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There is a heated debate on whether markets erode social responsibility and moral behavior. However, it is a challenging task to identify and measure moral behavior in markets. Based on a theoretical model, we examine in an experiment the relation between trading volume, prices and moral behavior by setting up markets that either impose a negative externality on third parties or not. We find that moral behavior reveals itself in lower trading volume in markets with a negative externality, while prices mostly depend on the market structure. We further investigate individual characteristics that explain trading behavior in markets with negative externalities.

This paper studies the impact of a key feature of competitive markets on moral behavior: the possibility that a competitor will step in and conclude the deal if a conscientious market actor forgoes a profitable business opportunity for ethical reasons. We study experimentally whether people employ the argument "if I don't do it, someone else will" to justify taking a narrowly self-interested action. Our data reveal a clear pattern. Subjects do not employ the "replacement excuse" if a social norm exists that classifies the selfish action as immoral. But if no social norm exists, subjects are more inclined to take a selfish action in situations where another subject can otherwise take it. By demonstrating the importance of social norms of moral behavior for limiting the power of the replacement excuse, our paper informs the long-standing debate on the effect of markets on morals.

The paper studies ethnopedagogical and ethnopsychological aspects of moral education. The study notes the moral concepts in the formation of person morality and regulation of their behavior. A theoretical analysis is made on the problems of moral education in conventional education system. The ideas of inseparable connection between the Russian pedagogical system with ethnopedagogy and ethnopsychology of peoples of Russia are justified. The survey of psychological and pedagogical literature on the topic under consideration shows that the ethnopedagogical and ethnopsychological approaches to moral person education are determined by such factors as ethnic group and family, while the level of person morality directly binds with moral behavior of parents or other authoritative adults in the family. The level of moral person development depends on digestion of morality and correlation of own views, individual behavior with moral norms and principles of the society. The cultural potential of each ethnic group created by them at different historical development stages is the most important means of moral education. The basis of morality is the general system of views and beliefs that reflects in specific moral ideal. Using the principles of Unified Concept of spiritual and moral education and development of the younger generation of the Chechen Republic the paper highlights that the cultural traditions of Chechen people keep up to date national historical memory, ensure the continuation of panhuman and cultural progress. The work concludes on the difference of yakh concept definitions and notes ethnopedagogical and ethnopsychological peculiarities of moral person education.

This paper provides an overview of the motives underpinning Malay Muslim secondary school students’ moral behavior in Malaysia in their daily life. The paper is based on a qualitative case study employing purposive sampling into the motives behind Malay Muslim students’ moral behavior. The study of eight Form Four Malay Muslim students in a school in Malaysia identified six themes associated with the motives for moral behavior. The findings illustrate that Malay Muslim students have different motives for their moral behavior and that these are linked to moral reasoning. It offers an insight into what motivates Malay Muslim students who are in a family structure where religion is a strong influence of their moral behavior. It illustrates how family background, religious values and personal experiences shape the reasons for behaving morally. A key implication of the findings for Moral Education is in educating students to behave morally, teachers in particular Moral Education teachers should consider that the motivation for the action may differ based on certain aspects of the student's background that influence their beliefs about what is right and good. Teachers should also identify the prevailing motives and their influences on students’ moral behavior by facilitating reflection on their behavior and the choice the right motives in morality. Abstrak Penelitian ini menyajikan gambaran tentang motif yang mendasari perilaku moral siswa Melayu Muslim pada sekolah menengah di Malaysia dalam kehidupan sehari-hari mereka. Penelitian ini menggunakan metode studi kasus kualitatif dengan menggunakan tehnik purposive sampling untuk menginvestigasi motif di balik perilaku moral siswa Melayu Muslim. Delapan pola dari Empat siswa Muslim Melayu di sebuah sekolah di Malaysia teridentifikasi memiliki enam tema yang terkait dengan motif perilaku moral. Temuan mengilustrasi bahwa para siswa Melayu Muslim memiliki motif yang berbeda pada perilaku moral mereka dan bahwa ini terkait dengan penalaran moral. Temuan penelitian ini menawarkan wawasan pada apa yang memotivasi para siswa Melayu Muslim ya ng berada dalam struktur keluarga di mana agama memiliki pengaruh yang kuat pada perilaku moral mereka. Temuan penelitian ini mengilustrasi bagaimana latar belakang keluarga, nilai-nilai agama dan pengalaman pribadi dapat membentuk alasan-alasan untuk berperilaku secara moral. Implikasi utama dari temuan Pendidikan Moral ini adalah dalam mendidik siswa untuk berperilaku secara moril, para guru terutama guru Pendidikan Moral harus mempertimbangkan bahwa motivasi untuk bertindak dapat berbeda berdasarkan aspek-aspek tertentu dari latar belakang siswa yang mempengaruhi keyakinan mereka tentang apa yang benar dan baik. Para guru juga harus mengidentifikasi motif yang berlaku dan pengaruhnya pada perilaku moral siswa dengan memfasilitasi refleksi diri atas perilaku mereka dan pilihan motif yang tepat di dalam moralitas . How to Cite : Yasina, M., Abdullah, Nur S. M., Roslan, S., Wahat, Nor W. A. (2018). Motives for Moral Behavior Among Malay Muslim Students Secondary School. TARBIYA: Journal of Education in Muslim Society, 5 (1), 42-54. doi:10.15408/tjems.v5i1.9510.

