Integrity and the Fragile Self

Cox, Damian; Caze, Marguerite La; Levine, Michael P.

doi:10.4324/9781315192161

Cited by 30 publications

(17 citation statements)

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“…Hardingham () described integrity as ‘wholeness in the relationship between our actions and our values and beliefs’ (p. 129). However, integrity should not be understood as being static but rather as something continuously changing and thus as a process that finds its roots in personal self‐knowledge and self‐reflection (Cox, La Caze, & Levine, ). The ability to negotiate one's values is also pivotal in the case of conflicts with partners because it allows nurses to foster and determine their readiness and willingness to find compromises.…”

Section: Introductionmentioning

confidence: 99%

Conceptualising moral resilience for nursing practice

2019

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The term ‘moral resilience’ has been gaining momentum in the nursing ethics literature. This may be due to it representing a potential response to moral problems such as moral distress. Moral resilience has been conceptualised as a factor that inhibits immoral actions, as a favourable outcome and as an ability to bounce back after a morally distressing situation. In this article, the philosophical analysis of moral resilience is developed by challenging these conceptualisations and highlighting the risks of such limiting perspectives. It is argued that moral resilience is best understood as a virtue with two associated vices, faintheartedness and rigidity. The intellectual virtue of practical wisdom is required to express resilience as a virtue. This understanding leads to recommendations for professional education, for practice and for further research.

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Section: Introductionmentioning

confidence: 99%

Conceptualising moral resilience for nursing practice

2019

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“…Integrity is central to ordinary thoughts about morality (Rosenbaum 2015). Many people view it as a moral virtue (Cox et al 2003) that is essentially related to other certain moral virtues (Palanski and Yamarrino 2007), such as honesty, fairness, sincerity, or even virtue itself in general. This virtue of honesty seems to be one of the main features of integrity, it is so that acting with integrity and acting ethically is often considered to be synonymous, though literally there is no moral connotation in it (Petrick and Quinn 2000;Six et al 2007).…”

Section: Integritymentioning

confidence: 99%

“…However it should be criticized that both approaches place too much focus on which condition is referred to as integrity, making integrity a static condition, and ignoring the dynamic character of integrity (Cox et al 2003). Integrity should be seen as a dynamic process in the formation of self-identity, reflected in the coherence between self-chosen moral values and principles, motivation, and actions, reinforced by a firm commitment to attain those values and principles and not for any other thing (Wisesa 2016a).…”

Section: Integritymentioning

confidence: 99%

University Students’ Value Orientation Toward Integrity Behind Their Decision To Cheat Or Not Cheat In Exams

Wisesa¹,

Pringgabayu²,

Pritasari³

et al. 2019

GADJAH MADA INT. J. BUS.

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Organizational values characterize every activity, including the behavior of the members of an organization, and their decision-making. However, there are moments in which the members of the organization violate the values, even though they know they should not. It also happens to university students. This fact brings us to reflect on how the values are interpreted in value orientation. By employing the phenomenological method using Kohlberg’s constructivist theory of moral development stages, this study explored the value orientation towards integrity in business school students’ decisions to cheat or not. The result indicates that even for students who face the same decision to cheat or not, their decision is affected by how they understand the value of integrity, which depends on their value orientation and their cognitive moral development. Most respondents had a mindset of egoistic value orientation, which is more concerned with the benefits and payback when making a decision. Most cases happened without there being a prior decision to cheat; the decision is made at the time of the exam by considering the emerging internal or external situational factors.

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“…In which case, it may be best described as standing between qualities associated with inflexibility (such as arrogance or dogmatism) and those associated with superficiality (such as weakness of will or hypocrisy). Cox et al(2003) talk of people of integrity living their lives in a 'fragile balance' between such traits. This characterisation of integrity emphasises the psychological and practical work that people need to undertake if they are to maintain their integrity.…”

Section: Researcher Integritymentioning

confidence: 99%

Chapter 1: Cultivating Researcher Integrity: Virtue-Based Approaches to Research Ethics

Banks¹

2018

Virtue Ethics in the Conduct and Governance of Social Science Research

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This chapter presents a virtue-based approach to research ethics, which both complements and challenges dominant principle-and rule-based ethical codes and governance frameworks. Virtues are qualities of character that contribute to human and ecological flourishing, focusing on the dispositions and motivations of moral agents (in this case, researchers) as opposed to simply their actions. The chapter argues for the usefulness of 'researcher integrity', in the context of increasing interest internationally in 'research integrity' frameworks for regulating research practice. 'Researcher integrity' is analysed, including weak and strong versions of the concept (conduct according to current standards, versus reflexive commitment to ideals of what research should be at its best). Researcher integrity in its stronger sense is depicted as an overarching complex virtue, holding together and balancing other virtues such as courage, care, trustworthiness, respectfulness and practical wisdom. Consideration is given to educating researchers and university students as virtuous researchers, rather than simply ensuring rules are followed and risks minimised. Several approaches are outlined, including Socratic dialogue to develop attentiveness and respectfulness and participatory theatre to rehearse different responses to ethical challenges in research. Some limitations of virtue ethics are noted, including dangers of reinforcing a culture of blaming researchers for institutional failings, and its potential to be co-opted by those who wish to indoctrinate rather than cultivate virtues. Nevertheless, it is an important counterweight to current trends that see research ethics as entailing learning sets of rules and how to implement them (to satisfy institutional research governance requirements), rather than processes of critical and responsible reflection.

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Integrity and the Fragile Self

Cited by 30 publications

References 0 publications

Conceptualising moral resilience for nursing practice

Conceptualising moral resilience for nursing practice

University Students’ Value Orientation Toward Integrity Behind Their Decision To Cheat Or Not Cheat In Exams

Chapter 1: Cultivating Researcher Integrity: Virtue-Based Approaches to Research Ethics

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