Showing papers on "Social cognitive theory of morality published in 2019"

Will Creative Employees Always Make Trouble? Investigating the Roles of Moral Identity and Moral Disengagement

Abstract: Recent research has uncovered the dark side of creativity by finding that creative individuals are more likely to engage in unethical behavior. However, we argue that not all creative individuals make trouble. Using moral self-regulation theory as our overarching theoretical framework, we examine individuals’ moral identity as a boundary condition and moral disengagement as a mediating mechanism to explain when and how individual creativity is associated with workplace deviant behavior. We conducted two field studies using multi-source data to test our hypotheses. In Study 1, the results indicated that creativity positively predicted moral disengagement for those low in moral identity. In Study 2 with multi-wave data, we replicated the finding that moral identity moderated the effect of creativity on moral disengagement in Study 1 and further revealed that moral disengagement mediated the interactive effects of creativity and moral identity on workplace deviant behavior. The theoretical and practical implications of these findings and directions for future research are discussed.

The rise of the robots and the crisis of moral patiency

Abstract: This paper adds another argument to the rising tide of panic about robots and AI. The argument is intended to have broad civilization-level significance, but to involve less fanciful speculation about the likely future intelligence of machines than is common among many AI-doomsayers. The argument claims that the rise of the robots will create a crisis of moral patiency. That is to say, it will reduce the ability and willingness of humans to act in the world as responsible moral agents, and thereby reduce them to moral patients. Since that ability and willingness is central to the value system in modern liberal democratic states, the crisis of moral patiency has a broad civilization-level significance: it threatens something that is foundational to and presupposed in much contemporary moral and political discourse. I defend this argument in three parts. I start with a brief analysis of an analogous argument made (or implied) in pop culture. Though those arguments turn out to be hyperbolic and satirical, they do prove instructive as they illustrates a way in which the rise of robots could impact upon civilization, even when the robots themselves are neither malicious nor powerful enough to bring about our doom. I then introduce the argument from the crisis of moral patiency, defend its main premises and address objections.

Prosocial Television, Preschool Children’s Moral Judgments, and Moral Reasoning: The Role of Social Moral Intuitions and Perspective-Taking:

Abstract: Children’s prosocial television shows include moral lessons in their narratives, but research suggests that children struggle to comprehend and transfer these lessons to other situations. The social intuitionist model of moral judgment, however, argues that dimensions of morality can be made more salient through environmental exposure. Using data collected from 101 parent-child dyads (children ages 4.5-6.5), we explore if children’s existing moral intuitions about fairness and care may be made salient following exposure to moral lessons in a children’s television show, and if parent presence and mediation aid this process. Results demonstrate that, compared with children in the control group, children who viewed the moral message either alone or with a parent experienced improvements in perspective-taking, which in turn influenced their moral judgments and moral reasoning. Thus, children’s morality can be positively influenced by prosocial television exposure via promoting perspective-taking, fairness, an...

Designing Games for Moral Learning and Knowledge Building

Abstract: How can we better learn about and teach moral thinking and skills? How can we solve moral problems? One possible way is to create and use moral learning games, or games that enable players to work

Adam Smith’s Philosophy of Science: Economics as Moral Imagination

Abstract: The paper takes a fresh look at two essays that Adam Smith wrote at the very beginning of his career. In these essays, Smith explains his philosophy of science, which is social constructivist. A social constructivist reading of Smith strengthens the scholarly consensus that The Wealth of Nations (WN) needs to be interpreted in light of the general moral theory he explicates in The Theory of Moral Sentiments (TMS), as the two essays and TMS stress the importance of the same concepts: e.g., moral imagination, the socially embedded individual, and humility. The connecting tissue between all three works is made up of sentiments and values. Smith regards the socially embedded human as the agent in all three realms (knowledge creation, morality, economics), and humans are always driven by values. Smith not only conceives of economics as an applied moral philosophy, but also bases both research areas on a view of knowledge creation that stresses specific epistemic values. If mainstream economic theory (and business theory that is based on it) wants to have any claim to Adam Smith, it would have to change not only what it argues but also how it argues. Economists would have to replace the language of mathematics with the language and logic of moral philosophy and give values centre stage.

