In the typical scenario of lottery winning, which is full of variables and temptations, the issue of trust is particularly prominent. Faced with the lure of huge bonuses, people's moral subjectivity – that is, the ability to self-reflect and empathize – becomes a key factor in maintaining integrity and fairness. However, the current approach to business ethics education is often based on the concept that moral development is objective and quantifiable, ignoring students' subjective experience and participation in ethical issues, resulting in individuals may lack sufficient moral judgment and self-control in complex real-world situations, such as winning the lottery.
In this context, the use of literary narrative in moral education shows a unique value. The results reveal that the development of individual "moral muscles" can be effectively stimulated through literary narratives. This kind of "moral muscle" is not static, but a dynamic moral ability that needs to be exercised and improved by individuals through continuous reflection and practice. In the context of winning a lottery, individuals with strong "moral muscles" are more likely to remain sober in the face of temptation, stick to their principles, and maintain trust.
Further research has also found that the development of trust moral power presents significant heterogeneity among individuals. Different people have different paths of trust-building and the end state of their moral development. This finding provides a new perspective for understanding trust moral development as a dynamic process, emphasizing the individuality and diversity of moral development. This also means that in business ethics education, more attention needs to be paid to individual differences, and individualized teaching strategies are adopted to cultivate each student's moral ability.
These research results have important implications for business ethics education. Traditional business ethics education focuses on the inculcation of moral norms and principles, but ignores students' inner moral experience and reflection, resulting in limited educational effects. Therefore, in the future, business ethics education should pay more attention to students' subjective experience, stimulate students' moral reflection and practice through literary narratives and other means, so as to cultivate their "moral muscles". Such an educational approach not only helps students better cope with trust issues in complex business environments such as lottery wins, but also lays a solid moral foundation for their all-round development and lifelong growth.
In conclusion, in the face of trust issues in a chaotic environment such as lottery winning, we need to re-examine the methods and effects of business ethics education. It is an effective way to deal with these problems by stimulating the development of "moral muscles" and cultivating students' moral subjectivity and self-reflection ability through literary narratives and other means. At the same time, it is also necessary to pay attention to individual differences and adopt individualized teaching strategies to maximize the moral potential of each student. Only in this way can we cultivate people with true moral judgment and self-control in the complex and ever-changing business world, and contribute to the integrity and fairness of society.