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Promoting Virtue Development in Young People and the Workplace: An Academic Review of Theories, Practices, and Outcomes

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Introduction

Virtue, traditionally understood as moral excellence, is increasingly acknowledged as a cornerstone of personal development and organisational success. In both youth and workplace contexts, cultivating virtues such as honesty, integrity, empathy, and perseverance is linked to positive behavioural, academic, and professional outcomes (Peterson & Seligman, 2004; Wright & Goodstein, 2007). This paper aims to address the following research questions:How is virtue defined and conceptualised across disciplines? Which methods and strategies effectively promote virtue among young people and within workplace settings? What are the primary challenges to virtue development, and how might these be overcome? The scope encompasses educational and organisational contexts, as well as a comparative analysis of similarities and differences in approaches for youth and adults.

Theoretical Framework

Definitions of Virtue

Virtue is generally defined as a habitual disposition to act in ways that are morally commendable (Aristotle, trans. 2009). Contemporary definitions expand this to include character strengths and prosocial behaviours (Peterson & Seligman, 2004). Virtues are often categorised as cardinal virtues (e.g., courage, temperance, justice, prudence) or as context-specific traits relevant to modern life, such as teamwork or fairness (Dahlsgaard, Peterson, & Seligman, 2005).

Historical and Contemporary Theories

Aristotelian virtue ethics posits that virtues are acquired through habituation and practical wisdom (phronesis), emphasising the development of moral character over time (Aristotle, trans. 2009). In contrast, Kohlberg’s stages of moral development focus on cognitive aspects of moral reasoning, suggesting that virtue is linked to the progression through universal stages of moral judgement (Kohlberg, 1984). Recent frameworks, such as positive psychologyconceptualise virtue as a set of measurable character strengths and advocate for interventions that foster these traits in educational and organisationalal settings (Peterson & Seligman, 2004; Park & Peterson, 2009).

Virtue Development in Young People

Educational Approaches

Schools play a central role in virtue development, with character education programmes designed to promote values such as respect, responsibility, and empathy. Evidence suggests that sucprograms, when implemented systematically, can enhance social and emotional skills, reduce behaviouralal problems, and improve academic performance (Berkowitz & Bier, 2005; Lickona, 1991). Approaches range from explicit instruction in moral reasoning to experiential learning through service projects and restorative practices (Nucci, Narvaez, & Krettenauer, 2014).

Family and Community Roles

Families arthe primary agents of virtue socialisation, modelling ethical behaviourur and reinforcing moral norms (Grusec & Goodnow, 1994). Communitorganisations, such as youth clubs and religious institutions, provide additional opportunities for young people to practice virtuees in real-world settings (King & Boyatzis, 2004). Empirical studies point out the importance of supportive, value-orientated environments in fostering resilient and virtuous youth (Scales et al., 2000).

Empirical Studies

Longitudinal research indicates that early experiences with supportive adults and structured opportunities for moral action predict later prosocial behaviour and reduced engagement in risky activities (Eisenberg, Spinrad, & Morris, 2014). School-based interventions, such as the PATHS (Promoting Alternative Thinking Strategies) curriculum, have demonstrated significant improvements in self-control, empathy, and conflict resolution among participants (Domitrovich et al., 2007).

Promoting Virtue in the Workplace

Organisational Culture

Workplaces that prioritise ethical values and psychological safety create conditions conducive to virtue development among employees (Schein, 2010). Organisational culture influences the extent to which virtues such as honesty, accountability, and fairness are enacted and rewarded (Kaptein, 2008). Mechanisms include codes of conduct, recognition programmes, and open communication channels.

Leadership

Leaders play a pivotal role imodelling and reinforcing virtuous behavioursur. Transformational leadership, which emphasises integrity, vision, and consideration for others, is positively associated with employee engagement and ethical conduct (Bass & Steidlmeier, 1999)Research has linked ethical leadership to reduced workplace deviance and increased organisational citizenship behaviours (Brown, Trevio, & Harrison, 2005).).

Training Programmes and Case Studies

Organisations increasingly invest in ethical training, mindfulness programs, and value-based workshops to cultivate virtues among their staff. For example, Google’s “Search Inside Yourself” programme integrates mindfulness and emotional intelligence training, reportedly leading to higher job satisfaction and team cohesion (Gelles, 2012). Case studies from the healthcare and finance sectors highlight the impact of robust ethical frameworks on reducing misconduct and enhancing trust (Paine, 1994; Treviño, Weaver, & Reynolds, 2006).

