David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Science and Engineering Ethics 16 (3):611-628 (2010)
Moral exemplar studies of computer and engineering professionals have led ethics teachers to expand their pedagogical aims beyond moral reasoning to include the skills of moral expertise. This paper frames this expanded moral curriculum in a psychologically informed virtue ethics. Moral psychology provides a description of character distributed across personality traits, integration of moral value into the self system, and moral skill sets. All of these elements play out on the stage of a social surround called a moral ecology. Expanding the practical and professional curriculum to cover the skills and competencies of moral expertise converts the classroom into a laboratory where students practice moral expertise under the guidance of their teachers. The good news is that this expanded pedagogical approach can be realized without revolutionizing existing methods of teaching ethics. What is required, instead, is a redeployment of existing pedagogical tools such as cases, professional codes, decision-making frameworks, and ethics tests. This essay begins with a summary of virtue ethics and informs this with recent research in moral psychology. After identifying pedagogical means for teaching ethics, it shows how these can be redeployed to meet a broader, skills based agenda. Finally, short module profiles offer concrete examples of the shape this redeployed pedagogical agenda would take in the practical and professional ethics classroom
|Keywords||Moral exemplars Practical and professional ethics Moral psychology Virtue ethics|
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References found in this work BETA
John M. Doris (2002). Lack of Character: Personality and Moral Behavior. Cambridge University Press.
Robert Jackall (1988). Moral Mazes: The World of Corporate Managers. Oxford University Press.
Owen J. Flanagan (1991). Varieties of Moral Personality: Ethics and Psychological Realism. Harvard University Press.
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Citations of this work BETA
Mary E. Sunderland (2013). Taking Emotion Seriously: Meeting Students Where They Are. [REVIEW] Science and Engineering Ethics (1):1-13.
Karen Schrier (2015). EPIC: A Framework for Using Video Games in Ethics Education. Journal of Moral Education 44 (4):393-424.
Marc Steen (2013). Virtues in Participatory Design: Cooperation, Curiosity, Creativity, Empowerment and Reflexivity. [REVIEW] Science and Engineering Ethics 19 (3):945-962.
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