• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.489-495
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• 2024

This study identifies the factors affecting the morality of university students in Mongolia. A cross-sectional study was used. The participants include 200 university students from 1 March 2020 to 30. A self- report question through Google survey was done. Religion was the variable that showed a significant difference in citizenship, sociality, and morality of the participants, and there was a positive correlation between citizenship and morality in society. The factors affecting morality were sociality(β=.45, p<.001) and citizenship(β =.39, p<.001), and the explanatory power was 57.1%(F=.571, p<.001).

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.257-272
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• 2005

The purpose of this study is to provide the basic data for morality of education in home economics education. Through research on the state of morality of education, the following criteria can be achieved ; recognition of the importance, and the level of teaching performance regarding the contents of morality education in home economics instruction. The basic data were obtained by looking at the differences between the recognized importance and the level of teaching performance. Data were collected from the survey mailed to the teachers responsible for home economics area in $\lceil$Technology${\cdot}$Home Economics$\rfloor$ in middle schools in Korea. The 335 questionnaires collected were used for final analysis. SPSS/WIN 10.0program was used for calculating and analysis the frequency, percentage, average. standard deviation. Firstly, most of the home economics teachers show that they continually try to implement morality education through each home economics lesson plan. They focus their attention on the main theme of the lesson of a particular nit, that deals with family life. For example, an excerpt from a particular unit may be the 'Understanding of myself and family members'. Most home economics teachers believe that a family setting and/or schools, whether private or public institutions, are appropriate places for productive education. As well, each of these educational settings, should take complete responsibility for teaching morality of education. As a way to activate the morality education, teachers believe that working with the students and understanding the needs of their students, along with the cooperation of parents, are key factors in the teaming process. Another way is the change of teacher's perceptions and educational conditions or environment. Secondly. home economics teachers in middle school. are showing a higher level of understanding on the importance regarding the contents of morality education, which can be noticed through the high level of their teaching performances. Regarding the importance of morality education, the first priority goes to showing respect for parents and the elderly, as well as sexual ethics and respect for life must always be taken into consideration. In regards to the level of teaching performance, the first priority goes to responsibility and co-operation. Secondly. showing respect for parents and the elderly and sexual ethics will be the third. Through data achieved through this study, the majority of home economics education teachers believe that morality education in home economics education is very important and a key factor in their teaching practices.

• Journal of the Korean Institute of Landscape Architecture
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• v.43 no.2
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• pp.105-113
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• 2015

The theory of landscape architecture applies environmental ethics in order to secure an ecological status. However, environmental ethics that focus on nature conservation excludes landscape architecture as artifacts. In the process, it is hard to identify what landscape architecture insists on as the middle position between humans and nature. Rather, landscape architecture pretends to be an 'agent of nature' and pushes the traditional moral values 'for people.' Therefore, the purpose of this study is to reestablish the anthropocentrism moral position of landscape architecture through critical analysis. Hargrove's weak anthropocentrism' of several environmental ethics branches accepts natural aesthetics(such as landscape architecture) as an ethical virtue. But environmental ethics makes landscape architecture a critical target. For that reason, this study looked into critical contents and objects that in a position to moral, aesthetic and landscape architecture. Critical details are as follows: First, nature is an absolute as an aesthetic and moral value, but landscape architecture is an imitation and takes a relaxed attitude about nature. Second, nature is full of aesthetic substance because it is self-creative, but landscape architecture is designed nature covered human flaws through imagination. Third, environmental management granting techniques in nature generate a moral nihilism. As an argument, environmental ethics overlooked the moral practices of landscape architecture beyond nature another moral aspect of creation and the imagination-and moral aspects of environmental management as 'care' because they rule out 'moral autonomy' and simplify what is considered 'good.' As a result, conservation cannot be the only virtue why the problem of nature in reality cannot be separated from human life. The moral position of landscape architecture based on a 'good life' is more appropriate under anthropocentrism than as a middle position.