Purpose – Over the past years, the teaching of third sector management and corporate social responsibility in business schools has been characterized by two main features: it has become widespread, and the assumption that a company's moral behavior has a financial correlate was abandoned. It follows from the second element that these classes are no longer meant to train managers to make a more effective economic contribution. The courses can now find a different, higher purpose, namely to emphasize the impact of the companies' and non‐profit organizations' social activities. This paper aims to address this issue.Design/methodology/approach – The paper looks at two prevailing models of integration of third sector management in the curriculum and their limits.Findings – The paper finds that emphasizing companies' and non‐profit organizations' social activities can be achieved if managers are trained in a way that better apprehends the stakes of these social activities. However, for business schools to make ...

This paper supports Amartya Sen's contention that our moral behavior cannot be represented in economic modeling, given the assumptions accepted by most rational choice theorists. In this paper Sen's argument is supplemented by traditional virtue ethics, which can account for how and why “commitment” is counter-preferential. Yet the changes to economic methodology that Sen recommends are rendered unnecessary by a particular innovation in Stoic ethical theory. If the Stoic distinction between indifferent goods and moral goods is invoked, economics can proceed apace, under the assumption that it is the science that handles our behavior in regard to indifferents only.

Members of the net generation are born and grow up in a digital world. They are different in attitudes and behavior from their parents and teachers who had to adopt to digital trends. The introductory part of the paper analyzes their typical characteristics and their special, new-millennium style of learning and gaining knowledge. These skills, which are supported by leading contemporary paradigms (constructivism and connectivism), have provoked interesting changes in the theory and practice of education, but frequently neglected upbringing outcomes. This paper, based on the researched literature, examines possible influences of digital media on the formation of habits and creation of new patterns of behavior that are practiced in learning and everyday activities such as speed, multitasking, searching for information. It researches their immediate profitability and wide span of attention that results in lack of patience, perseverance, superficiality, thoughtlessness and physical and mental laziness. Although the new wave of Internet usage is being associated with positive educational qualities such as sharing, mutual help, support, honesty and tolerance, there are also some negative sides of it, specifically irresponsible and incorrect behavior towards others (electronic violence, disrespect for intellectual property), but also oneself (false self-presentation, (no) self-criticism and invasion of privacy). Since modern technology is forming the young generation and becoming an important force in shaping modern society, the conclusion emphasizes that with positive changes in the educational domain, attention should also be directed towards developing educational qualities such as perseverance, consistency, patience, criticism and self-criticism, responsible behavior, mutual respect and appreciation. It should be noted that, in the Croatian language, education and upbringing are different terms, which is why in the English version we used the terms education and upbringing separately., Pripadnici net generacije rođeni su i odrastaju u digitalnom svijetu, a razlikuju se od svojih digitalno „priučenih“ roditelja i učitelja po stavovima i ponašanju. U uvodnom dijelu analiziraju se njihova tipična obilježja, poseban neomilenijski stil učenja i stjecanja znanja. Te osobine podržane vodećim suvremenim paradigmama (konstruktivizmom i konektivizmom) potaknule su zanimljive promjene u teoriji i praksi obrazovanja, ali se pritom učestalo zanemaruju ishodi odgoja. Stoga se u ovom radu na temelju literature ispituju mogući utjecaji digitalnih medija na oblikovanje navika i stvaranje novih obrazaca ponašanja koji se prakticiraju u učenju i svakodnevnim aktivnostima kao što su brzina, istodobno obavljanje više zadaća, traženje informacija i njihova trenutna isplativost, širok raspon pažnje, a što rezultira nedostatkom strpljivosti, ustrajnosti, površnosti, nepromišljenosti, tjelesnom i mentalnom lijenost. Iako se novi val upotrebe interneta povezuje uz pozitivne odgojne kvalitete kao što su dijeljenje, međusobno pomaganje, podršku, iskrenost i toleranciju, upozorava se i na negativnosti, osobito neodgovorno i nekorektno postupanje prema drugima (elektroničko nasilje, nepoštivanje vlasništva), ali i prema sebi (lažno predstavljanje i (ne)samokritičnost, ugrožavanje privatnosti). Budući da moderna tehnologija oblikuje mladu generaciju te postaje važna snaga u oblikovanju suvremenog društva, u zaključku se ističe da uz pozitivne pomake u obrazovnoj domeni pozornost treba posvetiti i ishodima odgoja, osobito upornosti, dosljednosti, strpljivosti, kritičnosti i samokritičnost, odgovornom ponašanju, međusobnom poštovanju i uvažavanju.