Positive Youth Development

Abstract: IntroductionA review of the literature on mainstream child psychology and related disciplines showed that there has been much emphasis on child and adolescent developmental problems for a long time. While it is perfectly legitimate to look at child and adolescent problems, there are two problems with this approach. First, over-emphasis on problems would reinforce a pathological orientation. As such, children and adolescents may be seen as "problems" or "issues" to be fixed. Second, this approach may overlook talents, potential and abilities in young people.Because of the limitations of the "deficiency" or "pathological" approach in understanding children and adolescents, there has been a greater interest in positive youth development programs in recent years with a shift from looking at the negative to turning the related programs and approach into something positive and highlighting the positive side of youth development. This has resulted in a focus on talents, strengths, interests and potential in order to facilitate a stronger and better youth development. Instead of viewing children and adolescents as "problems" or "issues" to be resolved, they should be regarded as "resources" and "assets" to be developed. In particular, it is argued that it is important to nurture the developmental assets such as psychosocial skills in children and adolescents. The notion of positive youth development bears a striking resemblance to the beliefs of Chinese medicine which maintain that when a person has inner strengths, the chance of becoming ill would be reduced.Different models on the developmental assets of children and adolescents have been proposed. For example, Benson (1) proposed that there are 40 developmental assets that are conducive to the holistic development of adolescents. Besides, psychosocial competencies (such as behavioral, cognitive, social, and emotional competencies) have been regarded as the building blocks of healthy development in children and adolescents (2).From the successful programs on positive youth development, Catalano et al. (3) found that 15 positive youth development constructs were intrinsic to the successful intervention programs. These constructs include bonding (such as the presence of healthy adults and positive peers), social competence (such as interpersonal skills and ethnic identity), emotional competence (such as the recognition and management of one's emotions), cognitive competence (such as the ability to think critically and creatively), behavioral competence (such as saying "no" to peer pressure), moral competence (such as differentiating right from wrong), self-efficacy (such as the belief in one's own ability), development of prosocial norms (such as the promotion of prosocial behavior), resilience (such as fostering recovery in the face of adversity), self-determination (such as setting goals and making wise choices), spirituality (such as developing one's own meaning of life and choice of values), beliefs in the future (such as optimism and positive orientation to the future), clear and positive identity (such as self-esteem and positive self-image), opportunity for prosocial involvement (such as the promotion of voluntary work), and recognition for positive behavior (such as rewarding positive behavior of young people).Obviously, there is a need to develop evidencebased positive youth development programs which can help to promote holistic youth development. Typically, there are several steps involved. First, a well-articulated theory must be chosen as the theoretical model of the developmental asset under focus (e.g., self-concept theory, self-efficacy theory and moral competence perspective). Second, curriculum materials based on the chosen area are developed. In particular, experiential learning approach and activities are commonly used. Besides, strategies pertinent to teaching and learning are devised. Third, we need training for potential program implementers. …

From Homo-economicus to Homo-virtus: A System-Theoretic Model for Raising Moral Self-Awareness

Abstract: There is growing concern that a global economic system fueled predominately by financial incentives may not maximize human flourishing and social welfare externalities. If so, this presents a challenge of how to get economic actors to adopt a more virtuous motivational mindset. Relying on historical, psychological, and philosophical research, we show how such a mindset can be instilled. First, we demonstrate that historically, financial self-interest has never in fact been the only guiding motive behind free markets, but that markets themselves are representations of our individual and collective moral identities. Building on this understanding, we review the research on how economic incentives crowd out virtue-oriented concerns. We then introduce the concept of moral self-awareness (MSA), an evolving mindset informed by reflection on moral identity, namely what one’s actions say about oneself given the impacts (positive or negative) on others or society that one’s action may effect. MSA comprises three fundamental aspects of virtue-oriented reasoning: pride, shame, and guilt. Finally, we offer a four-stage model anchored in systems theory, yielding ever more refined motivating strategies for maximizing human flourishing and social welfare externalities.

Moral foundations, worldviews, moral absolutism and belief in conspiracy theories.

