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2017 presidential address
1. Teaching Ethics: Volume > 18 > Issue: 2
Deborah S. Mower Reflections on . . . Leading x Nudging
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I develop a taxonomy of various approaches to leadership which I label the ethical decision-making, managerial obligation, role typology, and creativity conceptions of leadership. Each approach makes distinctive assumptions about the task and educational responsibilities in educating for ethical leadership. Although each of these approaches are extremely valuable, I find them limited in that they all rely on what I call an agentic model. Using the concepts of choice architects and choice architecture from nudge theory, I argue for a new metaphysical model—a systems-design model—that captures the complex and interactive dynamic of a host of metaphysical entities and contextual factors. This new metaphysical model of the context of leadership and the function of leaders within it yields a theory of leadership, which I dub the ethical systems-design conception of leadership.
articles
2. Teaching Ethics: Volume > 18 > Issue: 2
Wade Robison Understanding Cases within Professions
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It seems commonly assumed that presenting data is value-neutral. The data is what it is, and it is for those assessing it to make judgments of value. So a chart of earnings just tells us what a company has earned. The chart does not tell us whether the earnings are a good or bad sign. That valuation is to be made by those looking at the chart and is independent of the chart itself. This view of the relation between presentations of data and value judgments is mistaken. Presentations are value-laden in at least two ways. How we choose to represent data is itself an ethically loaded value-judgment, and, second, presentations cause responses, including value-laden judgments. We shall first look at how hard it can be to get inside a profession to be able to understand the problems those in that profession face so we can represent it properly. We shall then examine a case where a failure to understand the problem led to a mistaken moral judgment that has taken on a life of its own because of the power of how the problem is mistakenly presented.
3. Teaching Ethics: Volume > 18 > Issue: 2
Susan Fredricks Teaching Ethics Through an Interactive Multidiscipline Communication Ethics Development Activity
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The purpose of this paper is to outline an ethics development activity that uses scenarios in university classes to further the knowledge, engagement, and enhancement of the ethical actions of the students. By starting with a brief review of the objective and use of scenarios in ethics research, the paper progresses to explain the activity, debrief the activity, and finally to provide an analysis of the activity with examples. Included in this activity are ways to incorporate a discussion of Kant’s Categorical Imperative Theories, NCA Credo of Ethical Communication (or any professional codes of ethics), and the use of videos for Milgram’s Blind Obedience and Stanford’s Prison studies—thus making this activity useful across all disciplines.
4. Teaching Ethics: Volume > 18 > Issue: 2
John Uglietta Middle Theory in Professional Ethics
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In professional ethics, focus on ethical theory fails to offer practical advice and focus on individual cases fails to develop adequate ethical understanding. There is a wide gap between abstract moral theories and concrete professional cases. To understand professional ethics, we must pay more attention to this gap and the middle level of theory that we find there. This middle theory brings abstract principles closer to practical cases by considering and incorporating the goals, circumstances, customs and other established social practices and compromises of particular professions. Understanding the complex systems of individual professions is quite important morally as such systems can alter our ethical duties dramatically. Therefore, adequate consideration of professional ethics requires a thorough understanding of philosophical ethics and of the nature of the specific profession concerned. However, recognizing the importance of this middle area will require us to reconsider how we teach, and who teaches, professional ethics.
5. Teaching Ethics: Volume > 18 > Issue: 2
Dominic P. Scibilia A Pedagogy of Accompaniment
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Since the 1990s, educators and social commentators have raised alarms regarding the moral character of successive generations of Americans. A consistent concern within those calls for alarm directs attention to teaching ethics in secondary education. A pedagogy of accompaniment recognizes the timeliness (when it is the right instructional time) for objective and subjective approaches to learning social ethics, transcending the either/or of subject-object, content-skill educational conflicts as well as the disordered distractions of a performance-merit based assessment of learning. In secondary education, the praxis of accompaniment through social ethical discernment creates an occasion wherein students hear and take seriously for the first time their moral voices and imagine their social ethical horizons.
