Developing reflection on values as a foundation for a business career

Students can learn to analyse questions of ethics from the philosophical perspectives of duties, consequences and virtues. This includes the development of empathy and moral courage. Our brains respond to the experiences of others using 'empathy neurons'; we are 'hard-wired' for empathy. Developing moral courage can be linked to the development of empathy, drawing on 'ethics of care' theories. Graduates who express empathy for their colleagues and care for themselves are better equipped to act ethically. We show how learning experiences can enable students to develop problem-solving responses as an alternative to 'fight or flight' reactions to ethical problems. We can help students to develop expertise in ethics by providing them with more opportunities to engage rationally and empathically with ethical problems, through active learning experiences followed by critical reflective processes. Discussing moral exemplars in active learning helps to avoid a cynical view that unethical behaviour is normal. Critical reflection encourages students to make more use of their rational and empathic capacities. The theory of cognitive dissonance helps students to become aware of how we tend to seek information that confirms our decisions while avoiding information that would alert us to ethical hazards

Cognitive Structure of Moral Reasoning, Development, and Evolution With Age and Pathology

International audienceThis chapter presents research on moral judgment from the beginning of the 20th century to the present day. First, the authors will present the contribution of Piaget and Kohlberg's work on moral development from childhood to adulthood as well as the work of Gilligan on moral orientation and the difference observed between men and women. Then, the authors will analyze underlying structures of moral judgment in the light of the Dual Process Theory with two systems: system 1: quick, deontological, emotional, intuitive, automatic, and system 2: slow, utilitarian, rational, controlled, involved in human reasoning. Finally, the model of Dual Process Theory will be confronted with data from moral judgment experiments, run on elderly adults with Alzheimer's disease, teenagers with Autism Spectrum Disorder, and children and teenagers with intellectual disability in order to understand how cognitive impairment affects the structures and components of moral judgment

The Mind–Body-Spirit Learning Model Transformative Learning Connections to Holistic Perspectives: Seizing Control of Your Healthcare - The Relationship among Self-Agency, Transformative Learning, and Wellness

At a time when the medical field is dominated by the pressures of private insurance demands and government regulations, many people discover they need to be self advocates in order to battle illness and regain their health. Moreover, these issues are not constant, as many countries (like the USA) face changing demographics and continuing radical changes in healthcare funding. These conditions require that patients seeking healthcare re-examine constantly their assumptions on several levels including, but not limited to medical professionals’ motivations, training and accuracy, healthcare philosophies, and recommended treatments. Within this context, patients’ self-advocacy becomes essential. Yet such positive independence regarding the medical professions contradicts traditional American cultural mores. A critical question for this situation springs from adult learning and development: what are the relationships among discovering self-agency in personal healthcare, wellness, and transformative learning? This article uses the frame of an autoethnography to explore the relationship among these domains. The writer’s eight-year journey through debilitating illness includes growing understandings of and connections among transformative learning, mind-body-spirit connections, self-agency, self-advocacy, and cultural concepts of wellness