Leadership and Business Ethics for Technology Students

Application Of Ethics Early In Academia

Educators are challenged with teaching students the broad and various topics within their program while also providing guidance ethics to individuals whose morals have largely been developed during their younger years. Because the development of moral reasoning continues in adulthood (Kohlberg, 1984) and advances in logical and socio-cognitive capabilities occur during late adolescence and early adulthood, there is some reason to expect further normative developmental changes in prosocial moral reasoning into the 20s (Eisenberg et al. 2014). At a time when many young adults are discovering themselves, it only makes sense to ask if this is a crucial moment in development that is under-leveraged. Schwitzgebel et al. (2020) ask if university ethics classes influence students' real-world moral choices and conclude the question is important but difficult to answer. This question is important to consider when citing curricular reasons and applying the practical value of teaching ethics because real-world moral behavior is, in general, difficult to measure accurately and systematically (Schwitzgebel et al., 2020). Eisenberg et al. (2014) suggest the college experience supports the improved growth of moral reasoning because the academic environment provides opportunities for engaging in complex discussions, alternative perspectives, and abstract thinking that lend well toward maturity; the ability to improve moral reasoning tapers off in early adulthood.