Abstract: In the present research, we examined whether individual differences in basic moral concerns might be related to a greater endorsement of conspiracy theories. Building on the notion that conspiracy theories often deal with super-individual relevant events in which a group perspective is central, we proposed that individual differences in moral concerns pertaining to group- and community-concerns (i.e., binding moral foundations) rather than to individual well-being (i.e., individualising moral foundations) would be positively associated with conspiracy beliefs. We further hypothesised that such relations would be totally mediated by beliefs in a dangerous world and by embracing moral absolutism. We found support for these predictions in two community samples (Ns: 319; 514). Theoretical implications were discussed.

Educating for self-interest or -transcendence? An empirical approach to investigating the role of moral competencies in opportunity recognition for sustainable development

Abstract: Entrepreneurship education with a focus on sustainable development primarily teaches students to develop a profit-driven mentality. As sustainable development is a value-oriented and normative concept, the role of individual ethical norms and values in entrepreneurial processes has been receiving increased attention. Therefore, this study addresses the role of moral competence in the process of idea generation for sustainable development. A mixed method design was developed in which would-be entrepreneurs were subjected to a questionnaire (n = 398) and to real-life decision-making processes in a case assignment (n = 96). The results provide stepping stones for implementing (moral) competencies in entrepreneurship education as a possible avenue to move away from a sole focus on a profit-driven mentality.

Understanding the Millennials’ Integrated Ethical Decision-Making Process: Assessing the Relationship Between Personal Values and Cognitive Moral Reasoning:

Abstract: Focusing on millennials, individuals born between 1980 and 2000 and representing the largest generational population in our history, this research seeks to understand their ethical decision-making ...

Exploring moral problems and moral competences in midwifery: A qualitative study.

Abstract: Background:Most undergraduate midwifery curricula comprise ethics courses to strengthen the moral competences of future midwives. By contrast, surprisingly little is known about the specific moral ...

Moderation as a Moral Competence: Integrating Perspectives for a Better Understanding of Temperance in the Workplace

Abstract: The purpose of this paper is to analyze the virtue of temperance as a moral competence in professional performance. The analysis relies on three different streams of literature: virtue ethics, positive psychology and competency-based management. The paper analyzes how temperance is defined in each of these perspectives. The paper proposes an integrative definition of temperance as “moral competence” and summarizes behaviors in business environments in which temperance plays a role.

Procedural Moral Enhancement

Abstract: While philosophers are often concerned with the conditions for moral knowledge or justification, in practice something arguably less demanding is just as, if not more, important - reliably making correct moral judgments. Judges and juries should hand down fair sentences, government officials should decide on just laws, members of ethics committees should make sound recommendations, and so on. We want such agents, more often than not and as often as possible, to make the right decisions. The purpose of this paper is to propose a method of enhancing the moral reliability of such agents. In particular, we advocate for a procedural approach; certain internal processes generally contribute to people's moral reliability. Building on the early work of Rawls, we identify several particular factors related to moral reasoning that are specific enough to be the target of practical intervention: logical competence, conceptual understanding, empirical competence, openness, empathy and bias. Improving on these processes can in turn make people more morally reliable in a variety of contexts and has implications for recent debates over moral enhancement.

Reciprocal Relationships Between Moral Competence and Externalizing Behavior in Junior Secondary Students: A Longitudinal Study in Hong Kong.