Comparative Analysis: Youth and Workplace Approaches

Both youth and workplace contextemphasise the importance of modelling, practicing, and reinforcingin virtue development. However, approaches differ in their focus: youth interventions often prioritise foundational moral reasoning and social-emotional learning, while workplace strategies centre on professional ethics, organisational values, and leadership. Adults may require unlearninmaladaptive behavioursrs, whereas interventions with young people are more preventive and formative (Narvaez & Lapsley, 2008).

Challenges and Barriers

Societal challenges include cultural relativism, media influences, and competing value systems that may undermine virtue development (Nucci et al., 2014)In organisations, barriers include misaligned incentives, a lack of leadership commitment, and pressures to prioritise performance over integrity (Kaptein, 2008).)At an individual level, cognitive biases and moral disengagement can impede the internalisation of virtues (Bandura, 1999).). Addressing these obstacles requires a multi-level approach, integrating policy, education, and organisational change.

Recommendations

For educators, embedding character education into the curriculum, fostering supportive school climates, and engaging families are key strategies (Berkowitz & Bier, 2005)For employers, it is recommended to cultivate ethical cultures, invest in leadership development, and provide ongoing ethics training (Brown et al., 2005; Schein, 2010).). Cross-sector collaboration and evidence-based evaluation of interventions can further enhance the effectiveness of virtue development initiatives.

Conclusion

Promoting virtue development in botyouth and the workplace is a complex, context-dependent endeavourur with significant implications for individual and societal well-being. Theoretical and empirical evidence supports the efficacy of intentional, holistic approaches that engage multiple stakeholders. Future research should examine the long-term impact of virtue-based interventions and explore innovative strategies to overcome persistent challenges.

References

  1. Aristotle (2009). Nicomachean Ethics (W.D. Ross, Trans.). Oxford: Oxford University Press.
  2. Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review, 3(3), 193–209.
  3. Bass, B. M., & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership behaviour. The Leadership Quarterly, 10(2), 181–217.
  4. Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators. Character Education Partnership.
  5. Brown, M. E., Treviño, L. K., & Harrison, D. A. (2005). Ethical leadership: A social learning perspective for construct development and testing. Organisational Behaviour and Human Decision Processes, 97(2), 117–134.
  6. Dahlsgaard, K., Peterson, C., & Seligman, M. E. P. (2005). Shared virtue: The convergence of valued human strengths across culture and history. Review of General Psychology, 9(3), 203–213.
  7. Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomised trial of the Preschool PATHS curriculum. The Journal of Primary Prevention, 28(2), 67–91.
  8. Eisenberg, N., Spinrad, T. L., & Morris, A. S. (2014). Empathy-related responding in children. In M. Killen & J. Smetana (Eds.), Handbook of Moral Development (pp. 184–207). New York: Psychology Press.
  9. Gelles, D. (2012). The mindful revolution. Financial Times Magazine.
  10. Grusec, J. E., & Goodnow, J. J. (1994). Impact of parental discipline methods on the child’s internalisation of values: a reconceptualisation of current points of view. Developmental Psychology, 30(1), 4–19.
  11. Kaptein, M. (2008). Developing and testing a measure for the ethical culture oorganizations—thehe corporate ethical virtues model. Journal of Organisational Behaviour, 29(7), 923–947.
  12. King, P. E.and Boyatzis, C. J. published their work in 20044). Exploring adolescent spiritual and religious development: Current and future theoretical and empirical perspectives. Applied Developmental Science, 8(1), 2–6.
  13. Kohlberg, L. (1984). The Psychology of Moral Development: The Nature and Validity of Moral Stages. San Francisco: Harper & Row.
  14. Lickona, T. (1991). Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam Books.
  15. Narvaez, D., & Lapsley, D. K. (2008). Teaching moral character: Two strategies for teacher education. Teacher Educator, 43(2), 156–172.
  16. Nucci, L., Narvaez, D., & Krettenauer, T. (Eds.). (2014). Handbook of Moral and Character Education (2nd ed.). New York: Routledge.
  17. Paine, L. S. (1994). Managing foOrganisationalal integrity. Harvard Business Review, 72(2), 106–117.
  18. Park, N., & Peterson, C. (2009). Character strengths: Research and practice. Journal of College and Character, 10(4).
  19. Peterson, C., & Seligman, M. E. P. (2004). Character Strengths and Virtues: A Handbook and Classification. Oxford: Oxford University Press.
  20. Scales, P. C., Benson, P. L., Leffert, N., & Blyth, D. A. (2000). Contribution of developmental assets to the prediction of thriving among adolescents. Applied Developmental Science, 4(1), 27–46.
  21. Schein, E. H. (2010). Organisational Culture and Leadership (4th ed.). San Francisco: Jossey-Bass.
  22. Treviño, L. K., Weaver, G. R., & Reynolds, S. J. (2006)Behavioural ethics in organisations: a review.w. Journal of Management, 32(6), 951–990.
  23. Wright, T. A., & Goodstein, J. (2007). Character is not “dead” in management research: A review of individual character and organisational-level virtue. Journal of Management, 33(6), 928–958.

