• Korean Journal of Child Studies
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• v.27 no.2
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• pp.85-100
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• 2006

In this study of the relationship between moral judgment, moral emotions and moral behavior, 137 five-year-olds were interviewed to measure moral judgment and moral emotions. Their teachers measured children's moral behavior. Results showed that children judged moral and conventional rules by using the 4 criterion judgments of seriousness, rule contingency, generalizability and punishment. Children with highly felt moral emotions had higher scores in moral behavior. Moral judgment, moral emotions and moral behavior were highly interrelated. Children's moral behavior was related to rule contingency and generalizability. Their moral behavior was highly related to positive moral emotions. Positive moral emotions were related to the rule contingency and generalizability. Negative moral emotions were highly related to seriousness and punishment.

• The Journal of Korean Philosophical History
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• no.31
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• pp.87-111
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• 2011

In moral instruction, one of the important purposes is cultivate students' meaningful moral knowing. To obtain this purpose, generally systems approach has been adopted and used in moral instruction. Systems approach has emphasized efficient designs which do not occur incidental learning that does not contribute to obtain learning objectives. However, moral meaning may occur to the subject of knowing, then occurrence of coincidence can not be excluded. If we approach to moral instruction with operative and engineering ways, we may convey the learning object but it won't be received meaningfully. Because of such problem, moral instruction has been required an alternative perspective contrary to the systems approach. Above all we need to reconsider the logic of explanation based on the systems approach. Because the moral instruction is understood that it is a systematic and operative act according to the logic of explanation. According to the logic of explanation, education is an act that conveys the teachers' knowledge to students who have inferior knowledge to teachers'. During this process, students' interpretation has been overlooked. In moral instruction, the teachers' interpretation of moral meaning can occur and extend by students' interpretation. When we understand moral instruction as the course of alliance between interpretation, it could be stood out that teaching as a symbol, constitution of teaching text as a vacuum, learning as a coincidence. When we stand out these aspects, the moral instruction could be understand as a poetic act. And based on such understanding, we can abstract specific resemblances between the poetic act and the moral instruction. There are semantic invariants and semantic variants in the teaching text of moral instruction. The semantic variants premise uncertainty. The limitation, that is, semantic invariants and the openness which is possible within semantic variants are changed to the moral instruction by students' response. It is essential that a selective attention as esthetic transaction that could be changed from text to poet. Like this, we need to take notice of instructive aspects not to means for reaching learning objectives but to act for being possible disinterested experiential learning.

• The Journal of the Korea Contents Association
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• v.15 no.5
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• pp.403-413
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• 2015

The purpose of this study was to examine the degree of moral distress and turnover intention in nurses. Participants were 129 nurses working at a university hospital. Data were collected using a structured questionnaire survey from July 1 to August 8, 2014. Total mean score of moral distress was 3.18 and that of turnover intention was 3.20. There was a statistically significant differences on turnover intention between the group with high moral distress and the group with low moral distress (t = -2.11, p = .037). Further researches are needed to develop and provide ethics education program and moral distress management program to reduce the degree of moral distress of nurses in nursing practice.

• Journal of Korean Philosophical Society
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• v.147
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• pp.59-76
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• 2018

What are the conditions make a being x a moral agent? Can an artifact be moral agent? A moral agent is considered to be a rational being capable of distinguishing between right and wrong. This study critically analyzed Davidson's position on the condition of the rational being and argued that the network of beliefs with propositional attitude and the beliefs as their background cannot be a requisite for the rational being. Later, it proves that the conditions proposed by $Proke{\check{s}}ov{\acute{a}}$ are merely paratactically listed superficial elements. The moral agent in this study includes the rational agent and it is proven that the strong first person viewpoint is the necessary and sufficient condition for rational agent and moral agent. In conclusion, it suggested a the sketch of moderate skepticism which sets the tentative limit on the agent potential in an artifact by suggesting conditions for moral agent instead of intense skepticism that strongly denies the potential as the moral agent.

• Journal of Christian Education in Korea
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• v.64
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• pp.145-171
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• 2020

Christian communities have long sought to find what type of moral judgment is appropriate and what the Christian behavior is, by taking the church's ethical norms and behavior patterns as objects of reflection. In the same context, Christian education also tried to base the psychological rationalism of J. Piaget and L. Kohlberg, but the reason-centered structural development theory was not the answer. In fact, the structural development theory, which emphasized autonomy while excluding emotions from the moral judgment process, over-emphasizing cognition or reason, eventually led to moral relativism, unlike what was intended. In addition, it was criticized for not being able to adequately elucidate the gap between human moral reasoning and behavior, and for attempting to interpret morality excessively within the context of social culture. Recently, these limitations of structural developmental theory have been reinterpreted by neuroethics, especially moral psychology theories, which claim that moral judgment ability is physically wired in the brain and relies heavily on networks between cortical and limbic system. The purpose of this paper is to review some of the newly emerged research themes of neuroethics, and then to discuss two main theories that explain morality in the perspective of neuroethics and the implications that Christian education should pay attention to.