This paper analyzes households' perceptions of recycling activities in a municipality in northern Sweden, Pitea. The purpose of the paper is to analyze whether moral motives matter for the assessment of households' waste sorting costs. Data were gathered using a mail-out survey to 850 randomly chosen individuals in the municipality of Pitea, Sweden. We employ an economic model of moral motivation and econometric techniques. The main result that follows from the analysis is that the results support the notion that moral motives significantly lower the costs associated with household recycling efforts.

El Comité sobre Ética de la Publicación (COPE) - conformado por las principales editoriales científicas- ha alertado sobre el creciente número de problemas éticos en la publicación científica y los escandalos recientes parecen indicar que la mala conducta ética es repetititva. Los problemas éticos en la publicación científica surgen cuando la persona se desvia del comportamiento moral esperado. La mala conducta puede ser explicada, al menos en parte, porque muchos estudiantes de postgrado y jovenes investigadores parecen entender que los problemas éticos están unicamente realcionados con el plagio de trabajos completos o la duplicación de publicaciones, y porque parece existir una falta de conocimiento de los estándares científicos en la publicación científica. Sin embargo, hay muchos otros aspectos que conducen a problemas éticos. El objetivo de este artículo es discutir y diseminar la posición ética de muchas editoriales científicas e investigadores con el ánimo de consturir un punto de vista unificado. En este artículo, diecisiete consejos para evitar problemas éticos en la publicación científica son presentados, explicados y discutidos. Espero que este trabajo sea valioso para estudiantes de postgrado y jovenes investigadores y que responda muchas preguntas típicas sobre la ética de la publicación científica. The Committee on Publication Ethics (COPE) -conformed by the main scientific publishers- has warned about the increasing number of ethical problems in scientific publication and recent scandals seem to indicate that ethical misconduct is repetitive. Ethical problems in scientific publication arise when the person deviates from expected moral behavior. Misconduct may be explained, at least in part, because many postgraduate students and young researchers seem to understand that ethical problems are only related to plagiarism of complete works or duplication of publications, and because it seems to be a lack of knowledge of the ethical standards in scientific publication. However, there are many other aspects conducing to ethical problems. The objective of this paper is to discuss and spread the ethical position of the main scientific publishers and researchers with the aim of build a unified point of view. In this paper, seventeen tips for avoiding ethical problems in scientific publication are presented, explained and discussed. I hope that this work will be valuable for postgraduate students and young researchers and answers many common questions about ethics in scientific publication.

The Gomide's Parental Style Model (2003) is composed by seven educational practices that can be assessed using the Parental Styles Inventory: five of them are associated to the development of anti-social behaviors (physical abuse, inconsistent punishment, discipline absence, negative monitory and negligence), and two others that are considered propitious to the development of pro-social behaviors (positive monitory and moral behavior). The Child Behavior Check List is composed has two parts: the first assesses social competence, and the second behavior problems. The purpose of this paper was to point out the educational practices associated to the behaviors from the Child Behavior Check List. The sample of this paper was formed by 30 children whose ages were from 11 to 13, all of them studying at public schools. Also, one of each child's parents had participated as a volunteer of this sample. According to the statistic regression method, the data had shown that positive monitoring and moral behavior are pro-social behavior variables, and their absence associated to the negative practices are behavior problems ones.

