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This study investigates if morally conflicted and controversial content, which is often denounced as morally desensitizing, may play an important role in leading to moral rumination in viewers. The results of a quasiexperiment reveal that moral rumination was predicted by transportation into the narrative and was related to increased appreciation for the episode. The results support the notion that media potentially function as a "morality sandbox" in which to play with or test out moral concerns, even regarding controversial and violent content.

This study aims to inform the discussion over the proposed merit of morally ambiguous dramas as a tool in moral education in the professional domain, by providing insight into student groups' moral evaluations of Dexter. In-depth interviews (N = 61) were conducted among a diverse sample of law and (developmental) psychology students. The results demonstrate differences in moral evaluations, according to the degree of 'professional' experience. Remarkably, law students follow the unlawful reasoning of vigilante killer Dexter instead of their own moral make-up; yet slowly develop a professional, strict procedural, point-of-view during their education. Conversely (developmental) psychology students ground moral evaluations instantly in professionalism, but proceed from an idealistic to a more realistic and nuanced point-of-view. To fully reach its potential as a launch pad for discussing professional predicaments, we recommend that Dexter is incorporated later in the curriculum after both student groups have had more experience in the field.College is one of the best places to encourage moral development, specifically the development of professional ethics (Perry, 1999). Concerning this topic, college teachers have recently turned to drama series that are situated in a professional setting for input in their classes on professional ethics (e.g. Weaver, Wilson, & Langendyk, 2014) for three main reasons. First, as teaching aids for their class discussions (cf. Vitz, 1990). Second, students enjoy series that are contextually related to their future profession (House M.D., Dexter, Suits) (e.g. Czarny, Faden, Nolan, Bodensiek, & Sugarman, 2008). Third, students continuously make moral judgments based on their own 'pre-professional beliefs and experiences (i.e. 'professional' beliefs and experiences of students still acquiring education) (van Ommen, Daalmans & Weijers, 2014 Interestingly, research shows that television series featuring so-called 'morally-ambivalent characters' (MACs), constitute a good way to assess and discuss moral judgments of students as part of students' ethical education (Vanderford, 1999). Despite these findings, experts still voice concerns about the effects these MACs might have on young professionals (Czarny et al., 2008). Unlike traditional hero characters, MACs have flaws and often behave in immoral ways, even though they have redeeming qualities that differentiate them from traditional villains (Eden, Daalmans, & Johnson, 2016;Krakowiak & Tsay-Vogel, 2013). For example, the main MAC of highly popular crime series Dexter is both a vigilante serial killer and a blood spatter expert for the Miami Police Department-and, therefore, cannot be seen as an unambiguous professional role model from an ethical point of view.Dexter might be a notable case for moral education in various educational settings by its questioning of moral concepts, such as vigilantism, normality, nature and nurture (cf. Gregoriou, 2012). The series continuously discusses moral values, which are relevant to profession...

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