book reviews
6. Teaching Ethics: Volume > 18 > Issue: 2
Trevor Hedberg Benjamin Franks, Stuart Hanscomb, and Sean F. Johnston, Environmental Ethics and Behavioural Change
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7. Teaching Ethics: Volume > 18 > Issue: 2
Jim Tantillo Ronald Sandler, Environmental Ethics: Theory in Practice
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8. Teaching Ethics: Volume > 18 > Issue: 2
Seth Villegas Shannon Vallor, Technology and the Virtues: A Philosophical Guide to a Future Worth Wanting
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articles
9. Teaching Ethics: Volume > 18 > Issue: 1
Derek G. Ross, Marion Parks Mutual Respect in an Ethic of Care: A Collaborative Essay on Power, Trust, and Stereotyping
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This paper explores care ethics and the roles that power, trust, and stereotypes play in establishing and building caring relationships. The work is the result of the evolution of collaboration between teacher and student as that teacher/student dichotomy evolved to one of shared trust and respect and considers the oft-neglected aspect of respect in an ethic of care. By tracing the evolution of the authors’ relationship, we argue that mutual respect in an ethic of care has the potential to enrich our interactions and reshape the way we think about care from primarily unilinear to a more reciprocal model. We propose a modified ethic of care based on mutual trust as a working model for ethics of care-based relationships, particularly with regard to student-teacher interactions, but also perhaps to more broadly extend into our daily interactions with others.
10. Teaching Ethics: Volume > 18 > Issue: 1
John Mizzoni Teaching the Social Meanings of Business Ethics
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As a way to assist in teaching business ethics to undergraduates, this paper applies Sally Haslanger’s philosophical method for analyzing the social meanings of concepts to the social meaning of business ethics. The paper views a range of social meanings of the concept business ethics, arrayed along Lawrence Kohlberg’s stages of moral development. Using another dimension of Haslanger’s method, that social meanings can be changed, it then argues that the social meaning of business ethics should change. The social meanings of business ethics at the lower Kohlberg stages are thin and superficial, and do not take into account the depth and complexity of the actual practice of business ethics.
11. Teaching Ethics: Volume > 18 > Issue: 1
Courtney R. Davis Teaching Copyright: Moral Balancing in the Age of Appropriation
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Creative influence, be it in the form of subtle inspiration or unequivocal imitation, has impacted the development of artistic styles and schools of thought for millennia. Since the late twentieth century, appropriation artists have drawn attention to these customs by intentionally borrowing or copying from preexisting sources with little or no transformation, despite these practices running into direct conflict with United States copyright law. Indeed, recent decades have witnessed several noteworthy lawsuits involving prominent artists who have challenged the boundaries between copyright infringement and fair use, raising questions regarding the ethical creation and consumption of art. The purpose of this paper is to demonstrate the ethical responsibility to teach students of the visual arts about the purpose, theory, and parameters of copyright law, including its inherent ambiguities and risks, in order to foster moral creative practices. Because of the complex nature of copyright law, the author advocates both traditional instruction on copyright principles and applications as well as the encouragement of personal self-regulation on the part of students with regard to their own professional work.
12. Teaching Ethics: Volume > 18 > Issue: 1
Jason D. Swartwood A Skill-Based Framework for Teaching Morality and Religion
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One important aim of moral philosophy courses is to help students build the skills necessary to make their own well-reasoned decisions about moral issues. This includes the skill of determining when a particular moral reason provides a good answer to a moral question or not. Helping students think critically about religious reasons like “because God says so” and “because scripture explicitly says so” can be challenging because such lessons can be misperceived as coercive or anti-religious. I describe a framework for teaching about religion and moral reasons that I have found overcomes these challenges while also building generalizable skill at analyzing and evaluating moral reasons.
