• The Journal of Korean Association of Computer Education
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• v.17 no.2
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• pp.11-19
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• 2014

Presently the instructional model for internet ethics education is modeled after the integrated morality. The model is based on the assumption that ethical awareness will lead to ethical activities which is based on the theory that cognition is correlated to the behavioral domains. But the side effects of the information society in the cyber space increased even when the education for the awareness of ethics in the cyber space has been taught more aggressively than before. In this study, the relation of the cognition for information ethics and the ethical behavior in the cyber space was analyzed in order to find out the implications for the effective internet ethics education model. The tools used are the 'DIT (Defining Issues Test)' to measure the behavioral ability in the physical world, the Information Ethics Judgment to measure the behavioral ability in the cyber space, and the self diagnostic tool of 'Internet ethics awareness' to measure the level of cognitive knowledge for internet ethics. The correlation of three measures was analyzed. The results were college students' levels of ethics from three tools from are considerably low. Moral judgement and information ethics judgement were not correlated which means that the behavior in the physical world was not necessarily correlated to the behavior in the cyber space. The three measurements were not statistically significantly correlated. Therefore the cognitive awareness for the information ethics were not necessarily correlated to the ethical behavior in the cyber space. Ethical cognition and the moral behavior need to be taught with equal emphasis as they do not have strong correlation.

• Journal of Korean society of Dental Hygiene
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• v.8 no.3
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• pp.99-106
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• 2008

This study was conducted to evaluated the level of moral development of dental hygiene students in Korea. Data were collected through self reported questionnaires received from 197 dental hygiene students from May 6 to 28, 2008. The Korean version of the DIT(Defining issues Test) was adopted to evaluate levels of moral development that the score of P(%) and stage 4. The data were analyzed by a descriptive analyses and t-test. The mean score of P(%) and stage 4 was $45.21{\pm}12.69$ and $21.28{\pm}11.06$ respectively. The score of P(%) revealed significant difference by experience of ethical education, medical ethics education and work ethics education and necessity of medical and work ethics education, clinical practice exercise. The score of stage 4 revealed significant differences by necessity of work ethics education, participation of ethics education and importance of ethics education. In conclusion, for enhancing dental hygienists' moral development it is necessary to improve the curriculum and to develop the ethics education.

• 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 Digital Convergence
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• v.4 no.2
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• pp.51-65
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• 2006

This study is to evaluate the morality of teenagers with regard to features of justice. On the basis of the findings, an online morality level test system is designed and implemented to help students understand themselves better and to increase moral maturity through this self-test method based on Kohlberg's Morality Development Level. The main purpose of this study is to help students test and evaluate their morality, and it will be contributed to slough off egocentrism and to orient a relationship based on a mutual respect by using the embodied system. If this system can be applied successfully, an effective improvement on students' further education guidance may be gained because the test and its results are made in the system simultaneously. Also this easy and fast test system can attain much more economical effects than a written test.

• 한국노년학
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• v.29 no.3
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• pp.789-803
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• 2009

We investigated the influences of positive thought about social capital on social participation of the elderly Koreans. The study design was cross-sectional analysis of the National Statistic Office Study of Korean Society Statistics Survey 2003. Participants were total of 8,586 representative samples. Two types of social participation were investigated: meeting attendance and volunteer obligations. The base model included five thoughts about social capital that must be settled as a priority in Korea, i.e., reducing the differences between the rich and the poor, reducing the crime rate, reducing regulations and corruption, improving the moral level, eliminating environmental pollution. Social participation was influenced by positive thoughts about social capital, and different kinds of thoughts had different influences on different types of social participation. The elderly who responded positively to 'reducing the differences between the rich and the poor' attended all two types of social participation more. Along with education and health status, positive thought about social capital is another important factor that influences increased social participation. It may also compensate for deteriorating health with increasing age by promoting social participation. Encouraging social participation is a good way to improve the health of the elderly, as are efforts to change thought about social capital positively.

• The Journal of Korean Philosophical History
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• no.32
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• pp.395-432
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• 2011