• The Journal of Korean Philosophical History
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• no.27
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• pp.387-415
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• 2009

The crisis of moral-ethical school subject is related to the scientific identity of moral education in Korean society. Because it's identity hasn't been established yet exactly. At past time 'National Ethics' included not only moral education, but also anti-Communist education and education of political ideology or propaganda. The scientific foundation of ethical education is on ethics, and it is a branch of philosophy. But to escape this fact, some scholars relating with ethical education claimed to need 'interdisciplinary approach' to ethical subject. As a result, they allowed other department to give their certificates. Futhermore it is at a crisis to be integrated into social subject. Philosophy as scientific origin of ethics has already not interdisciplinary character but the idea of integrated science. So there is no necessity for finding another scientific foundation. Now following the original goal of ethical education, they try to train the ability of moral judgement to solve various moral problems rationally, and to cultivate moral disposition that can practice the ideal and principles of life.

• Journal of Digital Convergence
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• v.11 no.2
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• pp.19-32
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• 2013

The purpose of this paper is to find an answer why employees in organization violate the organizational information security policy. To do this, this study is rooted in the moral disengagment theory. This study found that moral belief and perceived sanction have an effect on security policy violation. However, if moral disengagement is involved in the research model, perceived sanction is not significant. Finally, SETA, moral belief, and perceived sanction have a negative effect on moral disengagement, which in turn moral disengagement influences positively the security policy violation. The conclusions and implications are discussed.

• The Korean Journal of Financial Studies
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• v.6 no.1
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• pp.269-287
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• 2000

본 연구에서는 미국 상장은행의 자산 부채포오트폴리오 구성의 위험분산(risk diversification)과 도덕적해이(moral hazard)에 관한 실증적 분석을 행하였다. 실증적 분석의 결과 은행의 금기(今期)의 위험분산과 금기(今期) 이후의 위험추구 간에는 유의적인 양(陽)의 관계가 있음을 발견하였다. 즉 위험분산의 정도가 커서 투자가들로부터 파산가능성이 낮을 것으로 여겨지며, 따라서 위험증가에 따른 자본조달비용(예금이자율)의 증가라는 시장에서의 억제기능(market discipline)이 효과적으로 부과되지 못하는 은행들은 이러한 이점들을(특히 시장관련-체계적) 위험성이 높은 정책을 추구함으로써 수익을 증가시키려는 도덕적해이의 동기를 가지고 있음을 알 수 있었다. 선행연구에서의 논리대로 은행규모의 대형화가 자산 부채포오트폴리오 구성의 위험분산을 크게 하는 주요한 원인 중의 하나라면, 본 연구에서의 결과는 은행산업의 불건전한 재무구조와 그로 인한 금융질서의 혼란, 나아가 국가경제 전체의 혼란을 겪고 있는 한국 금융산업의 현주소, 즉 부실은행을 퇴출시키고 인수 합병에 의한 대형선도 은행(leading banks)중심으로 은행산업을 재편하는 한국금융산업의 구조조정에 있어 간과되어서는 안 될 중요한 정책적 시사점을 제시해 주고 있다고 하겠다. 즉 도덕적해이의 감소에 대한 제도적인 유인장치가 없는 단순한 인수 합병에 의한 은행의 자산규모의 증가가 반드시 은행산업의 구조적 안정에 기여할 것이라고 기대할 수는 없을 것이다. 대형은행의 자산 부채포오트폴리오 구성의 위험분산의 이점과 이로 인한 투자가들의 대형은행의 위험추구행위에 대한 감시동기의 부족, 이로 인한 도덕적해이가 필연적으로 발생하는 현상이라면, 도덕적해이의 감소에 대한 추가적인 유인책 없는 단순한 자산규모의 증가는 인수 합병을 통하여 탄생한 대형선도 은행들의 또 다른 도덕적해이를 낳을 가능성이 크기 때문이다.

• Journal of Educational Research in Mathematics
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• v.21 no.3
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• pp.279-294
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• 2011

The purposes of this study are to confirm the standard of ethical judgement ability of the mathematically gifted students and examine which factor makes on the ethical judgement ability among the mathematically behavior characteristics. For it, correlation analysis and regression analysis between the two things were conducted with SPSS 12.0 based on the results of mathematically behavior characteristic inspection and ethical judgement ability inspection. Also, the interview was conducted for students whose KDIT score is the highest and the results were intended to apply the results as the material supporting the results of qualitative test results. The interview with students examined which mathematically behavior characteristic factor made an effect on his own ethical judgement ability through the structural questionnaires.

• Journal of Korea Game Society
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• v.11 no.6
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• pp.159-170
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• 2011

It seems that social distrust toward morality of video games has not been deducted even the influence of video game has increased drastically for last few decades. To rationalize the identity of video game and its social legitimacy, this paper first considered video game genre as a new art form. By doing so, we could derive various aesthetical and moral issues to dispute in modern society. Secondly, by considering former issues, this study could figure out moral vulnerabilities of the genre according to its own form, by categorizing them into virtual reality, interactivity and simulation. To suggest most effective way to overcome its immorality by functionalize social feedbacks which elaborately designed based on John Dewey's pragmatist aesthetics and immoralism.