Given the great importance of morality and values in modern sports, especially among young athletes, in this pilot study, we sought to broaden the exploration of the factors that may play role in these contexts, which have not been widely researched to date. Accordingly, the study tested the relationships between sport type (team or individual) and parenting styles (authoritative vs. non-authoritative), and moral decision-making in sport and sport values among 110 adolescent athletes whose age ranges from 11 to 22 (M= (...) 16.04,SD= 2.86). The findings indicated that participants with authoritative parents, as compared to those with non-authoritative parents, are significantly less accepting of cheating in sport, while they also tend more to keep winning in proportion and hold significantly stronger moral values toward sports. Moreover, participants whose main sport is a team sport type tend to accept more cheating and gamesmanship than participants whose main sport is an individualistic sport type. While no differences were recorded between these groups in moral values, team athletes tend to value status in sport more than individual athletes, while the latter tend to value competence regarding their sport. The implications of the findings are discussed in light of no interaction between the effects of parenting styles and sport type on moral and sport values. (shrink)

We explored the relationship between mother, father, and peer attachment security, empathy, and moral authority in order to clarify certain problems of previous empirical research on such relationships. A sample of 202 Persian-speaking undergraduate students completed questionnaires pertaining to these constructs. The results revealed that mother and father attachment were significantly correlated with family, society welfare, and equality sources of moral authority, whereas peer attachment security was related only to society welfare and equality sources of moral authority. Out of the (...) empathy subscales, only empathic concern was associated with moral authority sources. Empathic concern was also related to mother, father, and peer attachment, whereas perspective taking was correlated with mother and peer attachment. The combination of empathic concern and mother, father, and peer attachment predicted significant amount of variance of ?principle source of moral authority? (including society welfare and equality sources). Findings support existence of a strong relationship between attachment security and the content of moral thought of adolescents, and findings redress an empirical imbalance in research literature on the relation of attachment and morality. (shrink)

In the last few years, nativist, modular views of moral cognition have been influential. This paper shares the view that normative cognition develops robustly, and is probably an adaptation. But it develops an alternative view of the developmental basis of moral cognition, based on the idea that adults scaffold moral development by organising the learning environment of the next generation. In addition, I argue that the modular nativist picture has no plausible account of the role of explicit moral judgement, and (...) that no persuasive version of the ‘poverty of the stimulus' applies to moral cognition. (shrink)

Eric Schwitzgebel, Fiery Cushman, and Joshua Rust have conducted a series of studies of the thought and behavior of professional ethicists. They have found no evidence that ethical reflection yields distinctive improvements in behavior. This work has been done on English-speaking ethicists. Philipp Schönegger and Johannes Wagner replicated one study with German-speaking professors. Their results are almost the same, except for finding that German-speaking ethicists were more likely to be vegetarian than non-ethicists. The present paper devises and evaluates eleven psychological (...) hypotheses (along with one from Schönegger and Wagner) aimed at explaining why ethical reflection might have motivational influence for this topic but not for others. Three hypotheses are judged to be plausible at this initial stage: generic emotional support, perception of cost as a source of emotional obstacles, and social categorization. (shrink)

Previous studies suggested that parenting is critically important in the development of both moral identity and compassion, but more research is needed concerning the stability of these effects and whether they carry over into adulthood. The present study addressed this issue by examining the link between a specific dimension of perceived parental style and compassion and the mediating role of moral identity in this relationship. The research sample comprised 208 adults aged 18 to 60 (M = 25.44, SD = 7.09, (...) 82.2% females). The participants completed self-report scales measuring perceived parental emotional warmth, compassion, and moral identity (i.e. moral self and moral integrity). Correlation analysis suggested that compassion was positively associated with all the measured variables. Mediation analysis results suggested that both facets of moral identity mediated the link between perceived parental emotional warmth and compassion. We discuss these results considering their importance for cultivating moral identity and compassion and the important role of parents in this regard. (shrink)

Children’s sociocultural experiences in their day-to-day lives markedly play a key role in learning about the world. This study investigated parent–child teaching during early childhood as it naturally occurs in the home setting. Thirty-nine families’ naturalistic interactions in the home setting were observed; 1033 teaching sequences were identified based on detailed transcriptions of verbal and non-verbal behavior. Within these sequences, three domains of learning (knowledge, skills, and dispositions) and subtopics were identified and analyzed in relation to gender, child birth order, (...) context, teaching strategies, and learner response. Findings show knowledge, skills, and dispositions were taught equally, marked by the most prominent subtopics taught within each domain, including cognitive (skill), game rule (knowledge), and social rule (disposition). Further, mothers and fathers were found to teach their children equally, however, fathers taught knowledge more than mothers, whereas mothers taught dispositions more than fathers. Differences between domains of learning and subtopics also existed between mother’s and father’s teaching based on child birth order and gender. This study also assessed the contrast between teaching knowledge, skills, and dispositions by context, parent teaching strategies, and child learner response. Results support the notion that family interactions in the home setting set a stage for children’s rich informal learning experiences. Vygotskian sociocultural conceptions underpin this research and findings are discussed using this central theoretical lens. (shrink)

