All people face moral choices, it can be in private life, work, school or daily life. There are often rules and laws that guide us and declare how we should act in a specific situation. But how should we act in the "gray zone”, where there are no clear guidelines and rules, where the boundaries between right and wrong are not so clear. Like other industries, the construction industry is subjected to moral problems, and it is not always obvious what is right and wrong. Ethics and responsibility have become more important in the construction industry in the last years. Today, people have higher demands on their work situation and are more likely to pay attention to irregularities. Many construction companies are working with ethical issues, and develop systems and strategies in order to achieve better ethical actions. The thesis is about ethics and responsibility in the construction industry. The thesis investigates problems and practical cases that have connections to ethical and moral issues. That has been done by choosing five different fields. These fields are “Environmental Threats”, “Gender”, “Security and accidents”, “Corruption”, and “Procurement and Tende r”. Each field consists of a background part where facts and information are presented, after this a case is presented that represents an ethical problem for each field. The study also investigates which factors that the construction industry should work with in order to achieve better ethical actions. This part is mainly based on interviews with researchers and people that are active in the construction industry.

Thesis (Th. M.)--Calvin Theological Seminary, 2003. / Abstract. Includes bibliographical references (leaves 92-97).

Made available in DSpace on 2016-04-25T19:20:18Z (GMT). No. of bitstreams: 1 Maria Angelica Santana.pdf: 2139087 bytes, checksum: b2a46f95bf57260fd3d663a9fb49959a (MD5) Previous issue date: 2011-11-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present Thesis makes a comparative study between Lévinas and Dostoiévski, reflecting a philosophical category, that applied to the theology compromises in the defense of the human being: of its to think, to act and of its faith. In the categories of: "Another one", "To look at", "Alteridade", "Totalling", "Subjectivity" and "Responsibility", tematiza the relations and the interpersonal comprometimento. Leaving of Emmanuel Lévinas, French philosopher and Russian romancista Dostoiévski. The work is divided in four parts. First part: Lévinas and its commentators with the fenomenologia the category of alteridade and its constellations. Second part looks for to describe in general lines the thought of Lévinas being made a synthesis of Autramente qu' être or au-delà of L' essence, detaching the concept of subjectivity as decisive for its thought, while the third part intends to coadunar the thought of Lévinas with Literature and the Talmud. E the fourth part reflects an interface between Lévinas and Dostoiévski leaving conception that Lévinas conceives to the "other" as anti-symmetrical transcendência that restores the infinite responsibility of the subjectivity in face of the Other. In this direction, the thesis explains this interface enters Autramente qu' être or au-delà of L' essence e the romance The Idiot. Pointing out that Míchkin prince, main personage of The Idiot, in its enigmatic express "infantile" fragility ficcionalmente, the levinasiano concept of the "subjectivity and the substitution in the ethical drama", that is, it "hostage of the Other becomes" / A presente Tese faz um estudo comparativo entre Lévinas e Dostoiévski, refletindo uma categoria filosófica, que aplicada à teologia compromete na defesa do ser humano: do seu pensar, agir e da sua fé. Nas categorias de: "Outro", "Olhar", "Alteridade", "Totalização", "Subjetividade" e "Responsabilidade", tematiza as relações e o