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The role of individual characteristics and structures of social knowledge in ethical reasoning using an experiential learning framework

White, Judith Anne
http://rave.ohiolink.edu/etdc/view?acc_num=case1056728836

Abstract Details

1992, Doctor of Philosophy, Case Western Reserve University, Organizational Behavior.
This research began as an inquiry into how individuals in organizations arrive at a particular ethical position or outcome. In particular the research question centered on the relative influence of emotion and cognition, and ideas and feelings, on ethical reasoning. Through the discourses of psychology, philosophy, and ethics this study examines the relative impact of the independent variables of individual characteristics and structures of social knowledge on two forms of ethical reasoning: the ethic of care and the ethic of justice. The individual characteristics of gender, concrete and abstract learning styles, and feeling and thinking judgment aspects of personality type describe the person through self-description. The structures of social knowledge, organicism and mechanism world views, and the communitarian and consequentialist moral orientations, represent the individual's espoused beliefs, ideas, or values. These were measured quantitatively, while the dependent variables, the two forms of ethical reasoning, the ethics of care and justice are investigated through qualitative data from subjects' written responses to ethical dilemmas. Results from the quantitative and qualitative analysi s demonstrate that the individual characteristics of gender, learning style, and judgment aspects of personality impact the care and justice forms of ethical reasoning significantly more than beliefs, ideas, and values measured through social knowledge structures. Masculine gender and thinking judgment were positively correlated with the ethic of justice, and feminine gender and feeling judgment were positively correlated with the ethic of care. Concrete learning positively correlated with an organicism world view, and with a communitarian moral orientation which in turn is positively correlated with the ethic of care. Organicism is positively correlated with a communitarian moral orientation. The results suggest a variety of ways of responding to ethical dilemmas, depending on the characteristics of the individual, and challenge the traditionally held concept of universalism or "one right way." Researchers, management educators, and managers might consider focusing on the more sensitive and complex matter of ethical development of the individual rather than teaching formulas or algorithms for arriving at solutions to ethical problems.
David Kolb (Advisor)
296 p.
role individual characteristics structures social knowledge ethical reasoning experiential learning framework

Recommended Citations

Citations

  • White, J. A. (1992). The role of individual characteristics and structures of social knowledge in ethical reasoning using an experiential learning framework [Doctoral dissertation, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=case1056728836

    APA Style (7th edition)

  • White, Judith. The role of individual characteristics and structures of social knowledge in ethical reasoning using an experiential learning framework. 1992. Case Western Reserve University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=case1056728836.

    MLA Style (8th edition)

  • White, Judith. "The role of individual characteristics and structures of social knowledge in ethical reasoning using an experiential learning framework." Doctoral dissertation, Case Western Reserve University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=case1056728836

    Chicago Manual of Style (17th edition)

case1056728836
843
© 1992, all rights reserved.
This open access ETD is published by Case Western Reserve University School of Graduate Studies and OhioLINK.