective in their relationships with colleagues, patients, and companions. The clinical competence of nurses is the primary concern of healthcare systems. The present study aimed to assess the relationship between moral intelligence, moral reasoning, and clinical competence of nurses. Material & Methods: This descriptive-analytical correlational study was conducted on 110 nurses who were selected via convenience sampling in the teaching hospitals of Ilam in 2022. Data collection tools were demographic characteristics form, Link and Keel's moral ‎intelligence, the Nursing Clinical Competence Questionnaire by Liu et al., and the Nursing Dilemma Test by Chrisham. ‎Data were analyzed in SPSS software (version 16) using the Pearson correlation coefficient. The level of statistical significance was 0.05. Results: The majority of subjects were women (54.5%) with a bachelor's degree in nursing (87.3%), official employment (61.8%), with a work experience of 1-5 years (50%), and mean age of 30.98±5.83 years. The mean scores of moral intelligence, moral reasoning, and clinical competence were reported as 157.59±26.60, 36.51±16.17, and 136.65±46.08, respectively. There was a direct and significant correlation between moral intelligence and clinical competence (r=0.517; P=0.001), moral intelligence and moral reasoning (r=0.444; P=0.001), as well as moral reasoning and clinical competence (r=0.802; P=0.001). Discussion & Conclusion: Considering the direct and significant relationship between the variables, it is recommended that nurses' awareness of moral intelligence, moral reasoning, and clinical competency be raised through clinical training courses.

Abstract Background Moral reasoning in nursing is crucial in delivering high-quality patient care and fostering increased job satisfaction among nurses. Adhering to professional values is vital to this profession, and nurses must modify their actions to align with these values. Objective This study aimed to examine the correlation between moral reasoning and professional values among undergraduate nursing students. Research design A descriptive correlational design was recruited. Participants and research context The research was conducted at three nursing schools located in Tehran, Iran. The sample was recruited through random stratified sampling, specifically targeting undergraduate nursing students. The data collection tool comprised a three-part questionnaire, including a demographic information form, the Nursing Dilemma Test, and the Nurses Professional Values Scale Revised Questionnaire. The distribution of questionnaires encompassed both face-to-face and electronic methods. The analysis of data was conducted using SPSS 16 software. The data was analyzed using the independent samples t-test, Pearson’s correlation coefficient, and linear regression analysis. The P value of 0.05 was considered significant. Ethical considerations The Ethics Research Center of Shahid Beheshti University of Medical Sciences approved the study. Findings Data analysis showed that moral reasoning was directly correlated to professional values (r = 0.528, p

We argue that students have moral reasons to refrain from using chatbots such as ChatGPT to write certain papers. We begin by showing why many putative reasons to refrain from using chatbots fail to generate compelling arguments against their use in the construction of these papers. Many of these reasons rest on implausible principles, hollowed out conceptions of education, or impoverished accounts of human agency. They also overextend to cases where it is permissible to rely on a machine for something that once required human cognition. We then give our account: you have a moral obligation to respect your own humanity (i.e., your capacity to set and pursue your own ends), and the process of writing a humanities paper is important for the cultivation of your humanity. We conclude by considering objections and offering replies. In the end, we argue that the moral reasons students have to refrain from using chatbots depend crucially on instructors' ability to make writing assignments worthwhile. This relies on instructors having the right kind of institutional support, which sheds light on implications that this duty has for administrators, legislators, and the general public. [ABSTRACT FROM AUTHOR]

Tourists often fail to follow through with their sustainable behaviour intentions. This lack of compliance can only truly be explored by observing their actions when immersed in the context of a vacation. A holistic case study was conducted by monitoring a group of young consumers on a cruise. Five quantitative and qualitative methods (i.e. baggage audit, participant observation, photo elicitation, diary and introspection) have been employed to collect rich and diverse data on young tourists' behaviours. This allowed to complement behavioural measures with young tourist lived experiences, overcoming the limitations of self-reported measures. The findings suggest that young tourists do not always behave sustainably while on a cruise, and they morally disengage from such behaviours to deal with those choices. Eleven macro-categories of (un)sustainable behaviours have been observed and identified before, during and after the cruise. The findings also highlight the emergence of four coping mechanisms that allow young tourists to disengage from the unsustainable behaviour and overcome the discrepancy between their pro-environmental values and behaviours. Managers in the tourism industry need to find communication strategies that appeal to the sense of responsibility of a tourist even before the journey and highlight a hedonic dimension to sustainable behaviours. [ABSTRACT FROM AUTHOR]