Why are some countries rich and others poor, and what can be done about it?

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The question, imbued with childlike curiosity, is paramount in the field of economics. The answer is contingent upon the quality of government. The work by Acemoglu, Johnson and Robinson (2001) titled, “The colonial origins of comparative development: an empirical investigation”, largely corroborates this assertion. The study is fundamental in understanding the influence of historical institutions on contemporary economic inequalities among nations. The authors examine how various European colonization strategies resulted in the formation of different institutions, which have had enduring effects on economic development (The Economist, October 19th, 2024, p.65). Countries that developed “inclusive institutions” – which uphold the rule of law and property rights – have gradually achieved prosperity, while those that created “extractive institutions” – which, as the laureates described, “squeeze” resources from the broader populace to advantage the elites – have suffered from consistently low economic growth.

The model proposed by the laureates for elucidating the conditions under which political institutions are established and modified comprises three components. The first issue pertains to the distribution of resources and the locus of decision-making authority within a society, whether it resides with the elite or the populace. The second point is that the people occasionally possess the capacity to exert influence by mobilizing and intimidating the ruling elite; hence, power within a society encompasses more than mere decision-making authority. The third issue is the commitment problem, indicating that the sole solution is for the elite to relinquish decision-making authority to the population.

The empirical evidence from the Korean and Colonial experiments indicates that variations in economic institutions, rather than location or culture, are the principal determinants of long-term economic performance. The theoretical framework elucidates how commitment issues, the menace of political losers, and the interdependence of efficiency and distribution culminate in the formation of inefficient economic institutions that favor the powerful.

Key Points:

European Mortality Rates: The study uses historical data on European mortality rates as an instrument to estimate the impact of institutions on economic performance. In regions where Europeans faced high mortality rates, they established extractive institutions rather than settling.

Institutional Persistence: These extractive institutions persisted even after the colonies gained independence, significantly affecting their economic outcomes.

Economic Impact: The authors find that institutions have a large effect on income per capita. Once the effect of institutions is accounted for, geographical factors like being in Africa or near the equator do not significantly impact income levels.

Furthermore, the disparity in wealth between countries is a complex issue influenced by various factors. Here are some key reasons:

Institutions: Effective political and economic institutions play a crucial role. Countries with inclusive institutions that promote education, innovation, and investment tend to be more prosperous. In contrast, extractive institutions that concentrate power and wealth in the hands of a few often hinder economic growth (the Royal Swedish Academy of Sciences, 2024).

Geography: Geographic factors such as climate, natural resources, and location can impact a country’s economic development. For example, countries in temperate zones often have more fertile land and better access to trade routes (TEDED).

Education and Health: Higher levels of education and better healthcare contribute to a more productive workforce. Countries that invest in these areas typically see higher economic growth (Federal Reserve Bank of St. Louis).

Trade and Markets: Open markets and trade policies can drive economic growth by allowing countries to specialize and benefit from comparative advantages. Conversely, protectionist policies can stifle economic progress4.

Historical Factors: Historical events, such as colonization, can have long-lasting effects on a country’s economic trajectory. The institutions and policies established during colonial times often persist and influence current economic conditions (the Royal Swedish Academy of Sciences, 2024).

Culture and Social Norms: Cultural attitudes towards work, savings, and investment can also affect economic outcomes. Societies that value education and hard work tend to be more prosperous (John Kay, 2005).

Understanding these factors can help in formulating policies to reduce poverty and promote economic growth.

Strategies for navigating these disparities

Videos to watch:

References

Acemoglu, D., Johnson, S., & Robinson, J.A. (2001). The Colonial Origins of Comparative Development: An Empirical Investigation. American Economic Review, 91 (5): 1369–1401.DOI: 10.1257/aer.91.5.1369.

Batabyal, A.A. (June 24, 2022). Wealth of nations: Why some are rich, others are poor – and what it means for future prosperity. Retrieved from https://theconversation.com/wealth-of-nations-why-some-are-rich-others-are-poor-and-what-it-means-for-future-prosperity-185116 (Accessed 23 October 2024).