Abstract: Defining moral competence using a virtue approach, this longitudinal study examined the prospective relationships between moral competence and externalizing behavior indexed by delinquency and intention to engage in problem behavior in a large and representative sample of Hong Kong Chinese adolescents. Starting from the 2009–2010 academic year, Grade 7 students in 28 randomly selected secondary schools in Hong Kong were invited to join a longitudinal study, which surveyed participating students annually during the high school years. The current study used data collected in the first three years (Wave 1 to Wave 3) across junior secondary school stage (Grade 7 to Grade 9) with a sample of 3,328 students (Age = 12.59 ± .74 years and 52.1% boys at Wave 1). Cross-lagged panel path analyses were conducted to compare four models involving different hypothesized patterns of relationships between moral competence and externalizing behavior. Results revealed that the reciprocal effects model best fit the data, supporting reciprocal causal relationships between moral competence and externalizing behavior measures. Specifically, a higher level of moral competence significantly predicted a lower level of delinquency and problem behavioral intention over time. At the same time, a higher level of externalizing behavior also significantly predicted a lower level of moral competence one year later. As the magnitudes of the significant findings were not high, replications in different Chinese communities are needed. Nevertheless, the present findings provide important theoretical insights on how moral competence and externalizing behavior in adolescents are associated with each other. Practically speaking, the findings suggest that it is promising to reduce adolescent externalizing behavior by promoting their virtues through moral education programs, and guiding adolescents to behave in a good manner would help promote the development of their virtues.

Moral competence among nurses in Malawi: A concept analysis approach:

Abstract: Background:Nurses are expected to provide comprehensive, holistic and ethically accepted care according to their code of ethics and practice. However, in Malawi, this is not always the case. This a...

Moral Deficits, Moral Motivation and the Feasibility of Moral Bioenhancement

Abstract: The debate over moral bioenhancement has incrementally intensified since 2008, when Persson and Savulescu, and Douglas wrote two separate articles on the reasons why enhancing human moral capabilities and sensitivity through technological means was ethically desirable. In this article, we offer a critique of how Persson and Savulescu theorize about the possibility of moral bioenhancement, including the problem of weakness of will, which they see as a motivational challenge. First, we offer a working definition of moral bioenhancement and underscore some of the challenges in determining whether moral bioenhancement, as conceptualized by Persson and Savulescu, falls into the category of enhancement or constitutes a type of therapeutic intervention. Second, we provide a critical analysis of the way Persson and Savulescu pathologize human behavior in relation to what they see as the main threat to the survival of the human species: weak moral motivation. Next, we critique the claim that the use of genetic manipulation and drug treatment will increase moral motivation. We argue that Persson and Savulescu mischaracterize the nature of human moral psychology because moral motivation includes affective and cognitive dimensions. The type of interventions they envision focus almost exclusively on the former. In the final two sections, we outline three main criticisms of moral bioenhancement and offer a more robust account of moral psychology and moral development than what Persson and Savulescu recommend, through the lens of Aristotle’s work on virtue ethics. Ultimately, we argue that what Persson and Savulescu, and Douglas consider as moral bioenhancement is a misnomer because they do not fully account for the complexity of moral agency.

Rational Versus Intuitive Processing: The Impact of Cognitive Load and Moral Salience on In-Game Aggression and Feelings of Guilt

Abstract: . This study explored two main theoretical propositions. First, we tested Hartmann’s (2011, 2012) notion that video games are processed via two separate cognitive systems: System 1, the automatic system, and System 2, the rational system. Specifically, we used a cognitive load manipulation to test if intuitive moral responses such as guilt and anthropomorphism are processed in System 1. Second, we utilized moral foundations theory to test the effect of care salience on guilt and in-game aggression. Using an experimental design (n = 94), the results indicate that under conditions of cognitive load, players had somewhat lower in-game aggression. Effects on guilt and anthropomorphism were in the same direction, albeit with small effects. In terms of moral foundations, we found that care salience was not negatively related to in-game aggression but was directly related to guilt, indicating that greater emphasis on the moral foundation of care resulted in greater guilt. Also, anthropomorphism was posit...

