International Journal of Ethics and Society

Introduction: In the 21st century, wars are no longer defined solely by missiles and firepower. They have transformed into psycho-social arenas in which the ultimate targets are not just land or government, but the very fabric of "The Public" and the foundational "state-nation relationships." By threatening the biological and psychological security of people, such wars aim to surface latent dissatisfactions, destabilize collective bonds, and internally lead societies toward despair and collapse. In this context, Iran and the Iranian people have responded to the recent crisis (the twelve-day war) in a complex, multilayered, and unpredictable manner. This paper attempts to reinterpret and analyze this response within its conceptual, ethical, and civilizational framework. Conclusion: Modern wars, especially those exemplified by the twelve-day war, may begin by targeting geography, but their ultimate aim lies in the psychological and social structures of nations. These wars strive to turn the people into agents against their governments by provoking anxiety, eroding solidarity, disrupting social life, and employing media representations. One well-known scenario in waging such wars involves using real economic, psychological, and social grievances to activate a destructive chain reaction: from external threat to internal explosion. In this model, the pressure of war incites the people against the ruling system, deepens the state-nation divide, and facilitates internal collapse. In this scheme, the people are not merely targets. They are positioned at the heart of the war as the primary medium through which pressure is applied. However, the people are not merely reactive. History has shown that nations can engage in actions that exceed all predictions; actions emerging from their deep cultural, historical, ethical, and mythological layers. In the early days of the twelve-day war, while the Iranian people were experiencing anxiety, natural defensive reactions, and intense concern, on a more hidden level, they demonstrated an ethical, national, and even mythic form of agency. This action was undoubtedly not in defense of the power structure, but rather in defense of The Public, the collective self, and a meaningful mode of existence. The response of the Iranian people can be analyzed on several layers: initial biological and psychological reactions; followed by efforts to preserve social ties and recreate meaning on a cultural level; and finally, the emergence of an ethical-mythical form of action that reflects the people’s connection to their collective memory, national dignity, and existential conception of “Iran.” While war may destabilize existing mechanisms, it also creates the possibility for reconstruction. If this ethical, mythological, and meaning-oriented action of the Iranian people is properly heard, recognized, and reflected, it could serve as the foundation for a renewed The Public, not one based on power but on collective selfhood and the common good.

Introduction: In his collected works on ethical inquiry, Plato presents two distinct approaches. The first approach denies that virtue (arete) can be taught, considering not everyone worthy of education, and emphasizes the exclusivity of moral training. The second approach, however, is more practical and inclusive, suggesting that all people are capable of acquiring virtues such as aidos (shame). The present study explores the concept of aidos and the nurture of social shame as a moral virtue in Plato’s thought. Material and Methods: The present study is a review article that works on social shame as a moral virtue. To achieve the goal, articles and books published in this domain were reviewed. Conclusion: In the Socratic dialogue Charmides, Plato directly raises the question of whether aidos qualifies as a virtue. In Protagoras, he discusses the teachability of aidos, asserting that this virtue, unlike specialized skills, should be shared by all members of society, provided they can nurture it through learning.

Introduction: Forgery is a reprehensible and immoral behavior that usually aims at financial gain, but may be done to influence the opinion of one person, deceive another, or simply to cause harm. Given the technological developments and the expansion of the use of digital tools, computer forgery has become one of the serious challenges in legal systems. Therefore, the aim of the present study is to examine the ethical dimensions of forgery and comparative analysis of computer forgery and traditional forgery in Iranian and Iraqi law. Material and Methods: This study used reliable sources and international scientific articles in the field of ethical consideration of forgery and comparative analysis of computer forgery and traditional forgery. Conclusion: Since the emergence of writing and the beginning of the use of writing to convey intentions and thoughts, distortion and alteration of lines and words have been recognized as immoral, undesirable and criminal acts. In Islamic law, forgery is recognized as one of the examples of Ta’zir crimes, and the Holy Quran has also considered this act immoral and reprehensible and has included it among the sins. With the comparative analysis presented regarding computer forgery and electronic documents in Iranian and Iraqi law, general and practical conclusions can be reached. This study showed that both legal systems, despite similarities in the main concepts and objectives of the laws, have different approaches in formulating and implementing regulations related to forgery and electronic documents.

Introduction: Redefining human boundaries through transhumanism, particularly in medicine, biotechnology, and sports, is one of the major challenges of the modern world. Advanced technologies such as genetic engineering, artificial intelligence, brain-computer interfaces, prosthetics, and exoskeletons are capable of fundamentally altering human physical and cognitive abilities and the nature of sports. these changes give rise to, including standards for improving athlete performance, ethical and justice issues, and the management of these transformations. This study aims to examine the philosophical and ethical implications of transhumanist technologies in sports as a prospective study. Material and Methods: The research was conducted qualitatively with an analytical-interpretive approach. Research data were extracted from libraries, scientific databases, and reputable electronic journal archives. Conclusion: This study explores how transhumanist technologies transform sports by enhancing human abilities while raising significant ethical concerns. These advancements challenge traditional notions of fairness and integrity in sports by merging natural and augmented capabilities, thus prompting a reevaluation of core values such as equity and sportsmanship. While these innovations offer greater inclusivity and opportunities for individuals with disabilities, they also threaten the essence of fair competition. This research underscores the need for adaptive ethical guidelines and regulatory frameworks to address these issues, ensuring that technological progress aligns with the fundamental principles of sports and human endeavor. Future research should focus on developing such guidelines to maintain the balance between innovation and fairness