Romer, P.M., (2018). NobelPrize.org. Nobel Prize Outreach AB 2024. Retrieved from https://www.nobelprize.org/prizes/economic-sciences/2018/romer/facts/ (Accessed Wed. 23 Oct 2024).

Solow, R. M., (December 8, 1987). Growth theory and after. Prize Lecture. Retrieved from https://www.nobelprize.org/prizes/economic-sciences/1987/solow/lecture/ (Accessed 23 October 2024).

Vezzoli M, Valtorta RR, Gáspár A, Cervone C, Durante F, Maass A, et al. (2024) Why are some countries rich and others poor? Development and validation of the attributions for Cross-Country Inequality Scale (ACIS). PLoS ONE 19(2): e0298222. https://doi.org/10.1371/journal.pone.0298222.

Galamsey: Regarded as a “colossal environmental degradation” problem.

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In Ghana, galamsey is a term employed to denote illicit, small-scale gold mining operations. Gold mining often entails the retrieval of gold from riverbeds and surface deposits using basic equipment and techniques, therefore resulting in adverse environmental and social impacts.

Galamsey is a significant manifestation of the failure of political, traditional, and security leadership and governance in Ghana. The rapid expansion of Galamsey has resulted in extensive damage to forests, farmlands, water bodies, and other natural resources, therefore endangering the health of people and the future of Ghana. A multitude of stakeholders are advocating for the elimination or standardisation of galamsey, together with the rehabilitation of deserted locations throughout the nation. Undoubtedly, previous attempts at implementing various governmental measures to combat illegal mining have shown to be ineffectual, given the increasing prevalence of galamsey operations.

The drivers of galamsey are deeply entrenched in poverty, inadequate legal structures, corruption, insufficient education, disputes over land ownership, worldwide demand for minerals, and migration from adjacent nations (Ebenezer Oboh, 2023).

An inherent obstacle is the lack of comprehensive understanding on the operational disposition of galamsey. Insufficient data exists regarding the operational categories, characteristics, and their respective environmental impacts, which are essential for a successful policy mitigation of the galamsey threat. An additional obstacle is the scarcity of data regarding the expenses associated with decommissioning and remediating the deteriorated facilities.

Many civil society organisations have accused the government of neglecting to address the issue of corruption in the battle and the involvement of politically exposed individuals in galamsey operations.

With around three months remaining until the general elections, the galamsey issue has emerged as a prominent topic of political discussion and a campaign issue, with the two main political parties embroiled in the customary game of assigning blame.

In order to effectively address the threat of galamsey, which has become a national security and safety concern, Ghana, as a sovereign nation, must recognize that the crucial factor for success is not the creation of new policies, but rather the political determination to rigorously enforce the current policies. As a nation, we must recognize that the battle against the galamesy threat requires unwavering dedication and resolve from our political leaders, chiefs, clergy, media experts, and other stakeholders to secure victory in this battle, regardless of the difficulties or barriers.

Some sustainable solutions

Therefore, Ghana must embrace a multifaceted strategy to tackle this intricate problem. Enhancing the capabilities of law enforcement authorities is of utmost importance in successfully controlling unlawful mining. Through the provision of sufficient resources, training, and technology, the government can augment their ability to properly implement mining laws and regulations.

Effective public awareness efforts are essential in enlightening communities about the detrimental consequences of illicit mining. By providing education to the public on the environmental, health, and economical ramifications. Ghana has the potential to cultivate a strong culture of accountability and promote the reporting of illicit mining operations.

It is imperative to actively involve the local populations and offer them alternate means of earning a living. Assistance for the advancement of sustainable alternatives, such as agriculture or lawful small-scale mining, might effectively decrease reliance on illicit mining activities.

In order to strengthen these endeavours, Ghana should meticulously examine and revise its mining legislation and regulations. The closure of loopholes that enable illicit mining activities will guarantee efficient deterrence. The effective implementation of stricter sanctions for wrongdoers and a legal structure that prioritises adherence are essential elements of this approach.

A broader approach

Comprehensive combat against illegal mining necessitates indispensable collaboration and international cooperation. In order to enhance the battle against illegal mining, it is imperative to engage in the sharing of best practices, information exchange, and coordination among government agencies, civil society organizations, and foreign partners.

Nevertheless, Ghana is currently at a crucial point where it has the chance to transform its mining industry and safeguard its natural resources for future successive generations.

By adopting sustainable solutions, Ghana may establish responsible mining methods that protect the environment, empower local populations, and stimulate economic development. Through collaborative endeavors of the government, society, and international partners, Ghana has the potential to achieve a promising future. This future will involve the preservation of its scenic landscapes and the promotion of harmonious coexistence between its people and the natural environment.