A recent contribution to the moral decision-making literature argues that individuals' moral behavior is partially shaped by the amount of moral approbation they expect to receive from their moral referent groups (Jones and Ryan, 1997). This paper examines the nature and content of these previously underexamined sources of moral guidance. In an open-ended empirical test of undergraduate business students (n = 369), we found that 1) significant differences exist between individuals' moral referent groups and work-related referent groups, 2) females were more likely than males to include themselves in their moral referent groups, 3) females were more likely than males to be designated as moral referents, and 4) females were more likely to be included in moral referent groups than in work-related referent groups. The paper also includes a general description of the membership of these business subjects' moral referent groups and presents a variety of suggestions for future research.

The problem of moral behavior experience for adolescents is quite sharp. The difficulty of moral behavior experience for older adolescents involves the separation in the pedagogical reality the phenomenon ‘moral behavior experience’ and its component clarification. Some issues of adolescents’ moral behavior allowed us to define our own concept ‘moral behavior experience’ as a system of conscious actions and deeds, formed in the process of acquiring knowledge about morality, moral norms, acquiring skills for their practice usage and skills of moral actions by emotional and volitional efforts. The article clarifies the component structure in the organization of moral behavior experience for older adolescents. Its clarification is necessary for understanding the process of moral behavior experience development. The paper identifies the components of moral behavior experience for older adolescents: motivational and valuable, cognitive and interesting, practical and active, personal and reflexive ones. The article describes each component separately in details. In the work the structure of moral behavior experience for older adolescents are characterized with the following components. The motivational and valuable component is represented by motivation, interest, values, moral feelings and attitudes, moral beliefs. The cognitive and interesting component is represented by knowledge of moral norms and behavior rules. The practical and active component is represented by personal ability to communicate, leadership, behavioral self-regulation. The personal and reflexive component is represented by personal traits, reflection, personal moral qualities, self-esteem and self-analysis in moral behavior. In the article the prospects of determining pedagogical conditions for moral behavior experience for older adolescents are clarified to prevent and avoid bullying. Undoubtedly, the elucidation of the component composition in the structure of the experience of moral behavior is necessary to understand the process of its formation. In the work in the structure of the experience of moral behavior of older adolescents, the following components were identified: motivational-value component (motivation, interest, values, moral feelings, relationships, moral beliefs); cognitive component (knowledge of moral norms and rules of conduct); practical-activity component (personality's ability to communicate, leadership, self-regulation of behavior), personality-reflexive component (personality traits, reflection, moral qualities of personality, self-esteem and self-analysis of moral behavior).

Con base en el análisis de algunas escrituras religiosas, se plantea en este estudio el posible origen natural de la dimensión moral del comportamiento humano, infiriendo una raíz común de preceptos de vida social que logra preservar la comunicación armónica entre Dios, naturaleza, ser humano y comunidad en civilizaciones auditivas, anteriores a todo registro escrito. La susceptibilidad de dar a lo moral este sustrato físico resulta un encuentro revelador, al posibilitar la interpretación de la cualidad orgánica y psíquica de las acciones humanas y sus consecuencias, con las mismas leyes naturales que gobiernan lo existente. Lo que lleva a los investigadores a barruntar sobre la importancia relacional que tendría toda alteración natural en la disfunción del ámbito psíquico-moral, y a dilucidar en torno a la trascendencia de las cicatrices producidas en la mentalidad actual por el rápido desarrollo tecnológico vivido en los últimos siglos. Al final del estudio se introducen algunas reflexiones de contrapeso basadas en el mismo enfoque naturalista, lo que brinda matices de un relativismo esperanzador a la visión del presente y el futuro. Based on the analysis of a number of religious texts, this paper explores the possible natural origin of the moral dimension in human behavior, positing a common root of precepts for social life. This common root succeeds in preserving a harmonious communication between God, nature, human beings and community in auditory civilizations, prior to any written record. The prospect of finding this physical foundation to the moral dimension is enticing, because it opens the possibility of interpreting the organic and psychic qualities of human actions, and their consequences, by using the same natural laws that govern the existing world. This leads researchers to conjecture about the relational importance that any natural alteration would have into the dysfunction of the psychic-moral sphere, and to speculate on the transcendence of the scars left on our current mentality by the accelerated technological development that we have undergone in the last few centuries. Finally, the paper includes some counterbalancing reflections based on the same naturalist approach, which suggest a more nuanced and hopeful relativism to look at the present and the future.