The purpose of this study is (i) to explore arguments of post-kohlbergian approach in moral psychology and; (ii) to analyze Blasi's and Lapsley's positions regarding the relationship between moral philosophy and psychology in terms of reflective reasoning and; (ⅲ) to suggest their's implication concerning the future development of moral identity theory. Moral identity theory has emerged as an alternative approach of the Kohlberg's moral development theory. Theorists of moral identity theory commonly criticize Kohlberg's theory as a philosophical psychology and insist the autonomy of moral psychology. However, one can find different positions within this trend, especially concerning he meaning and role of the reflection in moral functioning. Blasi emphasizes the importance of the reflective reasoning of moral agent, while Lapsley supports moral automacy contrary to Kohlberg's phenomenalism. Although Blasi had been negative about building moral psychology based on the moral philosophy, he has articulated the moral identity theory based on the concept of free will by Frankfurt. However, recently he criticizes intuitionist theory of Haidit and suggests the notion of the moral agent with the skill of reflective reasoning, or post-conventional thinking in Kohlberg's terms. Blasi's perspective of moral identity has two version. The one emphasizes the moral understanding which means strong evaluation, while the other refers to reasoning with weak evaluation. This leads to an inevitable inner contradiction within his theory of moral identity. Lapsley considers moral identity as a heuristic idea and suggests moral chronic as a new model of moral identity. This model is based on the social cognitive theory. His social cognitive model of moral personality provides the account for implicit, tacit, and automatic of moral functioning, while reflecting the core of moral identity. Lapsley suggests that moral function involves conscious and unconscious processes. The former occurs in normal situations of life, while the latter in rare and unusual situations. He does not highlight reasoning in moral functioning as Blasi do. In consequence, I will argue the notion of the moral agent with the skill of reflective reasoning, or post conventional thinking in Kohlberg's terms in the moral functioning like Gibbs and Turiel positions in the Journal of Moral Education' s 2008 special issue. Moral philosophy and psychology should be in complementary relations. It means we explore not only more interdisciplinary researches on the moral functioning, but also researches based on the moral philosophy.

• 한국체육학회지인문사회과학편
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• v.55 no.1
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• pp.37-47
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• 2016

This study aims to develop an educational program of sport ethics which would enhance moral autonomy on the part of athletes. First, based on James Rest's Four Component Model of moral behavior, this study has analyzed prior studies and built educational contents. Then, it used dilemma discussions among peers for disequilibrium of cognitive structure. Last, this program has been tested and proven by college students who were thoroughly interviewed afterwards. After joining the program, the student-athletes showed a positive change of thought and action in relation to sport ethics. I hope that this study will contribute to enlarging the field of sport ethics education.

• Korean Journal of Culture and Social Issue
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• v.18 no.3
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• pp.349-366
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• 2012

The importance of helping behavior in our society has been increasing and this study aimed to find the practical strategies to increase helping behaviors with minorities and general public in our communities. Participants(N=156) were randomly assigned to respond to a scenario which measured the intention to help either foreign workers or general public. Also, participants were given the scale of fairness and empathy to respond. The findings of this study demonstrated that (1) empathy and fairness had main effect of the intention to help other persons and empathy and different targets in the unfair perception had interactional effect; (2) the intention to help foreign workers was positively related to fairness and the intention to help general public was affected by empathy. The results showed that according to the perceived unfairness in helping behavior situations, the role of fairness which empathy did not explain was founded. These findings suggest that empathy and fairness in helping behavior are complementary to each other.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.1-13
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• 2016

The purpose of this study is to develop a Science Ethicality Test (SET) to measure students' science ethics. To secure the validity and reliability of the SET, the authors have applied Rest's Four Components Model (FCM). To develop the SET, authors have conducted the following procedures: analysis of the Korean Youth Moral Test (Kim & Lee, 2012), alteration of the KYMT; and development of the SET. Rest's FCM is consisted of moral sensitivity, moral judgment, moral motivation, and moral character. The SET is consisted of ethical sensitivity, ethical judgment, ethical motivation, and ethical character with each factor having its own elements. To secure the validity and reliability of SET, authors requested a validity assessment from five experts (two evaluators are science education experts, two others are ethics education experts, and one evaluator is a scientist), and surveyed 599 elementary school students. As a result, SET proved high levels of validity and reliability.

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.65-80
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• 2003

The purpose of this study was to investigate the Asynchronous development of young gifted children by parents' perception. Total 3 groups of 145 subjects from age 30 months to 6 years 10 months old young gifted children's parents participated. The major findings were as follows: (1) The mean developmental characteristics was at a high average level. The developmental subscales tended to be high. The level of verbal understanding/expression tended to be high. It reared as followed; intellectual capacity, emotional maturity, visual-motor coordination, morality, self-behavior control, emotion control, physical development, social development, peer relationship, leadership ability. (2) There were significant differences between intellectual capacity, verbal understanding /expression and physical, social development, self-behavior control, emotion control. There were significant differences between physical development, self-behavior control and emotion control as children got lower. There were significant differences between verbal understanding/expression and visual-motor coordination as children got older. There were significant differences between social development, peer relationship and self-behavior control, emotion control as children got older. Also, there were significant differences between leadership ability and self-behavior control, emotion control as children got older. There were significant differences between morality and self-behavior control as children got older. These findings suggested that young gifted children were in the special needs because of the developmental differences.