عنوان مقاله [English]
The credibility and social status of the the clergies today owes more to the presence of the clergies in the community than to the narrations related to the position of religious scholars or even their spiritual states. Morality in social interactions is the main factor of social capital of this institution. In this article, we discuss the dimensions and structure of a part of this ethic, which is known as moral literacy. For this purpose, we have used the conceptual model of Herman and Tuana and have developed this model by using religious teachings and with the help of the considerations of moral philosophy and the findings of moral psychology. In this model, the three components of "moral sensitivity, moral reasoning and imagination" constitute the structure of moral literacy. First of all, we have changed the component of moral reasoning to moral judgment, and then we have introduced the conceptual and psychological components of each of these components and their sub-components. The contextualism view, the departure from egocentrism, the post-situational sensitivity, the familiarity with the rules of ethics, are some of the implications mentioned. The main conceptual development of this model is in the field of moral judgment, which has shifted from a purely rational and cognitive nature to a cognitive-emotional combination. This conceptual change has affected and enriched all aspects of moral literacy. This model can show the shortcomings of the moral literacy of the clergy in social interactions and be the basis for designing training courses or reviewing ethics courses at the level one of Hawzeh.