In the standard theoretical literature on forming international environmental agreements (IEAs) countries use to be self-interested materialists and stable coalitions are small. This paper analyzes IEA games with countries that exhibit Kantian moral behavior. Countries may behave morally with respect to both emissions (reduction) and membership in an IEA. If countries are emissions Kantians or membership Kantians the outcome of the corresponding IEA games is socially optimal. To model more realistic Kantian behavior, we define an emissions [membership] moralist as a country whose welfare is the weighted average of the welfare of an emissions [membership] Kantian and a materialist. The game with emissions moralists produces stable coalitions not larger than those in the standard game with materialists. The game with membership moralists yields stable coalitions that are increasing in the membership morality. Finally, we consider countries who are moderate moralists with respect to both emissions and membership. In that encompassing IEA game the size of the coalition is increasing in the emissions morality, the membership morality, and in the weight of the membership moralist's welfare. Depending on parameter values, the grand coalition may or may not be attained if one of the moral parameter increases and tends towards one.

Humans have always had the curiosity to know themselves, to know the world around them, and to know their place in the world. Morality, spirituality and religion are closely intertwined, ‘certain moral ideas became united with certain religious and spiritual ideas to such an extent as to become indistinct from them’. The role of religion in educational institutions is one of the most sensitive and volatile topics on the political and legal landscape now a days especially in country like Pakistan which has been created on religious ideology. The Islamic Way of Life is based on this unique approach to life and a peculiar concept of man's place in the Universe. Islam has provided mankind with the highest possible standard of morality. This moral code, which is both straightforward and practical, provides the individual with innumerable ways to embark upon and then continues the path of moral evolution. By making divine revelation the primary source of knowledge, moral standards are made permanent and stable. The first part of the paper is about the relationship between education and its role as spiritual and moral tool of training. Second part deals with the concept of education in Islam and third part will present types of knowledge in Islam and their application as moral and spiritual tool of education. Last part will give moral and spiritual training methodology in Islamic education. The relationships between ‘moral’, ‘spiritual’ and ‘religious’ seem to be akin to the relationships between the cluster ‘social’, ‘human’ and ‘political’. In each of these clusters, only beings of the kind appropriately described by the middle term can engage in activities which could be properly described by the first and third terms. Islam as religion of spirituality and morality gives a frame work to educate and train the students in modeling their life as more moral and spiritual with practical application in this life and success in the hereafter. The chief characteristic of the Islamic Concept of Life is that it does not admit a conflict, nay, not even a significant separation between life-spiritual and life-mundane. It does not confine itself merely in purifying the spiritual and the moral life of man in the limited sense of the word. Its domain extends to the entire gamut of life. It wants to would individual life as well as the social order in healthy patterns, so that the Kingdom of God may really be established on the earth and so that peace contentment and well-being may fill the world as water f ills the oceans.

Nowadays companies try to strike a balance between maximizing their profit and being socially responsible. On the one hand, a lot of scientists and economists admit that the primary goal for any company has been and still is to maximize profits of shareholders. On the other hand, some other experts believe that a company nowadays should not concentrate only on pursing profits. Some other objectives are connected with interests of stakeholders, ethical and moral behavior of a company and others. Based on the analysis of theoretical approaches, the paper offers to unify different groups and their interests and goals. The authors during the research come to the conclusion that the development of CSR in Russia is directly connected with the country’s peculiarities and at the same time all European best practices are taken into consideration and relied upon by Russian companies in terms of CSR.

We study the relative importance of intrinsic moral motivation and extrinsic social motivation in explaining moral behavior. The key feature of our experiment is that we introduce a dictator game design that manipulates these two sources of motivation. In one set of treatments, we manipulate the moral argument for sharing, in another we manipulate the information given to the recipient about the context of the experiment and the dictator's decision. The paper offers two main findings. First, we provide evidence of intrinsic moral motivation being of fundamental importance. Second, we show that extrinsic social motivation matters and is crowding-in with intrinsic moral motivation. We also show that intrinsic moral motivation is strongly associated with self-reported charitable giving outside the lab and with political preferences.