• Journal of Gifted/Talented Education
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• v.23 no.1
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• pp.67-87
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• 2013

This study explores high school gifted students' perception of cheating in school using the concept mapping method. The map shows the gifted students' concept structure and the different perception between gifted and non-gifted students on cheating. For the purpose, 63 high school gifted students participated at the brainstorming stage to gather the possible related statements. Finally, 64 statements were confirmed and these were divided and evaluated by 13 focus group students. Then, they were analyzed by multidimensional scaling and processed by hierarchical cluster analysis. The results compiled from this procedure show that high school gifted students' perception of cheating is classified into five clusters: "unacceptable cheating behaviors of friends", "an inseparable relation among social structure, giftedness and cheating", "conflict, coping skills, and tolerance related to the cheating", "immorality in one's inner person" and "the judgement based on morality and social justice". In addition, 150 gifted students and 160 non-gifted students checked the degree of agreement to each statement with the likert 6 points scale and the result showed that there was no significant difference in two clusters, "unacceptable cheating behaviors of friends" and "the judgement based on morality and justice", while it turned out that there were significant perception gaps in three clusters, "inseparable relation among social structure, giftedness and cheating", "conflict, coping skills, and tolerance related to the cheating" and "immorality in one's inner person". Implications of the study related to the gifted students' moral behaviors were discussed in depth.

• Journal of Korean Philosophical Society
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• v.123
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• pp.1-26
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• 2012

Ist der Emotivismus eine $mi{\ss}lungene$ Theorie? Nach der Meinung von Jesse Prinz ist es nicht so. Auf der Humeschen Tradition stehend behauptet er, $da{\ss}$ ein moralisches Urteil ohne das Sentiment von Billigung oder $Mi{\ss}billigung$ nicht zustandekommen kann. Ihm zufolge ist Emotion nicht allein mit moralischen Urteilen verbunden, sondern auch eine notwendige und hinreichende Bedingung $daf{\ddot{u}}r$. Der Grund dessen, warum der Emotivisums nicht ${\ddot{u}}berzeugend$ erschien, liegt darin, $da{\ss}$ $f{\ddot{u}}r$ diesen die Verbindung von Emotion und Moral nur auf den $Gef{\ddot{u}}hlsausdruck$ $beschr{\ddot{a}}nkt$ bleibt. Zwar stellt das moralische Urteil Sentiment dar, aber das bleibt eben nicht als ein $blo{\ss}$ $Gef{\ddot{u}}hlsausdruckendes$. Denn die $Moralit{\ddot{a}}t$ ist nicht die einfache Projektion eines subjektiven Zustandes, vielmehr konstruiert die emotionale Reaktion von Billigung oder $Mi{\ss}billigung$ das moralische Urteil. Daher muss der projektistische Gesichtspunkt des expressionistischen Emotivismus modifiziert werden, so $da{\ss}$ der oft dem Emotivismus kritisch zugeschriebene moralische Nihilismus zu ${\ddot{u}}berwinden$ ist. In diesem Zusammenhang $schl{\ddot{a}}g$ Prinz den konstruktiven Sentimentalismus vor, der als eine hybride Theorie des Moralbegriffs von 'biologiscehn Tatsachen' und 'sozialer Konstruktion' darauf zielt, im moralischen Leben eine Stelle auszumanchen, wo Evolution und Kutur zueinander zusammentreffen $k{\ddot{o}}nnen$.

