Students Eat Less Meat After Studying Meat Ethics.

In the first controlled, non-self-report studies to show an influence of university-level ethical instruction on everyday behavior, Schwitzgebel et al. (2020) and Jalil et al. (2020) found that students purchase less meat after exposure to material on the ethics of eating meat. We sought to extend and conceptually replicate this research. Seven hundred thirty students in three large philosophy classes read James Rachels' (2004) "Basic Argument for Vegetarianism", followed by 50-min small-group discussions. Half also viewed a vegetarianism advocacy video containing factory farm footage. A few days after instruction, 54% of students agreed that "eating the meat of factory farmed animals is unethical", compared to 37% before instruction, with no difference between the film and non-film conditions. Also, 39% of students anonymously pledged to avoid eating factory farmed meat for 24 h, again with no statistically detectable difference between conditions. Finally, we obtained 2828 campus food purchase receipts for 113 of the enrolled students who used their Student ID cards for purchases on campus, which we compared with 5033 purchases from a group of 226 students who did not receive the instruction. Meat purchases remained constant in the comparison group and declined among the students exposed to the material, falling from 30% to 23% of purchases overall and from 51% to 42% of purchases of $4.99 or more, with the effect possibly larger in the film condition. Supplementary Information: The online version contains supplementary material available at 10.1007/s13164-021-00583-0.

The Emerging Science of Virtue.

Numerous scholars have claimed that positive ethical traits such as virtues are important in human psychology and behavior. Psychologists have begun to test these claims. The scores of studies on virtue do not yet constitute a mature science of virtue because of unresolved theoretical and methods challenges. In this article, we addressed those challenges by clarifying how virtue research relates to prosocial behavior, positive psychology, and personality psychology and does not run afoul of the fact-value distinction. The STRIVE-4 (Scalar Traits that are Role sensitive, include Situation × Trait Interactions, and are related to important Values that help to constitute Eudaimonia) model of virtue is proposed to help resolve the theoretical and methods problems and encourage a mature science of virtue. The model depicts virtues as empirically verifiable, acquired scalar traits that are role sensitive, involve Situation × Trait interactions, and relate to important values that partly constitute eudaimonia (human flourishing). The model also holds that virtue traits have four major components: knowledge, behavior, emotion/motivation, and disposition. Heuristically, the STRIVE-4 model suggests 26 hypotheses, which are discussed in light of extant research to indicate which aspects of the model have been assessed and which have not. Research on virtues has included survey, intensive longitudinal, informant-based, experimental, and neuroscientific methods. This discussion illustrates how the STRIVE-4 framework can unify extant research and fruitfully guide future research.

Do ethics classes influence student behavior? Case study: Teaching the ethics of eating meat.

Do university ethics classes influence students' real-world moral choices? We aimed to conduct the first controlled study of the effects of ordinary philosophical ethics classes on real-world moral choices, using non-self-report, non-laboratory behavior as the dependent measure. We assigned 1332 students in four large philosophy classes to either an experimental group on the ethics of eating meat or a control group on the ethics of charitable giving. Students in each group read a philosophy article on their assigned topic and optionally viewed a related video, then met with teaching assistants for 50-minute group discussion sections. They expressed their opinions about meat ethics and charitable giving in a follow-up questionnaire (1032 respondents after exclusions). We obtained 13,642 food purchase receipts from campus restaurants for 495 of the students, before and after the intervention. Purchase of meat products declined in the experimental group (52% of purchases of at least $4.99 contained meat before the intervention, compared to 45% after) but remained the same in the control group (52% both before and after). Ethical opinion also differed, with 43% of students in the experimental group agreeing that eating the meat of factory farmed animals is unethical compared to 29% in the control group. We also attempted to measure food choice using vouchers, but voucher redemption rates were low and no effect was statistically detectable. It remains unclear what aspect of instruction influenced behavior.