Human migration and our response to it

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What is the meaning or reason for our existence? Is the objective to expand into a mountain or to diminish into a grain of sand? Is the purpose solely to sustain oneself or to empower the world to thrive more abundantly, with enhanced foresight, and a more refined sense of optimism and accomplishment? Dear colleagues, our purpose is to enhance the world, and we deprive ourselves when we neglect this mission. What is the purpose behind establishing the distinction between ‘I’ and ‘Them’ in our societies? What is the rationale behind segregation? I intend to discuss individuals who are currently referred to as foreigners.

The universal experience of being affected by migration compels us to rethink our treatment of individuals who are considered “foreign” to us. What is our reaction towards those whom we categorize as foreigners? Do we embrace and extend our warm hospitality towards them, or do we see them with profound aversion and apprehension, akin to vermin that must be eradicated? Recently, I listened to a presentation titled “Debunking the myths: Migration in the age of ISIL and Ebola”. The talk was delivered by Fr. David Holdcroft, SJ, an experienced Jesuit priest specializing in refugee and migrant affairs. I will concisely present my thoughts on his observations regarding what he referred to as the five prevalent misconceptions around migration.

The topic of migration is widely discussed and often sparks intense emotions, regardless of one’s stance on the matter. I am deeply compelled to contemplate this matter, as I believe it is a matter of utmost significance that warrants our collective attention and contemplation. As human beings, we are interconnected on a metaphysical level that is imperceptible. We are all part of the same kinship group and have a shared ancestry. We all share a common origin and any action you take towards others will ultimately affect yourself. We are merely under the illusion of being separate and distinct from one other. We are all travellers on this planet Earth. Whether driven by choice or compulsion, migration has been an inherent aspect of human existence over the course of history. It can be argued that it is inherently encoded in the genetic makeup of humanity. Individuals typically migrate due to two primary factors. Primarily, individuals engage in migration with the intention of enhancing their social, political, and economic opportunities for themselves, their families, and/or their communities. Furthermore, it is imperative to escape some situations that pose a potential harm to their present existence, as evaluated based on the minimum criteria for ensuring safety and survival. This typically occurs because to their affiliation with a specific social, cultural, religious, or ethnic community. The second factor can be seen as a subset of the first. Hence, it might be contended that we all possess an element of “foreignness”.

Numerous mythical assertions regarding migration are frequently seen in talks. The initial statement is that we are experiencing an overwhelming influx of migrants. Plato argues in the Republic that within each individual, there is typically a strong inclination to govern rather than be governed, to enjoy freedom rather than be subjected to authority. This identical longing engenders feelings of inferiority within us whenever an individual from another country seems to be dominating the situation. Consequently, individuals who are considered to be ‘natives’ assert that “immigrants”, namely refugees, seize the possibilities that belong to local residents, which is an unfounded belief. Research conducted in countries such as Uganda, Australia, and South Africa indicates that refugees and immigrants offer effective business models that provide services that are not easily accessible. Additionally, they contribute to the creation of jobs and revenue in the communities where they settle. Put simply, the economy as a whole benefits from the presence of migrants. If only every individual have a favourable disposition towards the ‘unfamiliar’ and possessed discerning eyes that recognize the worth of those marginalized by society.

Another fallacy is the notion that immigration fosters terrorism. Although I do not oppose this, I believe it is important to acknowledge that among the numerous terrorist operations that have occurred in various nations, only a small fraction have been perpetrated by individuals with refugee origins. The vast majority of terrorists consist of individuals residing in suburban areas or second-generation migrants, highlighting the necessity for a more thorough examination of this socioeconomic concern.

Another fallacy asserts that welcoming refugees and migrants dissuades them from returning to their own countries. Refugees, like other migrants, typically do not go back to their home countries once they have successfully integrated. However, they do contribute significantly to the development of their countries of origin through remittances, especially when they have family members still residing there. By doing so, individuals actively contribute to the establishment of enduring peace and various other advantageous outcomes.

Ultimately, proponents of the Post Hoc Argument contend that embracing immigrants poses a potential threat to a nation’s cultural heritage. The experiences of Australia and the United States provide valuable lessons. Both societies have a significant number of immigrants who have managed to make valuable contributions and, as a result, have influenced the identities of their host societies. Despite some conflicts, a sincere multi-cultural endeavour has made the countries more open to expanding trade with a wider range of partners than previously. I argue that a civilization that does not undergo evolution is one that is experiencing decline and eventual demise. A culture that is receptive to external influences and possesses the ability to adjust, in a way that individuals can assimilate, is a society that is cultivating resilience and fortitude.