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101. Teaching Ethics: Volume > 15 > Issue: 1
Contributors
102. Teaching Ethics: Volume > 15 > Issue: 1
Kathleen Bailey, James David Ballard Teaching Ethics to Criminal Justice Students: Focusing on Self Identify, Self Awareness, and Internal Accountability
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This paper describes what could be labeled “best practices” in teaching ethics to those entering the criminal justice, criminology and related professional fields. The underlying focus of the discussion is on the “self” and reflects the beliefs of the authors in the pedagogic thesis that ethics awareness begins with individual social actors and their existing world views. Thereafter, self awareness of ethical dilemmas and internal safeguards against unethical behavior are defined by those same individuals. Lastly, the process continues when the social actor gains an internalized, self-generated, accountability for one’s own actions. That self accountability may morph over time, depending on circumstances, but individual social actors remain effectively protected from unethical behavior as they master their own ethical challenges and live within their individualized sense of ethical purpose. To make these arguments the authors describe the background for an effective learning paradigm for the study of ethics that can be used in university level criminal justice courses, criminology classes, and police training sessions. This pedagogic approach is theoretically informed and used in classes designed to teach ethics to criminal justice professionals, criminology students who are entering a variety of professions.
103. Teaching Ethics: Volume > 15 > Issue: 1
Lisa Kretz Teaching Being Ethical
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Teaching ethics at the university level in the Western tradition tends to focus on teaching ethical theories, or—in the case of applied ethics—applying theories. Success in ethics courses is occasioned by the ability to articulate, and in some cases apply, ethical theories. Ratiocination about ethics is the focus. I contend that in so far as one of the goals of ethical education is becoming more ethical, current pedagogical models leave much to be desired. This paper makes a case for teaching being ethical. I recommend developing the skill sets required for enacting ethical behavior. Problems with historical methods of testing ethical development are assessed, and methods for testing ethical behavior are considered. I explore fertile sites for research and practice regarding the intersection of moral education and moral behavior. In particular I focus on the role of emotion, active learning techniques, moral exemplars, and addressing the relevance of self-concept.
104. Teaching Ethics: Volume > 15 > Issue: 1
John Fantuzzo Towards a "What-If" Class: Practices of Respect as the Aim of Teaching Ethics to Court-Involved Youth
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This paper contends that the primary aim of teaching ethics to court-involved youth should be the realization of respect. I make this argument by defining what is meant by a practice of respect using Bernard Williams’s "The Idea of Equality." I then couch this understanding in my recent experience leading a moral/political philosophy workshop with court-involved youth in Harlem, New York. Raising the objection that educational opportunity, not the practice of respect, should be the primary aim of teaching court-involved youth, I respond to this objection by examining the stated aims of two prison education programs, Inside Out and Bard Prison Initiative. I argue that the educational opportunities within a broken system can hinder the practice of respect, while educational opportunities can arise from the practice of respect.
105. Teaching Ethics: Volume > 15 > Issue: 1
Deborah S. Mower Reflections on . . . A Culture of Sensitivity
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The robust research within Project Implicit drives home the discomforting fact that many of us have implicit biases that we may believe lead to unethical action and which we may have attempted to eradicate from our thoughts. I examine the problem that implicit bias poses for moral education, and search for a solution by examining the alternatives of culture, character, conscience, and moral sensitivity. I argue that each fails individually, but that a potential solution to the problem comes through the creation of a limited “culture” within our classrooms; specifically, a culture that cultivates moral sensitivity as a collaborative endeavor.
106. Teaching Ethics: Volume > 15 > Issue: 1
Susan T. Gardner Selling "The Reason Game"
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There is a clear distinction between genuine and fraudulent reasoning. Being seduced by the latter can result in horrific consequences. This paper explores how we can arm ourselves, and others (particularly our youngsters) (1) with the ability to recognize the difference between genuine and pseudo-reasoning, (2) with the motivation to maintain an unbending commitment to follow the “impersonal” “norm-driven” rules of reason even in situations in which “non-reasonable” strategies appear to support short-term bests interests, and (3) with the confidence that genuine reasoning is the best defense against the pseudo-reasoning. It also provides a simple table of “markers” whereby genuine reasoning can be distinguished from the “fake stuff.”
