The Development of Moral Imagination

Narváez, Darcia; Mrkva, Kellen

doi:10.1057/9781137333544.0007

Cited by 3 publications

(6 citation statements)

References 23 publications

(34 reference statements)

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“…We do not suggest that there is a direct effect of dispositional creativity on moral disengagement because it alone does not involve morality (Narvaez & Mrkva, 2014;Noonan & Gardner, 2014). That is, the creative process itself does not imply ethical components, and creativity does not necessarily lead to ethical or unethical outcomes (Moron, 2014).…”

Section: Moral Identity As a Moderatormentioning

confidence: 69%

“…resolve multiple factors when facing ethical dilemmas to reach ethical decisions (Johnson, 1993;Narvaez & Mrkva, 2014;Werhane, 1999). Moral imagination motivates individuals to (a) distance themselves from their own roles, situations, and contexts; (b) be aware of their adopted schemas and contexts; (c) creatively reframe experiences and generate new solutions to ethical dilemmas; and (d) evaluate old contexts, scopes, or ranges of conceptual schemas whether at work or elsewhere (Werhane, 1999).…”

Section: Study 2: Moral Imagination As An Alternative Mechanismmentioning

confidence: 99%

“…While the moral disengagement pathway describes how dispositional creativity may increase the likelihood of engaging in more unethical behavior, the moral imagination pathway suggests the opposite possibility. That is, individuals high on dispositional creativity may use the same cognitive flexibility and divergent thinking ability to morally imagine by envisioning the consequences of their potential decisions and devising alternative courses of action that may be less unethical (Johnson, 1993;Narvaez & Mrkva, 2014;Werhane, 1999;Whitaker & Godwin, 2013).…”

mentioning

confidence: 99%

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Are creative individuals bad apples? A dual pathway model of unethical behavior.

Keem

Shalley

Kim

et al. 2018

Journal of Applied Psychology

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Research has been inconsistent in its quest to discover whether dispositional creativity is associated with more or less unethical behavior. Drawing on social cognitive theory, we propose that moral disengagement and moral imagination are 2 parallel mechanisms that encourage or inhibit unethical behavior, and that which of these mediation processes occur depends on moral identity. Study 1, a 3-wave study of a food service organization, shows that employees high on both dispositional creativity and moral identity are less likely to be morally disengaged and behave less unethically. The results of Study 2 replicate Study 1's findings in a scenario-based study of college students, and further show that individuals who are high on both dispositional creativity and moral identity are more likely to be morally imaginative and to behave less unethically. Theoretical and practical implications of our model are discussed. (PsycINFO Database Record

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Section: Moral Identity As a Moderatormentioning

confidence: 69%

Section: Study 2: Moral Imagination As An Alternative Mechanismmentioning

confidence: 99%

mentioning

confidence: 99%

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Are creative individuals bad apples? A dual pathway model of unethical behavior.

Keem

Shalley

Kim

et al. 2018

Journal of Applied Psychology

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“…In the world of education, there are three areas that must be mastered by students, namely cognitive, affective, and psychomotor domains. Cognitive domains are oriented to mastering science and technology, affective domains related to attitude, spirit, and character, while psychomotor domains are related to it is procedural and tends to be mechanistic [2]. The reality of learning in schools is that efforts to balance the three realms are always pursued, but in reality the dominant is the cognitive and psychomotor domains.…”

Section: Based On Article 1 Of the Presidential Regulation (Perpres)mentioning

confidence: 99%

“…The above phenomenon requires serious attention, because if left unchecked, then it is possible that students have been built to get used to tricks or exam manipulation will have a negative impact on the formation of students' personality. In this case, the world of education is also responsible because it produces graduates who are academically very good, but not in terms of character [2].…”

Section: Introductionmentioning

confidence: 99%

Leadership Participation Models for Implementing Student Character at Primary Education

Purwanto¹

2019

Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018)

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To changing the education paradigm should be adapted and practiced with the context of education systems, restructuring that regulates the boundaries of duties and authority between educational management agencies, operational school management practices, and changes in school culture. In connecting, the changing of the education paradigm within the framework of improving the quality of the processes and outcomes of education in schools has at least three aspects. There was: a changing in the paradigm of education is not enough to translate only as improvements and changes in the curriculum sector and community-based school management, but the students themselves should be given direction on learning. Educators and education personnel should be obtained competencies agreed upon by the school principal, teachers, parents and users of the education itself; the teacher should be change the philosophy of working as a teacher, because the teacher's assignment is not finished when he has fulfilled the task and the hours are required to enter the class, but changes the way of learning, learning responsibilities and student learning outcomes. In addition, teachers in the context of education reform carry out new tasks, namely their involvement in restructuring and even the formulation of operational curriculum. For principals, teachers, and stakeholders were responsible for the formation of students' character, especially for Basic Education.

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Fostering responsible anticipation in engineering ethics education: how a multi-disciplinary enrichment of the responsible innovation framework can help

Grunsven

Stone

Marin

2023

European Journal of Engineering Education

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The Development of Moral Imagination

Cited by 3 publications

References 23 publications

Are creative individuals bad apples? A dual pathway model of unethical behavior.

Are creative individuals bad apples? A dual pathway model of unethical behavior.

Leadership Participation Models for Implementing Student Character at Primary Education

Fostering responsible anticipation in engineering ethics education: how a multi-disciplinary enrichment of the responsible innovation framework can help

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