comprometimento interpessoal. Partindo de Emmanuel Lévinas, filósofo francês e Dostoiévski romancista russo. O trabalho está dividido em quatro partes. Primeira parte: Lévinas e seus comentadores com a fenomenologia a categoria de alteridade e suas constelações. Segunda parte procura descrever em linhas gerais o pensamento de Lévinas fazendo uma síntese de Autramente qu être ou au-delà de L essence, destacando o conceito de subjetividade como decisivo para seu pensamento, enquanto a terceira parte pretende coadunar o pensamento de Lévinas com a Literatura e o Talmud. E a quarta parte reflete uma interface entre Lévinas e Dostoiévski partindo concepção que Lévinas concebe ao "outro" como transcendência assimétrica que instaura a responsabilidade infinita da subjetividade em face do Outro. Neste sentido, a tese explica essa interface entre Autramente qu être ou au-delà de L essence e o romance O Idiota. Salientando que o príncipe Míchkin, personagem principal de O Idiota, em sua enigmática fragilidade "infantil" expressa ficcionalmente, o conceito levinasiano da "subjetividade e a substituição no drama ético", isto é, o "torna-se refém do Outro"

Results from 10 empirical studies and 1 review article are described and can be summarized as follows: Only moral emotions represent an evaluation of person's behavior, whereas non-moral emotion provide information about outcomes. Positive moral emotions (e.g. pride, respect) signal that a person's (self or other) behavior was right, whereas negative moral emotions (e.g., guilt, indignation) signal that a person's behavior was wrong. These evaluations and signals are elicited by judgments of ought, goal attainment and effort (see Heider, 1958). Some moral emotions (e.g., shame or admiration) are also elicited by judgments on a person's ability. A person's responsibility (Weiner, 1995, 2006) and the perceived morality of a person's behavior (i.e., with regard to rightness and wrongness) represent further cognitive antecedents of moral emotions. Some moral emotions (e.g., regret, sympathy) are also influenced by a person's empathy (see Paulus, 2009) towards others. There are specific moral emotions that are closely connected to help-giving (e.g., sympathy), whereas other moral emotions are more closely related to reward (e.g., admiration) or punishment (e.g., anger). With regard to the cognitive effort underlying emotions, moral emotions require more cognitive effort (i.e., longer reaction times) than non-moral emotions.:Danksagung Inhaltsverzeichnis 1 Einleitung 1 2 An Introduction to Moral Emotions: Summary of Published Articles 3 2.1 A First Empirical Analysis of Moral Emotions 3 2.1.1 Towards a Classification of Moral Emotions 4 2.1.2 Cognitive Antecedents of Moral Emotions 5 2.1.3 Empirical Data 7 2.1.3.1 Positive Moral Observer Emotions 7 2.1.3.2 Negative Moral Observer Emotions 8 2.1.3.3 Positive Moral Actor Emotions 9 2.1.3.4 Negative Moral Actor Emotions 9 2.1.4 Cluster Analyses of Moral Emotions 10 2.1.5 Conclusions 12 2. 2 Integrating Moral Emotions in the Context of Attributional Theories 13 2.2.1 Metaphorical Backgrounds of Moral Emotions 13 2.2.2 Moral Emotions as ‘Stop vs. Go - Signals\' 15 2.3 Open Questions 16 2.3.1 Distinguishing Moral from Non-Moral Emotions 16 2.3.2 Controllability 16 2.3.3 Ability as a Further Antecedent Condition Eliciting Moral Emotions 16 2.3.4 Behavioral Consequences of Moral Emotions 17 2.3.5 Personality 17 2.3.6 Cognitive Effort 18 3 On Distinguishing Moral from Non-Moral Emotions. 