107. Teaching Ethics: Volume > 15 > Issue: 1
Paul Thagard Value Maps in Applied Ethics
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This paper describes the role in applied ethics of a new method of representing values using cognitive-affective maps. Value mapping has been used in two undergraduate courses in medical ethics and in environmental ethics. Students have found the method easy to use and also informative concerning the nature of ethical conflicts, and they often change their minds in the course of developing value maps.
108. Teaching Ethics: Volume > 15 > Issue: 1
Joe Mintoff Teaching to the Elenchus
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Socrates declared that the unexamined life is not worth living, but if someone opens themselves up to Socratic cross-examination, they are likely to fail, and on a matter of no small importance—how best to live. They will want to be able to pass their exams. Fortunately, philosophers’ avowed aim is (amongst other things) to teach and facilitate ethical reflection. Someone who aims to lead an examined life, then, will want these instructors to teach and to help them to pass elenctic exams on how best to live. The purpose of this paper is to describe and defend a mode of philosophy instruction with this as its sole aim, by responding to various objections leveled against other approaches within the Socratic teaching tradition.
109. Teaching Ethics: Volume > 15 > Issue: 1
Gabriele Münnix Against Prejudice: Justice as Virtue: An Example of Teaching Ethics in German Secondary Schools
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In German schools, philosophy, ethics, or practical philosophy (the names differ) are ordinary school subjects in lower secondary education (beginning at the age of 11). The author who was member of a commission to introduce the subject and to prepare a curriculumin for North Rhine Westphalia has formed teachers of “Practical Philosophy”and “Ethics” and gives an insight into didactical principals, methods and media of a problem centered teaching of philosophical ethics by describing an example, a unit about prejudice and justice.
110. Teaching Ethics: Volume > 16 > Issue: 1
Patrick Beach Runner Up Entry, “The Bus Puzzle” Case Study: The Foolhardy Do-Gooder
111. Teaching Ethics: Volume > 16 > Issue: 1
Matthew T. Nowachek Teaching How to Read Ethics Texts With the Help of Kierkegaard’s “The Mirror of the Word”
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This essay develops the argument that Søren Kierkegaard’s text “The Mirror of the Word” can serve as a valuable resource for addressing the problem of poor reading habits of students enrolled in introductory ethics courses. Although Kierkegaard writes this text as a way of challenging his Danish contemporaries to read the Bible in a proper manner, it can nevertheless apply to reading ethics texts in that the underlying point Kierkegaard makes is the importance of reading in such a fashion that one fosters inwardness and subjectivity in relation to what is read. After introducing Kierkegaard’s text and three requirements for reading that he outlines therein, the significance of these requirements is drawn out by pointing to several concrete examples of how they have proven successful in introductory ethics courses. To conclude, the case is made that Kierkegaard’s requirements measure up well against a sampling of the relevant research on deep learning and deep reading.
112. Teaching Ethics: Volume > 16 > Issue: 1
Christopher L. Doyle Raskolnikov in the Classroom: Teaching the Costs of Violence With Crime and Punishment
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This essay argues for the efficacy of teaching Feodor Dostoyevsky’s Crime and Punishment as a hedge against cultural predispositions to legitimize violence in history, contemporary society, and popular entertainment. Describing how high school students have been conditioned to accept certain kinds of violence, the essay also shows how a class of high school students responds to four key scenes from the novel. The essay asserts that both the historical context of Crime and Punishment and Dostoyevsky’s creative brilliance make this novel a particularly potent work for encouraging students to rethink casual acceptance and uses of violence.
113. Teaching Ethics: Volume > 16 > Issue: 1
Michael Davis, Elisabeth Hildt, Kelly Laas Twenty-Five Years of Ethics Across the Curriculum: An Assessment
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After twenty-five years of integrating ethics across the curriculum at the Illinois Institute of Technology (IIT), the Center for the Study of Ethics in the Professions conducted a survey of full-time faculty to investigate: a) what ethical topics faculty thought students from their discipline should be aware of when they graduate, b) how widely ethics is currently being taught at the undergraduate and graduate level, c) what ethical topics are being covered in these courses, and d) what teaching methods are being used. The survey found that while progress spreading ethics across the curriculum has been substantial, it remains incomplete. The faculty think more should be done. From these findings we draw six lessons for ethics centers engaged in encouraging ethics across the curriculum.