Learning How to Behave: Moral Competence for Social Robots

Abstract: We describe a theoretical framework and recent research on one key aspect of robot ethics: the development and implementation of a robot’s moral competence. As autonomous machines take on increasingly social roles in human communities, these machines need to have some level of moral competence to ensure safety, acceptance, and justified trust. We review the extensive and complex elements of human moral competence and ask how analogous competences could be implemented in a robot. We propose that moral competence consists of five elements, two constituents (moral norms and moral vocabulary) and three activities (moral judgment, moral action, and moral communication). A robot’s computational representations of social and moral norms is a prerequisite for all three B. F. Malle (*) Department of Cognitive, Linguistic, and Psychological Sciences, Brown University, Providence, RI, USA E-Mail: bfmalle@brown.edu M. Scheutz Department of Computer Science, Tufts University, Medford, MA, USA E-Mail: matthias.scheutz@tufts.edu © Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2019 O. Bendel (Hrsg.), Handbuch Maschinenethik, Springer Reference Geisteswissenschaften, https://doi.org/10.1007/978-3-658-17484-2_17-1 1 moral activities. However, merely programming in advance the vast network of human norms is impossible, so new computational learning algorithms are needed that allow robots to acquire and update the context-specific and graded norms relevant to their domain of deployment. Moral vocabulary is needed primarily for moral communication, which expresses moral judgments of others’ violations and explains one’s own moral violations – to justify them, apologize, or declare intentions to do better. Current robots have at best rudimentary moral competence, but with improved learning and reasoning they may begin to show the kinds of capacities that humans will expect of future social robots.

How years of sport training influence the level of moral competences of physical education and sport students

Abstract: Background. The study purpose was to investigate the level of moral competences and prosocial behaviours in a physical activity (PA) context and differences between first year freshman students enrolled in both the physical education and sport coaching majors. Methods. We draw on data from students of the Faculties of Physical Education (109) and Sport (94) at Poznan University of Physical Education. For measurement, Lind’s Moral Competence Test was used. Comparative analysis of differences between the groups was undertaken with the use of Mann-Whitney U test and Kruskal-Wallis nonparametric analysis of variance was used for further analysis. Results. The results show that there were no significant differences between the examined students in majority of the characteristics. Students comply with the recommended levels of physical activity, but 70% present low level of moral competences. Parents were the most influential factors in moral development across levels of competences and genders. More years of sports training showed a positive relationship with moral development (only in the group of male students with high level of moral competency). Conclusions. Based on the findings, it is recommended to consider the changes in physical education and sport students education training programmes which should include more critical reflection and life-long learning competences.

Accountability and Moral Competence Promote Ethical Leadership

Abstract: Accountability and moral competence are two factors that may have a positive effect on ethical leadership in organizations. This study utilized a survey methodology to investigate the relationship among accountability, moral competence, and ethical leadership in a sample of 103 leaders from a variety of industries and different countries. Accountability was found to be a significant positive predictor of ethical leadership. Moral competence was also found to moderate this relationship such that increases in moral competence enhanced the positive effects of accountability on ethical leadership. The results of the study suggest that organizations can increase ethical leadership throughout the company via accountability (especially selfaccountability) and moral competence by training their leaders to use self-monitoring behaviors and increasing moral education. Introduction In today’s rapidly changing business environment, leaders must make ethical decisions on a regular basis (Hsieh, 2017; Khokhar & Zia-ur-Rehman, 2017) and function as ethical leaders to promote, sustain, and maintain ethical behavior in followers (Jeewon, Jung Hyun, Yoonjung, Pillai, & Se Hyung, 2018; Kalshoven, Den Hartog, & De Hoogh, 2011; Northouse, 2013). Continual scandals in business and public sectors over the last decades have increased interest in ethical leadership (Khokhar & Zia-ur-Rehman, 2017; Marquardt, Brown, & Casper, 2018). The increase in the importance of ethics in business and management has led many scholars to focus on ethical leadership behavior (Ardelean, 2015; Eubanks, Brown, & Ybema, 2012; Javed, Rawwas, Khandai, Shahid, & Tayyeb, 2018; Mayer, Kuenzi, Greenbaum, Bardes, & Salvador, 2009; Northouse, 2013; Resick et al., 2011; Trevino, den Nieuwenboer, & KishGephart, 2014). Moreover, it has provided opportunities for researchers to investigate methods that produce increased knowledge of ethical behavior in organizations that can result in facilitating and sustaining the development of ethical leadership behavior. Volatility in today’s global economy confronts organizational leaders with numerous complex ethical dilemmas, and makes ethical decision-making an important component of leadership behavior. To sustain ethical leadership behavior in business and management, organizations need to decrease the likelihood that the leader will engage in inappropriate conduct (Beu & Buckley, 2001; Newman, Round, Bhattacharya, & Roy, 2017) by adopting mechanisms for enhancing ethical leadership behavior. KASSEM A. GHANEM, WINDSOR, ONTARIO, CANADA PATRICIA A. CASTELLI, SOUTHFIELD, MICHIGAN, U.S.A.

