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.

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.

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.

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.