Instant Gratification and Culture of Academic Disintegrity: Implications of Trinity Paradigm of Intelligence in Developing a Culture of Integrity

By Masoud Ghaffari.

Published by The Social Sciences Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

In today’s fast-paced, instant-gratification-oriented society, everyone is looking for quick fixes. We want it all and we want it now! This mindset is in conflict with the overall process of education and learning which requires time, reflection, and practice. More and more students are entering colleges and universities with weak academic preparation and deficient life skills. This often leads them to engage in unethical practices in order to compete, get ahead and survive academically. Declining academic integrity is a significant issue on almost all college campuses. The purpose of this study was to gain deeper insight into student nurses’ perceptions of the concept of instant gratification in general and in nursing education in particular. The implications of the Trinity Paradigm of Intelligence in developing a culture of integrity were also explored. The emerged data supports the notion of “academic disintegrity” as a social problem with a long history of development.

Keywords: Academic Dishonesty, Human Intelligence, Instant Gratification, Trinity Paradigm of Intelligence

International Journal of Interdisciplinary Social Sciences, Volume 3, Issue 10, pp.89-102. Article: Print (Spiral Bound). Article: Electronic (PDF File; 796.710KB).

Dr. Masoud Ghaffari

Assistant Professor, College of Nursing, Department of Adult Nursing, East Tennessee State University, Johnson City, Tennessee, USA

Dr. Masoud Ghaffari is an Associate Professor in the College of Nursing at East Tennessee State University. His areas of specialization are educational psychology, urban education, health education and community health, nursing management and leadership, medical technology, and medicine. His research interests include understanding of ontology and epistemology of human intelligence, transpersonal phenomenology, complexity and chaos theory, self-organizing theory, system theory, and constructivist learning theory. In addition, he has interest in school reform and holistic education. A holistic paradigm of human intelligence, Trinity Paradigm of Intelligence (TPI), emerged from one of his studies which has expanded our understanding of the topic.

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