Education for Moral Integrity

Musschenga, Albert W.

doi:10.1111/1467-9752.00222

Cited by 30 publications

(27 citation statements)

References 5 publications

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“…Coherence reflects the harmony between all parts as one of the virtues of structural integrity, while consistency is another virtue of structural integrity and indicates reliability. Furthermore, while structural integrity depends on static in objects, the integrity of individuals and the structures they form is based on the consistency between their actions (MacIntyre, 1987;Musschenga, 2001). In short, integrity could be expressed with the idiom "being a man of one's word" and could be defined as reflecting the values that were claimed to be adapted in actions and their internalization and steering away from lies and artificiality.…”

Section: Organizational Hypocrisy Versus Organizational Integritymentioning

confidence: 99%

“…Birbirini tutma, yapısal bütünlüğün erdemlerinden biri olarak herşeyin birbiriyle uyumunu ifade ederken; tutarlılık ise yapısal bütünlüğün diğer bir erdemidir ve güvenilirliği işaret etmektedir. Ayrıca yapısal bütünlük nesnelerde statikliğe bağlı iken insanların ve oluşturdukları yapıların bütünlüğü eylemlerinin diğer eylemleriyle tutarlılığına dayanmaktadır (MacIntyre, 1987;Musschenga, 2001). Bütünlük, kısaca Türk kültüründe de yerini bulan ''sözünün eri olmak'' deyimiyle ifade edilebileceği gibi aynı zamanda benimsendiği ifade edilen değerlerin gerçek uygulamalarda kendisini göstermesi ve içselleştirilmesi, yalandan ve yapmacıklıktan (-mış gibi yapma) uzak olma durumu olarak tanımlanabilir.…”

Section: öRgütsel İkiyüzlülüğe Karşılık öRgütsel Bütünlükunclassified

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Organizational Hypocrisy and Integrity in Turkish Context: A Theoretical Analysis

Kılıçoğlu¹

2017

Educational Administration: Theory and Practice

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In the process of acquiring legitimacy and adaptation with organizational environment, there can be contradictions and discrepancy between statements and actual practices, and these paradoxical relations could pave the ground for the organizational behavior, which can be referred to as organizational hypocrisy. In educational institutions, hypocrisy means inconsistent individual values, benefits, opinions and actions at schools that affect the behavior of individuals. It could be concluded that hypocrisy at schools is observed when decisions are easily stated but not implemented. One of the mechanisms that can be used to eliminate negative results of organizational hypocrisy at schools is to ensure organizational integrity. For the sake of ensuring organizational integrity, it is expected from school administrators and other staff to be men of their word, to keep their promises, to internalize adopted values and reflect them in their actions, and not to ignore ethical principles in all educational and administrational processes. Limited number of theoretical and empirical studies that investigated which parameters are affected by organizational hypocrisy and what kind of outcomes it gave birth in schools caused difficulties in studying the term organizational hypocrisy. Besides, it was considered that studies related to how to deal with organizational hypocrisy at schools are limited in terms of their contribution to theoretical literature. Thus, the present study aims to evaluate organizational hypocrisy and organizational integrity, as opposed to hypocrisy, theoretically and to make some inferences based on the schools in Turkey. In the current study, organizational hypocrisy and integrity were discussed in Turkish context by examining these terms theoretically and providing recommendations for eliminating negative results of organizational hypocrisy.Keywords: Educational organizations, organizational hypocrisy, organizational integrity, Turkish education system ÖzÖrgütlerin işleyişinde söylem, karar ve eylem tutarlılığı gerek örgüt üyeleri gerekse örgütün örgütsel alanındaki imajı açısından son derece önemlidir. Örgütlerden ve özellikle de yöneticilerden genellikle söylemleri doğrultusunda hareket etmesi diğer bir deyişle vaat ettiği şeyleri yerine getirmesi beklenmektedir. Örgütlerin meşruiyet kazanma ve kurumsal çevreleriyle benzeşme sürecinde söylemleri ile gerçek uygulamaları uyumları arasında tezatlıklar veya çelişkiler yaşanabilmekte ve ortaya çıkan bu paradoksal ilişkiler örgütsel ikiyüzlülük olarak ifade edilen örgütsel davranışı hazırlayabilmektedir. Eğitim örgütleri açısından ikiyüzlülük, okuldaki bireylerin eylemlerini etkileyen sahip oldukları tutarsız değerler, çıkarlar, fikirler ve eylemler anlamına gelmektedir. Okullarda örgütsel ikiyüzlülüğün kararların kolayca ifade edildiği; ancak yerine getirilmediği zaman görüldüğü ifade edilebilir. Okullarda örgütsel ikiyüzlüğün olumsuz sonuçlarının ortadan kaldırılmasında kullanılabilecek mekanizmalardan biri örgütsel bütünlüğü sağlamadır. Örgüts...