Why Internal Moral Enhancement Might Be politically Better than External Moral Enhancement

Abstract: Technology could be used to improve morality but it could do so in different ways. Some technologies could augment and enhance moral behaviour externally by using external cues and signals to push and pull us towards morally appropriate behaviours. Other technologies could enhance moral behaviour internally by directly altering the way in which the brain captures and processes morally salient information or initiates moral action. The question is whether there is any reason to prefer one method over the other? In this article, I argue that there is. Specifically, I argue that internal moral enhancement is likely to be preferable to external moral enhancement, when it comes to the legitimacy of political decision-making processes. In fact, I go further than this and argue that the increasingly dominant forms of external moral enhancement (algorithm-assisted enhancement) may already be posing a significant threat to political legitimacy, one that we should try to address. Consequently, research and development of internal moral enhancements should be prioritised as a political project.

A contribuição do ensino de ética no desenvolvimento da competência moral de discentes em administração pública

Abstract: Moral dilemmas permeate the public sphere, inasmuch as a solution rarely is explicit in books or in codes of ethics. Therefore, it is fundamental that public managers embrace yourselves with the capacity to deal with these complex situations. Moral competence is an ability that can support the administrator in dealing with moral dilemmas, given that such capacity is susceptible of being influenced by educational processes. The primary goal of this research is to analyze how the ethics education can nurture the development of moral competence. To that intent, this paper analyses the influence of the discipline of ethics in public administration on moral competence (score C) of students, measured by the Moral Competence Test (MCT). From the quantitative perspective of this research, the mentioned discipline did not influence the development of the moral competence of the students. Notwithstanding, qualitative data indicates that students had a positive impact over their theoretical repertoire, as a result of the teaching of moral theories, used as a basis for formulating arguments. In order to effectively raise students' moral competence, it’s highly recommended to conduct the discipline of ethics from an active teaching methodology, suggesting the inclusion of debates about moral dilemmas in the classroom.

Learning How to Behave

Abstract: We describe a theoretical framework and recent research on one key aspect of robot ethics: the development and implementation of a robot’s moral competence. As autonomous machines take on increasingly social roles in human communities, these machines need to have some level of moral competence to ensure safety, acceptance, and justified trust. We review the extensive and complex elements of human moral competence and ask how analogous competences could be implemented in a robot. We propose that moral competence consists of five elements, two constituents (moral norms and moral vocabulary) and three activities (moral judgment, moral action, and moral communication). A robot’s computational representations of social and moral norms is a prerequisite for all three moral activities. However, merely programming in advance the vast network of human norms is impossible, so new computational learning algorithms are needed that allow robots to acquire and update the context-specific and graded norms relevant to their domain of deployment. Moral vocabulary is needed primarily for moral communication, which expresses moral judgments of others’ violations and explains one’s own moral violations – to justify them, apologize, or declare intentions to do better. Current robots have at best rudimentary moral competence, but with improved learning and reasoning they may begin to show the kinds of capacities that humans will expect of future social robots.

How (not) to Argue For Moral Enhancement: Reflections on a Decade of Debate

Abstract: The controversy over moral bioenhancement has fallen into a stalemate between advocates and critics We wish to overcome this stalemate by addressing some of the key challenges any moral enhancement project has to meet In particular, we shall argue that current proposals are unpersuasive as they, first, fail to diagnose the often complex causes of contemporary moral maladies and, second, are premised on methodological individualism Focusing on brains and minds neglects social and environmental factors Solving the mega-problems of today very likely requires more than transforming individual brains, it requires structural and higher-level changes By itself, moral bioenhancement is thus insufficient for solving these problems Moreover, we outline some of the yet unresolved problems of (democratic) legitimacy a mandatory state-run bioenhancement project faces and show why they cannot be defused through analogies with moral education Finally, normatively less worrisome means of enhancing morality, such as psychotherapies affording self-exploration, are already available Moral bioenhancement may thus not even be necessary for solving today’s mega problems The overemphasis on speculative future technological fixes may cloud the view on possibilities to tackle pressing problems instantly

