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The first part of this article examines some theoretical arguments for teaching moral education in the classroom. This discussion is followed by an investigation into how the use of fiction might enhance this process. Finally, a specific strategy using Mark Twain's novel, The Adventures of Huckleberry Finn, is offered as an example of how this might be done.
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The theoretical considerations, operationalization of the constructs, and measurement issues of an ongoing program of research designed to explain ethical practice in nursing are presented. They illustrate the constant give and take among research, the empirical world, and theory building. This case study depicts the iterative and complex process of developing constructs and relationships, based on research findings, that explain moral behavior in nursing practice.
Research and theory on the role of emotion and regulation in morality have received considerable attention in the last decade. Much relevant work has concerned the role of moral emotions in moral behavior. Research on differences between embarrassment, guilt, and shame and their relations to moral behavior is reviewed, as is research on the association of these emotions with negative emotionality and regulation. Recent issues concerning the role of such empathy-related responses as sympathy and personal distress to prosocial and antisocial behavior are discussed, as is the relation of empathy-related responding to situational and dispositional emotionality and regulation. The development and socialization of guilt, shame, and empathy also are discussed briefly. In addition, the role of nonmoral emotions (e.g. anger and sadness), including moods and dispositional differences in negative emotionality and its regulation, in morally relevant behavior, is reviewed.
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