114. Teaching Ethics: Volume > 16 > Issue: 1
Tobey Scharding Crafting Maxims
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This article examines the role of maxims in Kantian ethics. Maxims are propositions that describe individual actions as instances of general rules. Because Kantian ethics evaluates the morality of actions by testing the actions’ maxims, it is important to formulate the maxim well. I begin by (1) investigating how maxims relate to actions. Next, I (2) review how Kantian ethics tests maxims, focusing on the Formula of Universal Law (FUL). I engage Kant’s conceptions of determining and reflecting judgment from the Third Critique to illuminate the role of judgment in crafting and testing maxims. Then, I present (3) my interpretation of how to craft maxims in a Kantian context: In condition C, I do action A. I apply my interpretation to (4) several examples, including Kant’s own, Kant’s critics, and contemporary Kantians. I (5) consider several objections and (6) explain how this interpretation of crafting maxims has helped my applied ethics students.
115. Teaching Ethics: Volume > 16 > Issue: 1
Alan A. Preti Introductory Ethics Textbooks
116. Teaching Ethics: Volume > 16 > Issue: 1
Judith Lichtenberg Who’s Responsible For Global Poverty?
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This paper has two aims. The first is to describe several sources of the moral responsibility to remedy or alleviate global poverty. The second is to consider what sorts of agents bear the responsibilities associated with each source—in particular, whether they are collective agents like states or societies or individual human beings. We often talk about our responsibilities to poor people, or what we owe them. So the question is who this we is. I argue that the answer depends on the source of the responsibility. Some responsibilitiesbelong in the first instance to collectives, although they will also trickle down to at least some individuals within the collective. Other responsibilities belong in the first instance to individuals, but can, I argue, “trickle up” to collectives of which individuals are members.
117. Teaching Ethics: Volume > 16 > Issue: 1
Contributors
118. Teaching Ethics: Volume > 16 > Issue: 1
Bruce Maxwell The Debiasing Agenda in Ethics Teaching: An Overview and Appraisal of the Behavioral Ethics Perspective
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How should ethics educators respond to the picture of moral functioning that has emerged from the cognitive sciences of morality? A critical case study of an instance of knowledge transfer from social and cognitive psychology to the practice of teaching ethics, this paper assesses the answer that behavioral ethics gives to this question. The paper first summarizes the opposition that the notion of “teaching reasoning skills” meets in behavioral ethics and provides some examples of the research findings on which this opposition is based. It is then argued that, contrary to the prevailing view in behavioral ethics, maintaining a central place in ethics for teaching about explicit reasoning strategies is consistent with the dominant view in social and cognitive psychology that everyday ethical perception and judgment are significantly influenced by a wide range of non-conscious, affectively-laden and non-rational processes.
119. Teaching Ethics: Volume > 16 > Issue: 1
Wendy Wyatt The Ethics of Trigger Warnings
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Trigger warnings captured national attention in 2014 when students from several U.S. universities called for inclusion of the warnings on course syllabi and in classrooms. Opinions spread through news outlets across the spectrum, and those weighing in were quick to pronounce trigger warnings as either unnecessary coddling and an affront to free speech, or as a responsible pedagogical practice that treats students with respect and minimizes harm. Put simply, the debate about trigger warnings has followed the trajectory of many debates in the public sphere: The issue has largely been framed by highly committed opponents and proponents whose positions represent the extremes of the spectrum. Lost has been the nuance that an issue like trigger warnings necessarily requires. This article examines trigger warnings—particularly the call for trigger warnings on university campuses—from a pluralistic ethical perspective and addresses the question: When, if ever, are trigger warnings ethically appropriate?
120. Teaching Ethics: Volume > 16 > Issue: 1
Edith A. West Constructivist Theory and Concept-Based Learning in Professional Nursing Ethics: Implications for Nurse Educators
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Traditional methods of teaching professional nursing ethics in the classroom have translated into limited success in clinical practice. Students don’t perceive an integration of ethics education in practical clinical settings, while educators grapple with a lack of perceived ‘excellence of moral character’ in their students when they are taught intellectual virtues and theoretical wisdom in the classroom that they do not see demonstrated in the clinical setting. Also traditionally, emphasis in ethics teaching has tended to focus on the nurse-patient relationship, while less attention has been paid to nursing in a more inter/intra professional or global context. The purpose of using constructivist theory and concept-based learning strategies to teach junior level nursing students ethics was to present implications for nurse educators that will help them foster/improve their student’s critical thinking, and increase their mastery and global integration of the complex abstract concepts associated with professional nursing ethics.