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Scaffolding of Intuitionist Ethical Reasoning with Groupware: Do Students’ Stances Change in Different Countries?

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Abstract

Ethics education is essential in business and STEM curricula. For decades up to the present day, a rationalist conception of ethics has been highly influential in its pedagogy. However, in the past twenty years, developments in moral psychology and neuroscience support that moral thought and deliberation are guided by a dual process initiated by intuition. In this research, we present the design of a scaffolding for ethics teaching based on groupware with individual and collaborative activities, informed by the Social Intuitionist Model (SIM) and Moral Foundations Theory (MFT). We conducted an exploratory study based on an original case about academic ethics, involving student samples in five higher education institutions in four countries (N = 249). Results indicate that ethical reasoning, initially guided by intuition, can be influenced by facts, reflective questions, and social interaction. Students regardless of their initial intuitive stance about an eliciting situation, and their moral sensitivity according to MFT, changed their final decision on the situation significantly by the end of the intervention according to a Wilcoxon signed rank test (p < 0.001). About 30% of the sample swung to a stance opposite to what they decided at the outset of the intervention. A question that stems from this research is how students’ ethical thinking could be scaffolded and oriented, both pedagogically and technology-wise, towards identifying and standing for solutions to ethical dilemmas that are based on virtue and bring greater good.

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Author information

Authors and Affiliations

  1. Facultad de Ingeniería y Ciencias Aplicadas, Universidad de los Andes, Santiago, Chile

    Claudio Álvarez

  2. Centro de Investigación en Educación, Universidad de los Andes, Santiago, Chile

    Claudio Álvarez

  3. Facultad de Economía y Negocios, Universidad de Chile, Santiago, Chile

    Gustavo Zurita & Antonio Farías

  4. Departamento de Sistemas, Universidad del Cauca, Popayán, Colombia

    César Collazos

  5. Facultad de Ciencias de la Computación, Benemérita Universidad Autónoma de Puebla, Puebla, Mexico

    Juan Manuel González-Calleros

  6. Universidad Técnica Particular de Loja, Loja, Ecuador

    Manuel Yunga

  7. Facultad de Filosofía y Humanidades, Universidad de los Andes, Santiago, Chile

    Álvaro Pezoa

Authors
  1. Claudio Álvarez

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  2. Gustavo Zurita

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  3. Antonio Farías

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  4. César Collazos

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  5. Juan Manuel González-Calleros

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  6. Manuel Yunga

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  7. Álvaro Pezoa

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Corresponding author

Correspondence toClaudio Álvarez.

Editor information

Editors and Affiliations

  1. Nanyang Technological University, Singapore, Singapore

    Lung-Hsiang Wong

  2. Ritsumeikan University, Osaka, Japan

    Yugo Hayashi

  3. Universidad del Cauca, Popayán, Colombia

    Cesar A. Collazos

  4. Universidad de Los Andes, Santiago, Chile

    Claudio Alvarez

  5. University of Chile, Santiago, Chile

    Gustavo Zurita

  6. University of Chile, Santiago, Chile

    Nelson Baloian

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Álvarez, C.et al. (2022). Scaffolding of Intuitionist Ethical Reasoning with Groupware: Do Students’ Stances Change in Different Countries?. In: Wong, LH., Hayashi, Y., Collazos, C.A., Alvarez, C., Zurita, G., Baloian, N. (eds) Collaboration Technologies and Social Computing. CollabTech 2022. Lecture Notes in Computer Science, vol 13632. Springer, Cham. https://doi.org/10.1007/978-3-031-20218-6_18

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