Effectiveness of Ethics Education Based on Extended Multiple Ethical Paradigms

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Abstract

Despite considerable interest in ethics education, empirical research on its effects is scarce and problematic. The present paper aims to address this lacuna by exploring the effects of ethics education based on extended multiple ethical paradigms. The study follows a longitudinal design, based on pre- and post-course measurements that used the Ethical Perspectives Instrument in six Israeli cohorts of educational administration graduate students (N=73). The findings indicate that ethics education has a limited effect on the student body as a whole, but when students were separated into those who did and did not change their dominant ethics, differences emerged. The results suggest the existence of different outcomes of ethics education.

Authors

• Ori Eyal, Hebrew University

• Izhak Berkovich, The Open University of Israel