13. Teaching Ethics: Volume > 18 > Issue: 1
Markie L. C. Twist, Elizabeth A. Buchanan, Carissa D’Aniello Exploration of University Members’ Perceptions of Institutional Research Integrity Practices
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Although research integrity practices in institutional settings is not a new area of study, because of its foundational importance in university settings it remains a topic worthy of study. In addition, rarely are all members of the university community included as participants in studies focused upon research integrity and ethics. Thus, to add to the existent literature, the authors investigated research integrity practices in a medium-sized Midwestern polytechnic university setting, including 467 participants from across all divisions of the university community. This mixed data survey study was comprised of six sections; presented is information for two sections—sample demographics and research integrity. The demographics appear reflective of those of the larger survey, as well as the university setting of study. In the research integrity section there were two parts—one qualitative and one quantitative. Implications with regard to research integrity and ethics in the institutional setting of study are presented.
14. Teaching Ethics: Volume > 18 > Issue: 1
Paul Carron, Charles McDaniel Education without Indoctrination: Teaching Ethics in the Interdisciplinary Core Program of a Religiously Affiliated University
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Ethics instruction within an interdisciplinary core program involving a diverse student community representing many major fields of study presents unique challenges. Those challenges are in some ways compounded in the context of a religiously affiliated university whose spiritual and ethical commitments are grounded in the Judeo-Christian tradition even as its student population reflects increasing religious diversity. The authors present one method of addressing these challenges in hopes of inspiring broader discussions of how to teach ethics across the curriculum to students from many backgrounds and with myriad academic and professional goals.
book reviews
15. Teaching Ethics: Volume > 18 > Issue: 1
Jim Tantillo Todd M. Furman, The Ethics of Poker
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16. Teaching Ethics: Volume > 18 > Issue: 1
Gabriel Palmer-Fernández Michael Boylan, Teaching Ethics with Three Philosophical Novels
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17. Teaching Ethics: Volume > 18 > Issue: 1
Alex M. Richardson Marshall, Richard, ed., Ethics at 3:AM: Questions and Answers on How to Live Well
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18. Teaching Ethics: Volume > 18 > Issue: 1
Steven A. Benko Steven M. Cahn and Andrew T. Forechimes, eds., Principles of Moral Philosophy: Classic and Contemporary Approaches
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2016 presidential address
19. Teaching Ethics: Volume > 17 > Issue: 2
Deborah S. Mower Reflections on . . . Nudges Across the Curriculum
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The primary problem we face when educating for social justice involves making problems and issues ‘real’ in ways that enable deep comprehension of the nature of injustice, the effects of systemic and dynamic causes, and the interaction of structures and policies on the lives of individuals. To address this problem, I examine work from behavioral economics and moral psychology as theoretical resources. I argue that we can glean insights from the notions of behavioral nudges and virtue labeling and propose a new account of nudges, which I call experiential nudges. Experiential nudges provide an important mechanism in educating for social justice, in particular, and can be extended within moral education more broadly.
articles
20. Teaching Ethics: Volume > 17 > Issue: 2
Allison Merrick, Rochelle Green, Thomas Cunningham, Leah Eisenberg, D. Micah Hester The Curricular Ethics Bowl: Answering Pedagogical Challenges
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Responding to research indicating unsettling results with regard to the ability of University students to recognize and reflect on questions of morality, this paper aims to discuss these issues and to introduce a promising mode of ethics instruction for overcoming such challenges. The Curricular Ethics Bowl (CEB) is a method of ethics education and assessment for a wide range of students and is a descendent of the Medical Ethics Bowl (MEB) (Merrick et al., “Introducing the Medical Ethics Bowl”). We seek in this article to show the similarities of CEB to MEB and to distinguish this model from the Intercollegiate Ethics Bowl (ICEB) sponsored by the Association for Professional and Practical Ethics (Landenson 2001). The CEB institutionalizes this mode of ethics education at the program, rather than at the individual course level, and shows advantages over other ethics curricula.