Narrow search


By category:

By publication type:

By language:

By journals:

By document type:


Displaying: 101-120 of 423 documents

0.086 sec

101. Teaching Ethics: Volume > 16 > Issue: 2
Jonathan Beever Teaching Ethics Ecologically: Decision-Making through Narrative
abstract | view |  rights & permissions
Narrative based real world case examples are powerful tools by which to help learners more empathetically engage the complexity of ethical conflicts and interactions, enabling clearer analysis of ecological ethical issues and overcoming apathy toward real-world responses. In this paper, I develop ecological ethical inquiry as a means by which to use narrative-based case studies to help ethicists connect to and empathize with other morally relevant individuals. I argue that ecological issues not only benefit from but also require a narrative approach because of ethical and epistemic complexity. I first describe the problem of apathy toward motivation given the ethical and epistemic complexity in ecological ethics contexts; then, I offer a case study in ecological ethics that draws out this complexity; and finally, I point out several caveats concerning the conclusions I have drawn.
102. Teaching Ethics: Volume > 16 > Issue: 2
Michael Davis From Practice to Research: A Plan for Cross-Course Assessment of Instruction in Professional Ethics
abstract | view |  rights & permissions
This paper proposes a novel research program to assess methods of teaching engineering ethics, a program that would allow ordinary instructors, with little effort, to turn ordinary assessment tools (graded exams, homework assignments, and so on) into publishable research, whether the course in question is a stand-alone course in professional ethics or a technical course in which some professional ethics has been inserted. The paper has three parts. The first briefly distinguishes the subject of this research from the main line of research in ethics education. The main line is concerned with assessing improvement in ethical judgment (or moral development). In contrast, the research discussed here is concerned with assessing improvement in ethical sensitivity and ethical knowledge. The second part of this paper describes work already done that provides a model for what is proposed, the use of ratios between scores on course-specific pre- and post-tests to provide a measure allowing assessment across courses, programs, and even institutions.While the use of pre- and post-tests is not new, the use of their ratios across courses, programs, and institutions to do assessment is new. The third part of this paper sketches the research program itself—or, rather, a framework for answering a family of research questions.
103. Teaching Ethics: Volume > 17 > Issue: 1
Leslie Francis The Significance of Injustice for Bioethics
104. Teaching Ethics: Volume > 17 > Issue: 1
Matthew Hayden Education in Morality Through Natality: No More Morals
abstract | view |  rights & permissions
This article revisits John Wilson’s “first steps” in moral education—a conceptual analysis of morality—and what he calls an education in morality. Education in morality focuses on morality as a form of life with a specific domain in which it aims to initiate students, and on education as a growth-oriented, progressive activity. Arendt’s conception of natality in education is then used to show how it provides a catalyst for growth, discovery, and tradition-trumping newness, and acts as a stepping-stone to public action as morality and recognition of the plurality of human life. It becomes clear that the inherent sociability of morality forces the consideration of it as a public and social act. Education in morality must preserve the potential for the capacity to contribute to the development of morality and concurrently develop that capacity through the production of plurality that follows and the negotiations necessary for its preservation. Morality, then, must not be taught as a static set of immutable principles, but rather as an inclusive, adaptive process by and through which groups govern their associations.
105. Teaching Ethics: Volume > 17 > Issue: 1
Thomas Cooper Learning From Ethicists, Part 2: How Ethics is Taught at Leading Institutions in the Pacific Region
abstract | view |  rights & permissions
This report includes 1) the previously unpublished findings of a current (2015–16) study (part 2) about the teaching of ethics at leading English-speaking institutions in the Pacific region, 2) a comparison of those findings with a companion study (part 1) conducted at leading institutions in the Atlantic region in 2008, and 3) the aggregate findings of the two studies considered as parts of a single research project. The purpose of the research was to determine how ethics is taught at selected leading English-speaking institutions of higher education, the challenges their ethics teachers and students face, how individual faculty members enhance their ethics teaching effectiveness over time, in what senses of the word “ethics” can ethics be successfully taught, what types of creative pedagogical tools have these faculty developed, whether the ethics professor should “take a stand” or be “unbiased,” and related questions. In both studies most participants stated that a passion for the subject matter, for teaching, and for assisting students was more important than new technologies, teacher training, teaching video recordings, and working with mentors.
106. Teaching Ethics: Volume > 17 > Issue: 1
Felicia Nimue Ackerman “You see now that it is at any rate possible”: Fiction, Philosophy, and Insight
abstract | view |  rights & permissions
Fiction can help make students better thinkers about some philosophical issues, but this does not mean it will make them morally better people.
107. Teaching Ethics: Volume > 17 > Issue: 1
Michael Boylan Using Narrative to Teach Ethics
abstract | view |  rights & permissions
This essay seeks to outline a way of understanding literature as philosophy as a justification for using fictive narrative to teach ethics. Some brief theoretical points are set out as well as two classroom examples.
108. Teaching Ethics: Volume > 17 > Issue: 1
Wanda Teays Show Me a Class That’s Got a Good Movie, Show Me: Teaching Ethics through Film
abstract | view |  rights & permissions
In this essay I offer some suggestions for integrating film in an Ethics classes and reaching your goals in terms of learning and student outcomes. You can easily adapt them to other areas of Philosophy— not just Ethics. Starting with Aristotle’s Poetics as a tool for deconstructing movies, I set out five strategies for teaching Ethics through film: start with a film or ethical theory; start with a real-world case or an ethics code; then use any of these four in combination to allow for a more in-depth analysis. Each strategy is discussed with example exercises to illustrate how this approach can create an engaging class while achieving your goals.
109. Teaching Ethics: Volume > 2 > Issue: 1
Martin G. Leever Teaching Professional Ethics: Fostering Some Overlooked Skills
110. Teaching Ethics: Volume > 2 > Issue: 1
Edward J. Soule Monsanto and Intellectual Property Rights
111. Teaching Ethics: Volume > 2 > Issue: 1
Michael E. Gorman, Jeanette Simmonds, Caetie Ofiesh, Rob Smith, Patricia H. Werhane Monsanto and Intellectual Property
112. Teaching Ethics: Volume > 2 > Issue: 1
Santiago Sia Teaching Ethics in a Core Curriculum: Some Observations
113. Teaching Ethics: Volume > 2 > Issue: 1
Lisa H. Newton Outcomes Assessment of an Ethics Program: Purposes and Challenges
114. Teaching Ethics: Volume > 2 > Issue: 1
Diane Jeske, Richard Fumerton The Monsanto Decision
115. Teaching Ethics: Volume > 2 > Issue: 1
David T. Ozar Learning Outcomes for Ethics Across the Curriculum Programs
116. Teaching Ethics: Volume > 2 > Issue: 1
E. Charles Brummer Response to Monsanto and Intellectual Property
117. Teaching Ethics: Volume > 2 > Issue: 1
Mark J. Hanson Monsanto and Intellectual Property: A Case Commentary
118. Teaching Ethics: Volume > 2 > Issue: 2
Bernard Henderson A Reminder on Recognizing Ethical Problems are Practical: Distinctions in Teaching Theory and Practice
119. Teaching Ethics: Volume > 2 > Issue: 2
Stephen Scales Value-Ladenness, Theoretical Virtues, and Moral Wisdom
120. Teaching Ethics: Volume > 2 > Issue: 2
Todd May Heritage and Hate