A key source of support for the view that challenging people's beliefs about free will may undermine moral behavior is two classic studies by Vohs and Schooler (2008). These authors reported that exposure to certain prompts suggesting that free will is an illusion increased cheating behavior. In the present paper, we report several attempts to replicate this influential and widely cited work. Over a series of five studies (sample sizes of N = 162, N = 283, N = 268, N = 804, N = 982) (four preregistered) we tested the relationship between (1) anti-free-will prompts and free will beliefs and (2) free will beliefs and immoral behavior. Our primary task was to closely replicate the findings from Vohs and Schooler (2008) using the same or highly similar manipulations and measurements as the ones used in their original studies. Our efforts were largely unsuccessful. We suggest that manipulating free will beliefs in a robust way is more difficult than has been implied by prior work, and that the proposed link with immoral behavior may not be as consistent as previous work suggests.

Empathy has been taken to play a crucial role in ethics at least since the Scottish Enlightenment. More recently, a revival of moral sentimentalism and empirical research on moral behavior has prompted a renewed interest in empathy and related concepts and on their contribution to moral reasoning and to moral behavior. Furthermore, empathy has recently entered our public discourse as having the power to ameliorate our social and political interactions with others. The aim of this paper is to investigate the extent to which such a role can be actually granted. Before focusing on a positive assessment, I will delve into a few problems our ordinary concept of empathy and our commonsensical way of conceiving its connection to ethics will need to face. Specifically, I will show how an exaggerated reliance on the ordinary concept of empathy could lead to an underestimation of its biases and potential limitations (§ 2), how a naïve conception of its connection to morality can overlook relevant counterexamples (§ 3) and lead to forms of reductionism (§ 4). Overcoming this possible shortsightedness would pave the way for arguing in favor of an important – though not sufficient and possible neither necessary – role for empathy in ethics (§ 5).

An extant debate in the morality literature centers on whether honesty is a stable and generalizable trait or whether honest behavior in one situation is independent from honest behavior in another situation. However, a third possibility is that tendencies toward dishonesty vary according to life domain. We conducted a cross-cultural study with participants in five countries (China, Colombia, Germany, Portugal, and the United States) to test whether dishonest tendencies vary according to domain. We hypothesized that countries vary in dishonesty according to domain, and that individuals’ tendencies toward dishonesty cluster by domain. Our survey asked participants to report the likelihood of engaging in dishonest behaviors across eight domains of life. The data support both our hypotheses. Our results thus corroborate that dishonesty is driven by the interplay of both individual differences and the circumstances surrounding deception.

This paper reports a historical investigation of the normalization of behaviors and atti-tudes required from teachers in their teaching practice in Brazil from the Colonial Period to the early years of the Republic. It was based on the behavior guidelines drafted from the Pombalian reforms in 1759, which created state public education in the Portuguese America of the time to the 1927 educational reform promoted by Francisco Campos in the state of Minas Gerais. The goal was to discuss the development of the content of the appeal to the teachers’ morality in a broad historical dimension and the social tensions produced by the expectation of compliance with the prescribed behaviors. The study hypothesis was that the teachers’ good moral behavior was at the core of the teacher professionalization process at the same time that it was a source of conflicts in the teachers’ relations with students, relatives and education administrators, as well as in the social process of acceptance of teaching as a profession. This study was based on Norbert Elias’ civilizing process theoretical framework, on documental investigation, specifically of legislations, reports and government official communications, and the analysis of the conceptions of education and moral education in classical authors such as Immanuel Kant, Adam Smith and Émile Durkheim. These authors emphasize the importance of education in the socialization and moralization of individuals and point out its role in the moral education process of new generations in the historical context of development and consolidation of the view of civilized behavior as a reference of behavior in western societies.

Moral judgments and decisions are accompanied by specific patterns of attention, which can be indicative for the underlying cognitive processes. In this opinion paper we address methodological, theoretical and empirical issues concerning the relation between attention and morality. First, we discuss potential advantages of using measures of attention based on eye-tracking to investigate processes of judgment and choice in general and concerning morality in particular. Second, we review empirical studies and identify regularities concerning attention patterns in moral judgments. Third, taking into account these findings we provide suggestions for the development and testing of more detailed and better formalized cognitive process models for moral behavior based on interactive activation and parallel constraint satisfaction mechanisms. Previous article in issue