Introduction: With the paradigm shift in education, assessment methods will inevitably change as well. To conduct ethically grounded assessments, addressing ethical considerations is essential. Recognizing the importance of this issue, the present study was conducted with the aim of exploring the lived experiences of ethics in electronic educational evaluation. Material and Methods: This study employed a qualitative approach of the phenomenological type. The research population included all faculty members of the Department of Educational Sciences at Bu-Ali Sina University who had teaching experience, as well as all master’s students of Educational Sciences (2019 and 2020) who had experience with virtual learning. Purposeful sampling was used, with the criterion of having completed two semesters virtually and being accessible. The data collection tool was in-depth semi-structured interviews. All accessible faculty members of the department were interviewed, and student interviews continued until theoretical saturation was achieved, which occurred after 10 interviews. The data collected were coded and categorized using MAXQDA software. Results: Analysis of the findings resulted in 28 sub-categories and 6 main categories. Conclusion: To conduct ethically grounded assessments, instructors need to understand the essence of electronic education in order to develop a better perspective on electronic assessment. Instructors with pedagogical competence utilize a variety of tools for electronic assessment. According to faculty perspectives, a constructivist approach to electronic assessment emphasizes attention to the process. From the students’ perspective, a learner-centered approach in assessment serves as a means for self-awareness, skill development, and critical thinking enhancement. From both faculty and student perspectives, a process-oriented approach and designing questions at higher cognitive levels reduce the challenges of assessment

Introduction: Given the environmental conditions and the complexity of factors affecting organizational behavior, designing indigenous models to identify and strengthen the ethical components of employees’ organizational loyalty holds significant importance. This study aimed to design a model of organizational loyalty among the staff employees of the Lorestan Province Department of Education, considering ethical, social, and personality components. Material and Methods: This study is classified as qualitative research. The research population included management professors, administrative managers, and experts with experience in teaching or managing in the field of organizational behavior in Lorestan Province. Using purposive or judgmental sampling, 15 individuals were selected as the research sample. Data collection tools included library studies to develop the theoretical framework and review the literature, semi-structured interviews to extract expert opinions, the Delphi technique for aligning and clarifying viewpoints and determining theoretical consensus, and finally, a questionnaire to validate the conceptual model. The collected qualitative data were analyzed using coding and thematic analysis. Results: Ultimately, the research model was developed based on the extraction of seven components (motivational, ethical leadership, environmental, empowerment, acceptability, innovation, and organizational ethics) and 62 codes. Conclusion: Overall, according to the final model of the present study, organizational loyalty is the result of a systematic interaction among ethical, social, and personality variables. Therefore, simultaneous attention to external organizational and intra-personal factors through supportive policies, training development, improvement of the managerial structure, and strengthening of organizational culture can lead to increased employee loyalty and productivity

Introduction: Work conscientiousness is a fundamental component of professional ethics and is a sense of internal commitment to comply with the requirements that have been agreed upon in relation to work. In this regard, the present research, titled the model for measuring the level of work conscientiousness as a fundamental component of professional ethics and organizational factors affecting it. Material and Methods: The method used in this research is descriptive-analytical and the statistical population in the present study is all employees of the Ilam Province Red Crescent Society, which are 272 people, 160 of whom were selected using the Morgan table and a simple systematic sampling method. The instrument used in this study was a researcher-made questionnaire. Data analysis was carried out using SPSS software and using descriptive statistics and Pearson correlation and multivariate regression tests, as well as the structural equation modeling method with Amos software. Results: Based on the findings of the study, among the individual factors, the variables of age and education level have a significant relationship with work conscientiousness. Also, among the independent factors, there was a significant difference between organizational justice and organizational alienation with work conscientiousness. Also, the results of factor analysis showed that organizational justice, awareness of role ambiguity, organizational alienation, and job satisfaction, respectively, have the greatest impact on explaining the main variable of the study. Conclusion: A number of factors affecting work conscientiousness, such as an individual's personality, have their own complexities that, if needed, are less likely to be changed and manipulated. However, a number of factors affecting work conscientiousness are acquired and can be inhibited as they have been learned.

Introduction: The aim of the present study was to investigate the role of artificial intelligence in value co-creation in virtual learning environments, with a focus on the moderating role of ethical behavior. Material and Methods: The research method was correlational. The statistical population consisted of primary school teachers in Istanbul during the COVID-19 pandemic (year unspecified), from which 200 individuals were selected using simple random sampling as the study sample. The data collection tool was an electronic questionnaire. Data analysis was conducted using structural equation modeling (SEM). Results: The results indicated that the direct effects of artificial intelligence (β = 0.21) and ethical behavior (β = 0.37) on value co-creation in virtual learning environments were positive and significant at the level of P < 0.01. Furthermore, the moderating role of ethical behavior in the relationship between artificial intelligence and value co-creation in virtual learning environments was significant at the level of P < 0.01. Conclusion: The findings demonstrated that the proposed model had a relatively good fit with the data and was able to explain 64% of the variance in value co-creation in virtual learning environments.