Objectives: There is growing evidence of intergroup hostility between vaccinated and unvaccinated individuals, a process of polarization that threatens to derail population health efforts. This study explores the moral underpinnings of intergroup antipathy between vaccinated and unvaccinated individuals. Design: A cross‐sectional design was employed to investigate the associations between the view of vaccination as a social contract or individual choice, perceived vulnerability to disease, perceptions of outgroup morality, feelings of warmth, and experiences of schadenfreude. Methods: Data were extracted from an online, quantitative survey of 233 vaccinated and 237 unvaccinated participants collected between June and July 2022. Results: Results revealed that vaccinated people had stronger negative attitudes towards unvaccinated people than vice versa. In line with hypotheses, the extent to which vaccinated people saw vaccination as a social contract was significantly associated with perceiving unvaccinated people as immoral. For unvaccinated people, seeing vaccination as an individual choice (the opposite of a social contract) was significantly associated with perceiving vaccinated people as immoral. Among both groups, viewing the other as immoral was associated with feeling significantly less warmth towards the opposing vaccination group, and more schadenfreude in the face of an outgroup member's suffering. Participants' perceived vulnerability to disease played a relatively small role in explaining polarization between vaccinated and unvaccinated people. Conclusions: This research builds on previous studies by identifying moral mechanisms associated with intergroup antipathy in the vaccine debate. [ABSTRACT FROM AUTHOR]

In the complex realm of ethical decision making, organizations are increasingly developing comprehensive ethical frameworks as guides. These frameworks prescribe ethical principles and decision-making processes to steer organizational actors toward addressing the elusive question of "what is the right thing to do?" in specific situations. However, the interplay between these prescriptive frameworks and collective processes of ethical sensemaking remains underexplored. Based on an extensive qualitative study within publicly funded healthcare organizations, we examine how organizational actors, confronted with the challenge of making exceptional funding decisions, enact an organizational ethical framework. Our findings reveal the manifold ways through which such a framework both streamlines ethical sensemaking and induces new and unexpected interpretive challenges. These challenges generate ethical equivocality, which decision makers seek to reduce through particular sensegiving interventions, and, on occasion, through problematizing the abstract principles prescribed by the framework, based on what is intuitively felt right in situ. We contribute to the literature by developing a conceptual model of three distinct modes in which organizational actors enact the prescriptions of an ethical framework. Our article sheds new light on the unintended consequences of using organizational ethical frameworks in real-world ethical deliberations. [ABSTRACT FROM AUTHOR]

The article "Educational Philosophy and Educational Practice in Confucianism" explores the roots of Confucian educational thought within the broader context of Chinese civilization, particularly focusing on the Zhou Dynasty. It discusses the importance of virtue, self-cultivation, and moral education in Confucianism, as well as the views of Confucius and Mencius on cultivating virtuous gentlemen to govern the country. The text also delves into the evolution of Confucian moral education during the Han and Tang Dynasties, emphasizing inward transformation and understanding human relations as key educational goals. [Extracted from the article]

According to the EU Justice Scoreboard reports, over 70% of Croatian citizens are dissatisfied with the Croatian judiciary, particularly its independence and efficiency. This paper addresses the deep-rooted challenges in the country’s legal education system. Despite reform initiatives, the current system serially produces ‘legal technicians’ lacking values, critical thinking capacity, and active student engagement. This echoes Montesquieu’s depiction of legal practitioners as ‘mouths that pronounce the words of the law.’ Acknowledging the pivotal role of legal education methodology in the creation of future legal practitioners and legal culture, this contribution explores how an average regular educator can support the development of students’ moral reasoning and values awareness. Through predominantly analytical research methods, we critically examine whether higher education environments should incorporate value education, the feasibility of teaching values in the traditional sense, and the potential of ethical analysis in a classroom to truly influence ethical behaviour in practice. Furthermore, we explore the complex matter of authority to decide on values to be imparted and delve into value education methodology. Concluding with practical suggestions, we propose the integration of the Evocation-Realization of meaning-Reflection (ERR) framework into lectures, as well as various creative tools to enhance moral reasoning.