Este artículo presenta una investigación histórica sobre la normalización de los comportamientos y de las actitudes demandados a los profesores en su práctica docente en el Brasil del período colonial hasta los años iniciales de la república. Para este análisis se investigaron las prescripciones de conductas elaboradas desde las Reformas Pombalinas de 1759, que instituyen la educación estatal en la entonces América Portuguesa hasta la elaboración de la reforma educacional de 1927, realizada por Francisco Campos en el Estado de Minas Gerais. El objetivo es discutir el desarrollo de contenido de la apelación a la moralidad de los profesores en una dimensión histórica ensanchada y las tensiones sociales generadas por la expectativa de cumplimiento de las conductas prescriptas. Se tiene como hipótesis que la presión social por la buena conducta moral de los profesores es central en el proceso de profesionalización docente, mas al mismo tiempo es el principal factor de conflictos en la relación con los alumnos, familiares y gestores de la enseñanza, así como de tensiones en el proceso de aceptación social de la profesión. Este estudio fue fundamentado en la proposición teórica del sociólogo Norbert Elias sobre el proceso civilizatorio; en la investigación de documentos, específicamente legislación, informes y oficios del gobierno; y en el análisis de las concepciones de educación y formación moral, desarrolladas por los autores clásicos Immanuel Kant, Adam Smith y Émilie Durkheim. Estos autores enfatizan la importancia de la educación en la socialización y moralización de las nuevas generaciones en contexto histórico de desarrollo de consolidación del entendimiento de la conducta civilizada como la referencia de comportamiento de las sociedades occidentales This paper reports a historical investigation of the normalization of behaviors and attitudes required from teachers in their teaching practice in Brazil from the Colonial Period to the early years of the Republic. It was based on the behavior guidelines drafted from the Pombalian reforms in 1759, which created state public education in the Portuguese America of the time to the 1927 educational reform promoted by Francisco Campos in the state of Minas Gerais. The goal was to discuss the development of the content of the appeal to the teachers' morality in a broad historical dimension and the social tensions produced by the expectation of compliance with the prescribed behaviors. The study hypothesis was that the teachers' good moral behavior was at the core of the teacher professionalization process at the same time that it was a source of conflicts in the teachers' relations with students, relatives and education administrators, as well as in the social process of acceptance of teaching as a profession. This study was based on Norbert Elias' civilizing process theoretical framework, on documental investigation, specifically of legislations, reports and government official communications, and the analysis of the conceptions of education and moral education in classical authors such as Immanuel Kant, Adam Smith and Émile Durkheim. These authors emphasize the importance of education in the socialization and moralization of individuals and point out its role in the moral education process of new generations in the historical context of development and consolidation of the view of civilized behavior as a reference of behavior in western societies

La postura ética relativista rechaza la posibilidad de depender de normas morales universales para sacar conclusiones de juicios morales. Ésta puede influir en el comportamiento moral, en particular la prosocialidad y la penalización de faltas y delitos; jugando la empatía un importante papel mediador. El objetivo del presente trabajo fue poner a prueba un modelo de interacción de variables (mediante SEM), siendo variables predictoras el relativismo y absolutismo moral, variable mediadora la empatía y variables dependientes la conducta prosocial y la penalización de faltas y delitos. Se midieron las variables en una muestra de 515 adolescentes de entre 17 y 20 años, con una media de edad de 17.49 (DT=72); 166 varones y 349 mujeres, pertenecientes a la provincia de Entre Ríos y Buenos Aires, Argentina. Los resultados indicaron un buen ajuste entre el modelo propuesto y los datos empíricos. Se obtuvo un X2(1) =2.55, p = .11, X2/gl =2.55. Asimismo se obtuvieron los siguientes índices de ajuste: GFI=.99; AGFI=.97, CFI=.99. El absolutismo como variable predictora tuvo un efecto positivo sobre la penalización de faltas y delitos. Este efecto positivo se incrementó por la empatía como variable mediadora entre ambos. El relativismo tuvo un efecto negativo sobre la penalización de faltas y delitos. Los resultados del modelo teórico propuesto afirman la importancia del relativismo y absolutismo moral, sobre la penalización de faltas y delitos y sobre la conducta prosocial, con un papel mediador importante de la empatía para la concreción de lo moral. The relativistic ethical position rejects the possibility of relying on universal moral norms to draw conclusions from moral judgments. It can influence moral behavior, particulary in prosociality and penalization of faults and crimes; empathy has an important mediating role. The objective of the present paper was to test an interaction of variables model (using SEM), being relativism and moral absolutism predictor variables, empathy variable mediator and prosocial behavior and penalization of faults and crimes dependent variables. The variables were measured in a sample of 515 adolescents between 17 and 20 years of age, with a mean age of 17.49 (SD = 72); 166 males and 349 females, belonging to the province of Entre Ríos and Buenos Aires, Argentina. The results indicated a good fit between the proposed model and the empirical data. It was obtained an X2(1) = 2.55, p = .11, X2(2), gl = 2.55. The following adjustment indexes were also obtained: GFI = .99, AGFI = .97, CFI = .99. Absolutism as a predictor variable had a positive effect on the penalization of crimes and faults. This positive effect was increased by empathy as a mediating variable between both variables. Relativism had a negative effect on the penalization of faults and crimes. The results of the proposed theoretical model confirm the importance of relativism and moral absolutism on the penalization of faults and crimes, and prosocial behavior; with an important mediating role of empathy for the concretion of the moral. Fil: Rodriguez, Lucas Marcelo. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina. Ponitifica Universidad Católica Argentina "Santa Maria de los Buenos Aires". Facultad Teresa de Avila; Argentina Fil: Moreno, Jose Eduardo. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina. Ponitifica Universidad Católica Argentina "Santa Maria de los Buenos Aires". Facultad Teresa de Avila; Argentina