19 3.1. Abstract 19 3.2 Introduction and Theoretical Background 20 3.2.1 Identifying Moral Emotions: Cognitive Antecedents 21 3.2.1.1 Agency 21 3.2.1.2 Moral Standards 22 3.2.1.3 Effort 23 3.2.2 Moral vs. Non-Moral Emotions 24 3.2.2.1 Non-Moral Emotions 25 3.2.2.2 Emotions with Both Moral and Non-Moral Qualities 25 3.2.2.3 Discordant Emotions 26 3.2.4 Aims and Expectations 27 3.3 Study 1 28 3.3.1 Method 28 3.3.1.1 Participants 28 3.3.1.2 Experimental Design 29 3.3.1.3 Materials and Procedure 29 3.3.1.4 Data Analysis 30 3.3.2 Results 31 3.3.2.1 Positive Moral Observer Emotions 31 3.3.2.2 Positive Non-Moral Observer Emotions 32 3.3.2.3 Negative Moral Observer Emotions 35 3.3.2.4 Negative Non-Moral Observer Emotions 36 3.3.3 Discussion of Study 1 37 3.4 Study 2 41 3.4.1 Method 41 3.4.1.1 Participants 41 3.4.1.2 Experimental Design 42 3.4.1.3 Materials and Procedure 42 3.4.1.4 Data Analysis 42 3.4.2 Results 43 3.4.2.1 Positive Moral Actor Emotions 43 3.4.2.2 Positive Non-Moral Actor Emotions 43 3.4.2.3 Negative Moral Actor Emotions 44 3.4.2.4 Negative Non-Moral Actor Emotions 48 3.4.3 Discussion of Study 2 48 3.5 General Discussion 51 3.5.1 The Signal-Function of Moral Emotions 54 3.5.2 Limitations and Implications for Future Research 55 4 The Who and Whom of Help-Giving: An Attributional Model Integrating the Help-Giver and the Help-Recipient. 58 4.1. Abstract 58 4.2 Introduction and Theoretical Background 59 4.2.1 Responsibility, Moral Observer Emotions and Help-Giving 62 4.2.2 Responsibility, Moral Actor Emotions and Help-Giving 63 4.2.3 Responsibility and Deservingness …………………………………………...... 65 4.2.4 Personal Characteristics of the Help-Giver 65 4.2.5 Aims and Expectations 66 4.3 Method 67 4.3.1 Participants 67 4.3.2 Experimental Design 67 4.3.3 Materials and Procedure 68 4.3.4 Data Analysis 70 4.4 Results 71 4.4.1 Manipulation Checks 71 4.4.2 From Thinking to Feeling 72 4.4.3 From Thinking to Acting 72 4.4.4 From Feeling to Acting 73 4.4.5 Moral Emotions as Mediators between Thinking and Acting 74 4.4.5.1 Moral Actor Emotions 74 4.4.5.2 Moral Observer Emotions 76 4.4.6 Empathy and Help-Giving 77 4.4.7 A Comprehensive Model 78 4.5 Discussion 83 4.5.1 Responsibility and Feelings of the Moral Actor 83 4.5.2 Moral Actor Emotions and Help-Giving 83 4.5.3 Responsibility and Help-Giving 84 4.5.4 Responsibility of the Person in Need and Moral Observer Emotions 85 4.5.5 Moral Observer Emotions and Help-Giving 85 4.5.6 Moral Emotions as Mediators between Cognitions and Help-Giving 85 4.5.7 Stable Characteristics of the Moral Actor 87 4.5.8 A Comprehensive Model of Help-Giving 87 4.5.9 Recommendations for Future Research 89 5 Moral Emotions: Cognitive Basis and Behavioral Consequences. 91 5.1 Abstract 91 5.2 Introduction and Theoretical Background 92 5.2.1 Cognitive Antecedents of Moral Emotions 94 5.2.2 Behavioral Consequences of Moral Emotions 97 5.2.3 Combining Cognitive Antecedents and Behavioral Consequences 98 5.2.4 Aims and Expectations 100 5.3 Study 1 100 5.3.1 Method 101 5.3.1.1 Participants 101 5.3.1.2 Experimental Design 102 5.3.1.3 Materials and Procedure 102 5.3.1.4 Data Analysis 103 5.3.2 Results 103 5.3.2.1 Manipulation Checks 103 5.3.2.2 Eliciting Moral Cognitions and Moral Actor Emotions 104 5.3.2.3 Predicting Moral Actor Emotions from Cognitions: Attained Goals 109 5.3.2.4 Predicting Moral Actor Emotions from Cognitions: Non-Attained Goals 111 5.3.2.5 Predicting Moral Actor Emotions from Cognitions: Mediation Analyses. 113 5.3.3 Discussion of Study 1 116 5.3.3.1 Cognitive Antecedents as Elicitors of Moral Cognitions and Moral Actor Emotions 116 5.3.3.2 Moral Cognitions Eliciting Moral Actor Emotions. 