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Multidimensional Ethics Training: The Ethics as Acculturation Model and the Ethical Dimension of the Culture of Psychology.

机译：多维伦理培训：作为文化适应的伦理模型和心理学文化的伦理维度。

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摘要

The Ethics as Acculturation Model (EAM; Handelsman, Gottlieb, & Knapp, 2005) of ethics training incorporates the ethical culture of psychology and a student's ethical background to promote ethical excellence, significantly advancing ethics training. However, despite the EAM's discussions of ethical cultures, a crucial concept is missing. Ethics must also include the implicit ethical dimension of culture, embedded in knowledge, practices, assumptions, worldview, configurations of goods, and understandings of the good. Psychological ethics are insensitive to the ethical dimension of the culture of psychology. The empirical methodology used to develop the American Psychological Association's first ethics code failed to capture unacknowledged ethical assumptions. The resultant code defined ethics in such a way as to exclude alternative conceptions of ethics in psychology. A separation between moral concepts and their social embodiment produces an applied psychological ethic that distorts moral concepts and prevents their authentic expression. Compartmentalization and individualism characteristic of US American culture creates a context for the emergence of an ethic impervious to the ethical dimension of the culture of psychology. Ethics training with an expanded ethical autobiography and awareness of formative moral traditions can account for the ethical dimension of culture. The ethical autobiography should focus on the history and culture of the United States and of US American psychology, and one's personal history and social location. Students must become aware of the traditions that have formed themselves, their discipline, and the United States, and engage in those versions of moral traditions that facilitate ethical awareness, critique, and reconstruction.;Keywords: ethics, ethics training, ethics code, culture, acculturation, history.
机译：道德培训的“道德作为培养模型”（EAM； Handelsman，Gottlieb和Knapp，2005年）结合了心理学的道德文化和学生的道德背景，以促进道德卓越，显着推进了道德培训。然而，尽管EAM对道德文化进行了讨论，但仍然缺少一个关键概念。伦理还必须包括文化的隐含伦理维度，嵌入到知识，实践，假设，世界观，商品配置和对商品的理解中。心理伦理学对心理学文化的伦理学维度不敏感。用于开发美国心理学会的第一个道德准则的经验方法未能捕获未经认可的道德假设。最终的代码以一种排除伦理学中心理学的替代概念的方式定义了伦理学。道德观念与其社会体现之间的分离产生了一种应用的心理伦理，这种道德观念扭曲了道德观念并阻止了它们的真实表达。美利坚合众国文化的区室化和个人主义特征为一种无法渗透心理学文化的伦理学维度的伦理学创造了背景。通过扩大道德自传和对形成性道德传统的认识来进行道德培训可以解释文化的道德方面。伦理自传应侧重于美国的历史和文化以及美国的心理学，以及个人的历史和社会地位。学生必须了解自己，他们的学科和美国所形成的传统，并从事有助于道德意识，批判和重建的道德传统版本;关键词：道德，道德操守，道德守则，文化，文化，历史。

著录项

  • 作者

    Ghali, Adam A.;

  • 作者单位

    Fuller Theological Seminary, School of Psychology.;

  • 授予单位 Fuller Theological Seminary, School of Psychology.;
  • 学科 Psychology Clinical.;Ethics.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 458 p.
  • 总页数 458
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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