The Moral Agency Argument Against Moral Bioenhancement

Abstract: It is often contended that certain enhancement technologies are acceptable, because they simply update traditional ways of pursuing the improvement of human capacities. This is not true with reference to moral bioenhancement, because of the radical difference between traditional and biotechnological ways of producing moral progress. These latter risk having serious negative effects on our moral agency, by causing a substantial loss of freedom and capacity of authentic moral behaviour, by affecting our moral identity and by imposing a standard conception of moral personality.

Mis-educative martial law : the fate of free discourse and the moral judgment competence of Polish university students from 1977 to 1983

Abstract: The reprinted paper refers to Georg Lind and his colleagues’ MCT-based FORM study conducted at several European universities in 1977-1983, including Polish ones. After a short phase of democratization, in 1981 Polish society suddenly faced martial law. That experience had an impact on Polish students moral-, discursiveand democratic competences, as measured by MCT. When Ewa Nowak started her Alexander von Humboldt Foundation supported research stay under the supervision of Professor Georg Lind (University of Konstanz, 2008-2010), they were inspired to revisit and discuss the puzzling Polish research findings of 1981/3. According to their main hypothesis, martial law restricted free speech at universities, and free speech is a key facilitator of the development of moral and democratic competence. In 2018, after a decade of collaborative research on moral and democratic competence, Lind, Nowak and colleagues started a new international MCT study in several Central- and East European countries to examine the impact of the contemporary constitutional crisis in Poland (and the institutional crisis within the European Union) on students’ moral and democratic competencies. In 2018/9 the 40th anniversary of the Moral Competence Test (MCT) and Konstanz Method of Dilemma Discussion (KMDD) will be celebrated. We would like to provide you with the most recent research findings soon.

Moral Competence and Moral Orientation in Robots

Abstract: Two major strategies (the top-down and bottom-up strategies) are currently discussed in robot ethics for moral integration. I will argue that both strategies are not sufficient. Instead, I agree with Bertram F. Malle and Matthias Scheutz that robots need to be equipped with moral competence if we don’t want them to be a potential risk in society, causing harm, social problems or conflicts. However, I claim that we should not define moral competence merely as a result of different “elements” or “components” we can randomly change. My suggestion is to follow Georg Lind’s dual aspect dual layer theory of moral self that provides a broader perspective and another vocabulary for the discussion in robot ethics. According to Lind, moral competence is only one aspect of moral behavior that we cannot separate from its second aspect: moral orientation. As a result, the thesis of this paper is that integrating morality into robots has to include moral orientation and moral competence.

Moral Bioenhancement, Social Biases, and the Regulation of Empathy

Abstract: Some proponents of moral bioenhancement propose that people should utilize biomedical practices to enhance the faculties and traits that are associated with moral agency, such as empathy and a sense of justice. The hope is that doing so will improve our ability to meet the moral challenges that have emerged in our contemporary, globalized world. In this paper, we caution against this view by arguing that biomedically inducing more empathy may, in fact, diminish moral agency. We argue that this type of increase in empathy would not be effective for addressing empathy’s vulnerability to the biases that can undermine moral judgment. Furthermore, doing so may undermine the important capacity to regulate empathy. We determine that if the moral enhancement project is to be a serious one, it must address these challenges.

Evolutionary Moral Realism

Abstract: Evolutionary moral realism is the view that there are moral values with roots in evolution that are both specifically moral and exist independently of human belief systems. In beginning to sketch the outlines of such a view, we examine moral goods like fairness and empathetic caring as valuable and real aspects of the environments of species that are intelligent and social, or at least developing along an evolutionary trajectory that could lead to a level of intelligence that would enable individual members of the species to recognize and respond to such things as the moral goods they in fact are. We suggest that what is most morally interesting and important from a biological perspective is the existence and development of such trajectories, rather than the position of one particular species, such as our own, on one particular trajectory.