In Kant's Groundwork for the Metaphysics of Morals, Kant abstracts his moral philosophy from the world of experience and practice, and wants to build a completely pure metaphysics of morals. But in his action to draw a line between the real world and metaphysical world, Kant excluded the behaviors stimulated from sympathy out of the moral behavior, and held the idea that this kind of behavior is not a moral behavior, but an action just out of hobbies. Based on the comparison with Mencius’ (孟子) construction of the metaphysics of morals, the author in this paper held the idea that we should reconsider the significance of sympathy in people’s mind. Kant’s discard to sympathy maybe the root of paradox that “moral behavior is inconsistent with happiness”.

Moral behavior and concern for others are sometimes argued to set humans apart from other species. However, there is some evidence that humans are not the only animal species to possess these characteristics. Work from behavioral biology and neuroscience has indicated that some of these traits are present in other species, including other primates. Studying these behaviors in other species can inform us about the evolutionary trajectory of morality, helping us to understand how the behaviors evolved and which environmental characteristics were critical for their emergence. A brief historical look indicates that, while this evolutionary approach to human behavior is not always well received, this line of inquiry is not new. For instance Adam Smith, better known for his economics than his natural history, was clearly sympathetic with the view that moral behaviors are present in species other than humans. This paper focuses on how individuals respond to inequity, which is related to moral behavior. Recent evidence shows that non-human primates distinguish between inequitable and equitable outcomes. However, this is primarily in situations in which inequity hurts the self (e.g. disadvantageous inequity) rather than another (e.g. advantageous inequity). Studying such responses can help us understand the evolutionary basis of moral behavior, which increases our understanding of how our own morality emerged.

Several scholars have recognized the limitations of theories of moral reasoning in explaining moral behavior. They have argued that moral behavior may also be influenced by moral identity, or how central morality is to one’s sense of self. This idea has been supported by findings that people who exemplify moral behavior tend to place more importance on moral traits when defining their self-concepts (Colby & Damon, 1995). This paper takes the next step of examining individual variation in a construct highly associated with immoral behavior — psychopathy. In Study 1, we test the hypothesis that individuals with a greater degree of psychopathic traits have a weaker moral identity. Within a large online sample, we found that individuals who scored higher on a measure of psychopathic traits were less likely to base their self-concepts on moral traits. In Study 2, we test whether this reduced sense of moral identity can be attributed to differences in moral judgment, which is another factor that could influence immoral behavior. Our results indicated that the reduced sense of moral identity among more psychopathic individuals was independent of variation in moral judgment. These results suggest that individuals with psychopathic traits may display immoral behavior partially because they do not construe their personal identities in moral terms.

We investigate the emergence of socially responsible (SR) production through consumer decisions. Our experimental treatments vary market competitiveness and consumers’ information on social responsibility in production. We show that—irrespective of consumers’ information—SR production reduces monopolistic supplier’s profit and is therefore unlikely to emerge. With supplier competition, SR production positively influences consumers’ buying decisions and suppliers offering SR products achieve significantly higher profits, as long as their price is not too high. Our results yield valuable insights into the possibilities and limitations of promoting SR production through consumer behavior, and they provide evidence for positive effects of competition on moral behavior. Data, as supplemental material, are available at http://dx.doi.org/10.1287/mnsc.2015.2279 . This paper was accepted by Uri Gneezy, behavioral economics.