119 5.4 Study 2 121 5.4.1. Method 123 5.4.1.1 Participants 123 5.4.1.2 Experimental Design 123 5.4.1.3 Materials and Procedure 124 5.4.1.4 Data Analysis 125 5.4.2 Results 125 5.4.2.1 Manipulation Checks 125 5.4.2.2 Eliciting Moral Cognitions, Moral Observer Emotions and Sanctioning Behavior 126 5.4.2.3 Predicting Moral Observer Emotions from Cognitions: Attained Goals 132 5.4.2.4 Predicting Moral Observer Emotions from Cognitions: Non-Attained Goals 134 5.4.2.5 Predicting Moral Observer Emotions from Cognitions: Mediation Analyses 135 5.4.2.6 Predicting Sanctioning Behavior from Cognitions: Attained Goals 138 5.4.2.7 Predicting Sanctioning Behavior from Cognitions Non-Attained Goals 139 5.4.2.8. Predicting Sanctioning Behavior from Moral Observer Emotions: Attained Goals 139 5.4.2.9 Predicting Sanctioning Behavior from Moral Observer Emotions: Non-Attained Goals 140 5.4.2.10 Predicting Sanctioning Behavior from Cognitions and Moral Observer Emotions: Mediation Analyses 141 5.4.2.11 Predicting Sanctioning Behavior from Cognitions and Emotions: a Comprehensive Cognition  Emotion  Action Model 144 5.4.3 Discussion of Study 2 146 5.4.3.1 Cognitive Antecedents as Elicitors of Moral Cognitions, Moral Observer Emotions, Reward and Punishment 146 5.4.3.2. Moral Cognitions Eliciting Moral Observer Emotions 150 5.4.3.3 Relationships between Moral Cognitions, Moral Observer Emotions, Reward and Punishment 151 5.5 General Discussion 155 5.5.1 Moral Cognitions 155 5.5.2 Moral Emotions 155 5.5.3 Sanctioning Behavior 157 5.5.4 Limitations and Recommendations for Future Research. 159 6 Moral vs. Non-moral Emotions: Further Differentiation Based on Cognitive Effort 160 6.1 Abstract 160 6.2 Introduction and Theoretical Background 161 6.2.1 The Cognitive Effort Underlying Moral vs. Non-Moral Emotions 162 6.2.2 Cognitive Effort and Balance Theory 163 6.2.3 Aims and Expectations 166 6. 3 Method 168 6.3.1 Participants 168 6.3.2 Experimental Design 168 6.3.3 Materials and Procedure 169 6.3.4 Data Analysis 170 6.4 Results 171 6.4.1 Frequency of Choice 171 6.4.1.1 Moral Cognitions 171 6.4.1.2 Positive Emotions 172 6.4.1.3 Negative Emotions 174 6.4.2 Reaction Times 175 6.4.2.1 Moral Cognitions 174 6.4.2.2 Moral and Non-Moral Emotions 176 6.5 Discussion 180 6.5.1 Shortcomings and Issues for Future Research 183 7 Summary and Future Prospects 185 7.1 A Classification of Moral and Non-Moral Emotions 185 7. 2 Moral Emotions and Subsequent Behaviors 189 7.3. Moral Emotions and Personality 190 7.4 Cognitive Effort and Moral Emotions 192 7.5 An Empirically Based Definition of Moral Emotions 194 8 Zusammenfassung und Ausblick 195 8.1 Eine Klassifikation moralischer und nicht-moralischer Emotionen 195 8.2. Moralische Emotionen und nachfolgende Verhaltensweisen 200 8.3. Moralische Emotionen und Persönlichkeit 202 8.4 Kognitive Beanspruchung und moralische Emotionen 203 8.5 Eine empirisch fundierte Klassifikation moralischer Emotionen 205   Appendix A 207 Appendix B 208 Appendix C 209 Appendix D 210 Literaturverzeichnis 211 Tabellenverzeichnis 239 Abbildungsverzeichnis 240 Erklärung zur Selbstständigkeit LEBENSLAUF

This study is based on the research work on moral development written by J. Piaget. It is focused on a development of responsibility (on the child view on responsible behaviour in different age) and on an upbringing to responsibility. Study proceeds from structured interviews with children at the age of 4-13 years. There was used qualitative processing focused on an aspect of development. As a result of presented study there was found out the development of responsibility in three areas. Responsibility for rules develops from an obedience, through justice to equity. Responsibility for social environment develops from politeness to friends to politeness in general and from respecting the law of small groups to respecting the law of big groups. Responsibility for one own thinking develops from black-and-white views to reasoning in the context. Research next discusses the use of expiatory punishment and punishment by reciprocity in upbringing. This study is of benefit to closer view on the responsibility in it's own meaning. There is an inspiration for upbringing children to responsible behaviour. Results can also be a source for future studies in the area of moral development. Key words: responsibility, justice, obedience, expiation punishment, punishment by reciprocity, reasoning in the context.