Models of Moral Intelligence There are two general 'models' of moral intelligence that are recurrent in the literature. Doug Lennick and Fred Kiel, Ph.D., authors of Moral Intelligence and the originators of the term, identified four competencies of moral intelligence: integrity, responsibility, forgiveness, and compassion. Lennick & Kiel's competenciesDescriptionIntegrityCreating harmony between what we believe and how we act, doing what we know is right, always telling the truthResponsibilityTaking personal responsibility, admitting mistakes and failures, embracing responsibility for serving others ForgivenessLetting go of one ’ s own mistakes, letting go of others’ mistakes CompassionActively caring about others Moral Intelligence and Leadership Moral intelligence is proposedly an important characteristic for leaders to have. Beheshtifar, Esmaeli, and Moghadam (2011) studied the effects of moral intelligence on leadership and identified that moral intelligence affects the overall performance of an organization because leaders who are morally intelligent are more committed, continuously learn from others around them, are more humble, and more willing to risk their own self-interests for the greater good of moral goals.Beheshtifar, M., Esmaeli, Z., & Moghadam, M. N. (2011). Effect of moral intelligence on leadership. European Journal of Economics, Finance and Administrative Sciences, 43, 6-11. Beheshtifar and colleagues argue that moral intelligence provides a “great potential to improve our understanding of learning and behavior,” and in particular within leadership roles. According to their research, moral intelligence is the driving force of our other forms of intelligences. Rahimi (2011) claims that humans are born with a natural moral instinct and that moral decisions are made rapidly and subconsciously. Beheshtifar and colleagues believe that within this moral instinct lies “inaccessible moral knowledge.” Moral Intelligence and Education Education has been said to be a “moral endeavor.”Clarken, R.H., 2009. “Moral Intelligence in the Schools”. School of Education, Northern Michigan University. PP. 1-7. The Association of Supervision and Curriculum Development (ASCD) stated during a panel on moral education that schools should define and teach universal moral values as part of the curriculum. Rodney H. Clarken of the Northern Michigan University School of Education argued that moral intelligence must be taught to children by breaking it down into three different domains: cognitive, affective, and conative. The cognitive domain is used to understand and develop a sense of moral intelligence by teaching children right from wrong, practical application of virtues, and exercising moral problem solving. The affective domain is an approach to develop moral intelligence through sense of when a situation is a moral dilemma, knowing how to respond to a problem appropriately, and learning how to develop a set of values. Lastly, the conative domain includes setting goals, and taking action and persevering.
Models There are two general 'models' of moral intelligence that are recurrent in the literature. Doug Lennick and Fred Kiel, Ph.D., authors of Moral Intelligence and the originators of the term, identified four competencies of moral intelligence: integrity, responsibility, forgiveness, and compassion. Lennick & Kiel's competenciesDescriptionIntegrityCreating harmony between what we believe and how we act, doing what we know is right, always telling the truthResponsibilityTaking personal responsibility, admitting mistakes and failures, embracing responsibility for serving othersForgivenessLetting go of one ' s own mistakes, letting go of others’ mistakesCompassionActively caring about others Leadership Moral intelligence is proposedly an important characteristic for leaders to have. Beheshtifar, Esmaeli, and Moghadam (2011) studied the effects of moral intelligence on leadership and identified that moral intelligence affects the overall performance of an organization because leaders who are morally intelligent are more committed, continuously learn from others around them, are more humble, and more willing to risk their own self-interests for the greater good of moral goals.Beheshtifar, M., Esmaeli, Z., & Moghadam, M. N. (2011). Effect of moral intelligence on leadership. European Journal of Economics, Finance and Administrative Sciences, 43, 6-11. Beheshtifar and colleagues argue that moral intelligence provides a “great potential to improve our understanding of learning and behavior,” and in particular within leadership roles. According to their research, moral intelligence is the driving force of our other forms of intelligences. Rahimi (2011) claims that humans are born with a natural moral instinct and that moral decisions are made rapidly and subconsciously. Beheshtifar and colleagues believe that within this moral instinct lies “inaccessible moral knowledge.” Education Education has been said to be a “moral endeavor.”Clarken, R.H., 2009. “Moral Intelligence in the Schools”. School of Education, Northern Michigan University. PP. 1-7. The Association of Supervision and Curriculum Development (ASCD) stated during a panel on moral education that schools should define and teach universal moral values as part of the curriculum. Rodney H. Clarken of the Northern Michigan University School of Education argued that moral intelligence must be taught to children by breaking it down into three different domains: cognitive, affective, and conative. The cognitive domain is used to understand and develop a sense of moral intelligence by teaching children right from wrong, practical application of virtues, and exercising moral problem solving. The affective domain is an approach to develop moral intelligence through sense of when a situation is a moral dilemma, knowing how to respond to a problem appropriately, and learning how to develop a set of values. Lastly, the conative domain includes setting goals, and taking action and persevering.
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