You are hereBiblio / Optimizing Cognitive-Dissonance Literacy in Ethics Education
Optimizing Cognitive-Dissonance Literacy in Ethics Education
| Title | Optimizing Cognitive-Dissonance Literacy in Ethics Education |
| Publication Type | Journal Article |
| Year of Publication | 2009 |
| Authors | Peters, Robert, and Filipova Anna |
| Journal | Public Integrity |
| Volume | 11 |
| Issue | 3 |
| Pagination | 201-219 |
| Date Published | Summer2009 |
| Type of Article | Article |
| Publication Language | eng |
| ISBN Number | 10999922 |
| Accession Number | 40400763 |
| Keywords | & , COGNITION; , COGNITIVE , dissonance; , ETHICS; , Study , teaching , values; |
| Abstract | Cognitive dissonance fosters changes in attitudes, beliefs, and behaviors, but is not a major ingredient of most ethics courses. The instructional model developed here addresses this deficiency by first discussing dissonance for the purpose of reinforcing the ethos and values taught in other parts of the curriculum, and encouraging students to measure and develop strategies for minimizing the discrepancies between their own individual values and agency policies. |
| Notes | PETERS, ROBERT 1 FILIPOVA, ANNA 2; Affiliation: 1: Associate professor of public administration, Western Michigan University 2: Assistant professor of public administration, School of Public Affairs and Administration, Western Michigan University; Source Info: Summer2009, Vol. 11 Issue 3, p201; Subject Term: COGNITIVE dissonance; Subject Term: ETHICS; Subject Term: VALUES; Subject Term: COGNITION; Subject Term: STUDY & teaching; Number of Pages: 19p; Document Type: Article |
| DOI | 10.2753/PIN1099-9922110300 |