• Korean Journal of Cognitive Science
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• v.33 no.4
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• pp.169-203
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• 2022

As artificial intelligence (AI) technology advances, the number of cases in which AI becomes an object or subject of moral judgment is increasing, and this trend is expected to accelerate. Although the area of AI in human society expands, relatively few studies have been conducted on how people perceive and respond to AI. Three studies examined the effect of the anthropomorphism of AI on its responsibility. We predicted that anthropomorphism would increase the responsibility perception, and perceived agency and perceived patiency for AI would mediate this effect. Although the manipulation was not effective, multiple analyses confirmed the indirect effect of perceived patiency. In contrast, the effect of perceived agency of AI was somewhat mixed, which makes the hypothesis partially supported by the overall result. This result shows that for the moral status of artificial agents, perceived patiency is relatively more critical than perceived agency. These results support the organic perspective on the moral status that argues the importance of patiency, and show that patiency is more important than agency in the anthropomorphism related study of AI and robots.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.57-63
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• 2023

The purpose of this paper is to analyze the aspects of hybrid warfare and show the limits of jus in bello, a principle that evaluates the moral responsibility of the agents. As a theory of the morality of war presented in traditional warfare, the just war theory has been widely accepted. In particular, jus in bello offers the criteria of moral legitimacy regarding the actions of individuals participating in or involved in war. However, hybrid warfare, in which various aspects of warfare operate in a complex way, has obvious differences compared to traditional warfare, and this difference causes difficulties in determining the moral evaluation and attribution of responsibility for actions in war. In order to appropriately resolve the moral problems arising from hybrid warfare, it is necessary to clarify what the limitations of existing moral justification theories are. To this end, in this paper, we will first present a conceptual understanding of hybrid warfare, specify the differences from traditional warfare, and then show the limits of its application in hybrid warfare in light of the three principles that compose jus in bello.

• Journal of dental hygiene science
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• v.8 no.3
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• pp.199-205
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• 2008

The purpose of this study was to investigate moral judgment among dental hygiene students in Korea. Data was collected through self-reported questionnaires in March, 2008. The Korean version of the DIT(Defining Issues Test) was adopted to evaluate levels of moral judgment, which was measured by the score of P(%). The data were analyzed by a t-test, ANOVA. The results were as follows: 1) The mean score of P(%) was 41.16. 2) The score of P(%) revealed significant differences by family form(p = 0.003).

• The Journal of the Korea Contents Association
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• v.12 no.3
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• pp.276-284
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• 2012

This study aimed to identify the relationship between moral distress and turnover intention among hospital nurses. The participants were 281 hospitals nurses. The moral distress scale and the turnover intention scale for nurses were used. Data were analyzed using SPSS/WIN 15.0 program. The mean score of moral distress was 3.08 and that of turnover intention was 5.09. Statistically significant differences were found in moral distress according to age (F = 5.87, p = .003), education level (F = 11.50, p < .001), nursing experience (F = 7.00, p <. 001) and department of duty (F = 3.81, p =. 005). Statistically significant differences were found in turnover intention according to age (F = 11.54, p <. 001) and nursing experience (F = 5.87, p = .001). Moral distress was positively correlated with turnover intention (r = .29, p < .001). The findings suggest that programs aimed at decreasing moral distress and turnover intention should be developed. Furthermore, future studies should explore variables that influence moral distress.

• The Journal of Korean Association of Computer Education
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• v.6 no.4
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• pp.135-146
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• 2003

This study examines the relationship between instruction using ICT and the students' moral judgement and academic achievement in ethics course in a middle school, and analyses the difference of learning effects according to gender. For the purpose of this study, the two hypotheses are established. One is that there would be a significant difference in learning effect between ICT instruction groups and teacher-centered instruction groups. The other is that there would be a significant difference in learning effect between male groups and female groups. This study sampled 144 students of four classes from the first graders of a middle school in Taejon. For experimental treatment, this study designed two instructional programs: ICT-using instruction and teacher-centered instruction. ICT-using instruction program was applied to two classes(72 students), and teacher-centered instruction program to the other two classes(72 students). The experimental design of the study was the pretest-posttest control group design. As a result of this study, the ICT-using instruction program influenced positively the students' moral judgement and its improvement. Concerning the degree of academic achievement, there was no significant difference between the ICT-using groups and the teacher-centered groups. The sex distinction among ICT-using groups does not make any significant difference in the moral judgement and academic achievement.