In this study, the age-old distinction between decision method and criterion of rightness, commonly employed in normative ethics, was used to attain a detailed understanding of inter- and intrapersonal variety in students' moral reasoning. A total of 24 Swedish students, 12–15 years of age, were interviewed. Inter- and intrapersonal varieties in and between the two dimensions of moral reasoning were found, constituting six novel forms of varieties. We describe several explanations proposed within the field of social-cognitive domain theory, and argue (...) that these do not suffice to explain all the found forms of varieties in students' moral reasoning. Some limitations of the present study are discussed, and some suggestions for future research are given. (shrink)

Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world.Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education.The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive (...) ethics approach, the value transmission approach, and the inquiry ethics approach – and studies in what way (if at all) they are prescribed by the national curriculum for the Swedish compulsory school, how they relate to students’ moral reasoning about technology choices and online behaviour, and what pedagogical merits and disadvantages they have. Hopefully, this both contributes to reducing the ambiguities of the field, and to answering the question of how ethics should be dealt with in education. The descriptive ethics approach asserts that school should teach students empirical facts about ethics, such as what views and opinions people have. The value transmission approach holds that school should mediate some set of predefined values to the students and make sure the students come to accept these values.The inquiry ethics approach is the view that school should teach students to reason and think critically about ethics and to engage in ethical inquiry. The role of ethics in the curriculum has not been studied in light of the above distinction, in prior research,and such an investigation is undertaken here.The results suggest that ethics has a prominent, but complicated, role in the Swedish national curriculum. Although no explicit distinction is drawn or acknowledged in the curriculum, all three approaches are prescribed throughout the curriculum, albeit to different degrees. In the general section of the curriculum, the value transmission and inquiry ethics approaches are more extensively prescribed than the descriptive ethics approach. It was found that most of the syllabi contained explicit references to ethics, while some only contained implicit references to ethics, and two syllabi lacked references to ethics altogether. In the syllabi, the inquiry ethics approach is the most dominant, both in the sense of being present in the most syllabi, and in the sense of being more strongly prescribed in many of the syllabi where several approaches occur.The value transmission approach has the weakest role in the syllabi. In total, the inquiry ethics approach is the approach most strongly prescribed by the curriculum. But prior research has shown that inquiry ethics is very rarely implemented in the classroom. In this thesis, it is found that the inquiry ethics and the value transmission approaches are incompatible, given certain reasonable interpretations, which makes the finding that inquiry ethics is rarely implemented less surprising, since value transmission is practiced in schools. Some possible causes, and some consequences, of this is discussed. The students, in their moral reasoning about technology choices, reasoned in accordance with several classical normative theories – including consequentialism, deontological ethics and virtue ethics – and in doing so, they expressed reasoning that in the discussion is found to be in conflict with the values of the value foundation in the curriculum. These findings complement earlier findings, for example that students in their actions contradict the value foundation, by adding that such conflicts also exist in their reasoning. The existence of these conflicts is found to be problematic for a value transmission approach. Many of the students defended very restrictive views on disclosing personal information online, and prior research as well as the present data has shown that adults typically hold views that are very similar to these, concerning how they think that young people ought to act online. On the other hand, youths’ actual online behaviour, as reported in earlier studies, differs considerably from this. In line with this, the students also seemed to endorse a form of private morals view, according to which moral choices are simply up to one’s own taste, which would yield an escape exit from the restrictive views mentioned above, and permit any behaviour. In the discussion, it is argued that this is the result of an attempt at value transmission from the grown-up community, probably including teachers, which might seem to work, since the students claim to hold certain views, but which likely instead constitutes a false security, since these values are not actually accepted, but only paid lip service to, and the adults are therefore wrong in their belief that the students are protected by a certain set of values (that they think the students are upholding), since the students in fact do not uphold, and therefore do not act based upon, these values. This situation risks making the students more vulnerable than had no value transmission attempt been taken in the first place. Hence, the attempted value transmission runs the risk of counteracting its purpose of helping the students acquire a safe online behaviour. Throughout the moral reasoning mentioned above, extensive variations in the students’ reasoning were found, both interpersonally and intrapersonally, both in the decision method and in the rightness criterion dimensions, as well as in between the dimensions.The existence of such variations is a novel finding, and while possible applications in future research are discussed, it is also noted that this existence constitutes a reason to question the successfulness of both the value transmission and the inquiry ethics endeavours of the educational system. The results and discussions described above highlight the importance of investigating the merits of the different approaches. Several arguments that arise from the material of this thesis are presented, evaluated and discussed. The ability of each approach to fulfil some alleged key aims of ethics education is scrutinised; their abilities to educate for good citizenship, to educate for quality of life of the individual, and to facilitate better educational results in other subjects are all investigated, as well as the ability of each approach to help counteract the influence from online extremist propaganda aimed at young people and to promote safe online behaviour in general. It is concluded that the inquiry ethics approach has the strongest support from the material of this thesis. Some consequences for school practice are discussed, and it is concluded that changing the role of ethics in the curriculum would be beneficial, downplaying the role of value transmission and further increasing, and making more explicit and clear, the role of inquiry ethics. It is also shown that there are strong reasons for the inclusion of a new subject in the Swedish compulsory education with special focus on ethics. (shrink)