Background: Pharmacists are often faced with scenarios in practice that require application of ethical reasoning and decision-making skills. There is limited research on the ethical decision-making processes of hospital pharmacists. Pharmacists who are compassionate and put the interests of their patients first are thought to positively impact on patient care, but there are often complex health-care system pressures in the hospital setting that cause pharmacists to behave in ways that may conflict with professional values and behaviours. This multisite study aimed to evaluate an interactive education workshop on hospital pharmacists' ethical reasoning skills and explore the need for ongoing training and support. Methods: This mixed-methods study was carried out across two health services including three hospitals. It incorporated a pre-workshop survey, a feedback survey immediately post-workshop and a third survey four weeks after the workshop. Semi-structured interviews were conducted with hospital pharmacists at least four weeks after the ethics workshop. Results: In total, 32 participants completed the pre-workshop survey, nominating peers/colleagues as the most common source of support they would consult to inform ethical decision-making (17/118 sources of support). Almost all (n = 31/33; 94%) strongly agreed/agreed that the education session provided them with ethical reasoning skills and a process/framework which they could use when faced with an ethical issue. Pre- and post-survey responses showed increased self-confidence in identifying the regulatory frameworks applicable to pharmacy privacy requirements (p = 0.011) and ethical issues applicable to pharmacy privacy requirements (p = 0.002), as well as applying ethical reasoning to scenarios that involve pharmacy privacy dilemmas/issues (p = 0.004). Participants' self confidence in knowing where to find support when faced with clinical and non-clinical ethics questions was improved (p = 0.002 and p = 0.003 respectively). Participants supported the introduction of quarterly ethics cafes after the workshop, compared to before the workshop (p = 0.001). Conclusion: Hospital pharmacists rely on discussions with colleagues to brainstorm how to address ethical issues. This study showed that a targeted interactive education workshop facilitated familiarity with ethics resources and decision-making processes. It also demonstrated that this approach could be used to enhance hospital pharmacists' readiness, confidence, and capabilities to recognise and respond to challenging ethical issues. [ABSTRACT FROM AUTHOR]

This study utilizes a controlled experimental design to investigate the influence of a virtual reality experience on empathy, compassion, moral reasoning, and moral foundations. With continued debate and mixed results from previous studies attempting to show relationships between virtual reality and empathy, this study takes advantage of the technology for its ability to provide a consistent, repeatable experience, broadening the scope of analysis beyond empathy. A systematic literature review identified the most widely used and validated moral psychology assessments for the constructs, and these assessments were administered before and after the virtual reality experience. The study is comprised of two pre-post experiments with student participants from a university in the United States. The first experiment investigated change in empathy and moral foundations among 44 participants, and the second investigated change in compassion and moral reasoning among 69 participants. The results showed no significant change in empathy nor compassion, but significant change in moral reasoning from personal interest to post-conventional stages, and significant increase in the Care/harm factor of moral foundations. By testing four of the primary constructs of moral psychology with the most widely used and validated assessments in controlled experiments, this study attempts to advance our understanding of virtual reality and its potential to influence human morality. It also raises questions about our self-reported assessment tools and provides possible new insights for the constructs examined. [ABSTRACT FROM AUTHOR]

Above all, bird ringing must be safe for birds, for ethical reasons but also to ensure that data collection is not biased by marking effects. Bird ringing schemes are responsible for determining the size of the rings used to mark birds individually. This paper critically reviews the recommended ring sizes in the Aranzadi Ringing Scheme and proposes an objective criterion for ringers. A morphological analysis of tarsus width (MTW) and the width of the tibia–tarsus articulation (MAW), over a sample of more than 4000 individuals of 74 species of both passerines and non-passerines captured in Spain, revealed that the mean difference between the internal diameter of the recommended ring (IDR) and MTW was 32% in relation to MTW (sd 15.8%, 95% confidence interval 28–35%). Experience demonstrates that this clearance is adequate, but recommendations for rings with clearances either too narrow (<6%) or too wide (>50–60%) should be reviewed and changed, if possible, to bring them closer to a 32% standard. [ABSTRACT FROM AUTHOR]

Data collection in resource-constrained environments, particularly in the Global South, is challenging for a variety of philosophical, theoretical, methodological, and ethical reasons. Challenges may involve using research approaches designed in the Global North that are not appropriate when using data from the social and cultural contexts in the Global South. Adopting a reflective approach, this paper examines research projects in Bangladesh, Malawi, Sierra Leone, and Rwanda and highlights the challenges encountered on these projects. Along with the problems, attempted ameliorations are discussed, and insights are offered on how the authors overcame these challenges. The paper posits that these challenges can be mitigated by adopting contextualist methodology resulting in theories that are based on local social and cultural processes. The paper proposes that a critical realist-philosophical approach and methodology are appropriate because of contextual specificity and the innate ability to alleviate problems associated with the Global North methodology and generalisable theory. [ABSTRACT FROM AUTHOR]

We propose a new account of collective moral obligation. We argue that several agents have a moral obligation together only if they each have (i) a contextspecific capacity to view their situation from the group's perspective, and (ii) at least a general capacity to deliberate about what they ought to do together. Such an obligation is irreducibly collective, in that it does not imply that the individuals have any obligations to contribute to what is required of the group. We highlight various distinctive features of our account. One such feature is that moral obligations are always relative to an agential perspective. [ABSTRACT FROM AUTHOR]