61.
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Teaching Ethics:
Volume >
12 >
Issue: 2
Dru McGill
Archaeological Ethics Education in the University:
A View from an Early Career Instructor
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62.
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Teaching Ethics:
Volume >
12 >
Issue: 2
Mary Brydon-Miller
Addressing the Ethical Challenges of Community-Based Research
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63.
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Teaching Ethics:
Volume >
12 >
Issue: 2
Regina Wentzel Wolfe, Stephen M. Wolfe
Chronicles of a Financial Crisis:
Causes and Ethical Dimensions
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64.
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Teaching Ethics:
Volume >
12 >
Issue: 2
Jennifer McCafferty, Reid Cushman, Kenneth W. Goodman, Paul Braunschweiger, Robin N. Fiore
New NSF And NIH Responsible Conduct of Research (RCR) Guidelines:
A Three-Phase Plan
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65.
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Teaching Ethics:
Volume >
12 >
Issue: 2
Douglas Adams
The Issues and Challenges of Research Ethics Education in the University, Particularly in the Area of the Social Sciences
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66.
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Teaching Ethics:
Volume >
12 >
Issue: 2
Michael S. Pritchard
Teaching Research Ethics Across the Curriculum:
An Institutional Change Model
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67.
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Teaching Ethics:
Volume >
12 >
Issue: 2
Dena Plemmons
Challenges for Research Ethics Education in the Social Sciences
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68.
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Teaching Ethics:
Volume >
13 >
Issue: 1
Cynthia Jones
Instructor Disclosure and Theory Diversity in Teaching Professional Ethics
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69.
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Teaching Ethics:
Volume >
13 >
Issue: 1
Matthew W. Keefer, Michael Davis
Curricular Design And Assessment In Professional Ethics Education:
Some Practical Advice
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70.
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Teaching Ethics:
Volume >
13 >
Issue: 1
Jack Breslin
Doing Ethics in Media: Theories and Practical Applications by Jay Black & Chris Roberts
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71.
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Teaching Ethics:
Volume >
13 >
Issue: 1
Christopher Mayer
The Possibility of Character Development
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72.
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Teaching Ethics:
Volume >
13 >
Issue: 1
David K. McGraw, Daphyne Thomas- Saunders, Morgan Benton, Jeffrey Tang, Amanda Biesecker
Who Teaches Ethics? An Inquiry into the Nature of Ethics as an Academic Discipline
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73.
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Teaching Ethics:
Volume >
13 >
Issue: 1
Jay Sweifach
Conscientious Refusal in Schools of Social Work: Rights, Remedies, and Responsibilities
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74.
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Teaching Ethics:
Volume >
13 >
Issue: 1
Jan Leach
Journalism Ethics: A Philosophical Approach by Christopher Meyers, Editor
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75.
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Teaching Ethics:
Volume >
13 >
Issue: 1
Kathleen M. Szczepanek
Business Ethics:
How to Develop Ethical Awareness and Introspection in Deaf and Hard-of-Hearing Students
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76.
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Teaching Ethics:
Volume >
13 >
Issue: 1
Alexander J. Schloss
Bioethics:
A Vehicle for Interdisciplinary Learning Between Dental and Nursing Students
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77.
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Teaching Ethics:
Volume >
13 >
Issue: 1
Tony DeCesare
On the Potential Contributions of High School Philosophy to Ethical and Democratic Education
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78.
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Teaching Ethics:
Volume >
13 >
Issue: 1
Charles B. Shrader, Susan P. Ravenscroft, Jeffrey B. Kaufmann, Timothy D. West
Classroom Cheating and Student Perceptions of Ethical Climate
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79.
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Teaching Ethics:
Volume >
15 >
Issue: 1
Maughn Gregory
Introduction: Ethics Education as Philosophical Practice:
The Case from Socratic, Critical, and Contemplative Pedagogies
abstract |
view |
rights & permissions
John Dewey wrote of moral education as growth from impulsive behavior to a “reflective morality,” involving the pursuit of ends-in-view identified through practices of critical reflection and social interaction. The essays in this section explore a variety of such practices as a philosophical approach to K–12 ethics education. The essays draw on, and contribute to three educational movements that aim for particular kinds of reflective consciousness and agency. Socratic Pedagogy engages students in problematizing the status quo, inquiry to identify truth, and self-correction. Critical Pedagogy utilizes school subjects to raise students’ political awareness and as methods of political inquiry and agency. Contemplative Pedagogy introduces practices of mindfulness to help students cultivate curiosity and attention and to bring personal insight to bear on their studies. Teaching ethics as a series of philosophical practices helps students and teachers become more sensitive to ethical meaning and skillful in ethical inquiry and agency.
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80.
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Teaching Ethics:
Volume >
15 >
Issue: 1
Michelle Ciurria
The Meaning(s) of Situationism
abstract |
view |
rights & permissions
This paper is about the meaning(s) of situationism. Philosophers have drawn various conclusions about situationism, some more favourable than others. Moreover, there is a difference between public reception of situationism, which has been very enthusiastic, and scholarly reception, which has been more cynical. In this paper, I outline what I take to be four key implications of situationism, based on careful scrutiny of the literature. Some situationist accounts, it turns out, are inconsistent with others, or incongruous with the logic of situationist psychology. If we are to teach students about situationism, we must first strive for relative consensus amongst experts, and then disseminate the results to philosophical educators in various fields.
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