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Section: Organizational Hypocrisy Versus Organizational Integritymentioning

confidence: 99%

Section: öRgütsel İkiyüzlülüğe Karşılık öRgütsel Bütünlükunclassified

Organizational Hypocrisy and Integrity in Turkish Context: A Theoretical Analysis

Kılıçoğlu¹

2017

Educational Administration: Theory and Practice

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“…327-9). Musschenga (2001) in effect grants Williams and McKinnon's point: 'The virtues relevant for integrity always accompany other, substantive virtues, and their associated values, principles and rules. In moral education we teach children all kinds of substantive virtues with integrity as our goal' (p. 219).…”

Section: V(b)mentioning

confidence: 99%

“…To mention a few: self-deception is a focus of Taylor, 1981; irresponsibility is emphasized in Code, 1983; triviality is among other things a target of McFall, 1987; hypocrisy is central to McKinnon's 1991 discussion; indifference is central to van Hooft's treatment (2001). 15 This possibility is mentioned, but not unequivocally endorsed, by Calhoun, 1995;Cox et al, 2003;Musschenga, 2001. An anonymous referee has suggested the following: 'my life would make less sense if I acted against this (or that) conviction'.…”

Section: V(b)mentioning

confidence: 99%

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Could Integrity Be An Epistemic Virtue?

Scherkoske

2012

International Journal of Philosophical Studies

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This paper makes a preliminary case for a central and radical claim. I begin with Bernard Williams' seldom-faced argument that integrity cannot be a moral virtue because it lacks two key ingredients of moral virtues, namely a characteristic thought and motivation. Whereas, for example, generosity involves the thought that another could use assistance, and the motivation to actually give assistance, integrity lacks these two things essential to morally excellent responses. I show that several maneuvers aimed at avoiding Williams' challenge fail and that others are likely to remain unpersuasive. The paper concludes by offering an argument to the best explanation: Williams' important insight is best explained by the supposition that integrity is an epistemic virtue, and an epistemic virtue of a practical sort.

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The general factor of personality and moral hypocrisy: A moderated mediation model

Yu,

Zhang

2023

Psychology in the Schools

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This study examines the relationship between the general factor of personality (GFP) and moral hypocrisy, the mediating effect of moral disengagement, and the moderating effect of system justification. Six hundred and four Chinese college students (59.9% female, Mage = 22.58, SD = 1.81) completed questionnaires assessing their personality and the levels of moral disengagement and system justification. The moral situation assessment paradigm was used to measure interpersonal moral hypocrisy (i.e., moral double standards). The task assignment paradigm was used to measure intrapersonal moral hypocrisy (i.e., misalignment between words and deeds). The results revealed that the GFP was negatively associated with moral hypocrisy, and moral disengagement mediated this relationship. In addition, this mediating effect of moral disengagement was moderated by system justification. That is, the mediation effect was stronger for students with a higher level of system justification. These findings provide educational suggestions for preventing and intervening in moral hypocrisy among college students.

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Education for Moral Integrity

Cited by 30 publications

References 5 publications

Organizational Hypocrisy and Integrity in Turkish Context: A Theoretical Analysis

Organizational Hypocrisy and Integrity in Turkish Context: A Theoretical Analysis

Could Integrity Be An Epistemic Virtue?

The general factor of personality and moral hypocrisy: A moderated mediation model

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