David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
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|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
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.
Mark Johnson (1993). Moral Imagination: Implications of Cognitive Science for Ethics. University of Chicago Press.
C. E. Harris, Michael S. Pritchard & Michael J. Rabins (1995). Engineering Ethics Concepts and Cases. Monograph Collection (Matt - Pseudo).
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.
Similar books and articles
James A. Ryan (1998). Moral Philosophy and Moral Psychology in Mencius. Asian Philosophy 8 (1):47 – 64.
Deborah S. Mower (2013). Situationism and Confucian Virtue Ethics. Ethical Theory and Moral Practice 16 (1):113-137.
J. B. Schneewind (2009). Essays on the History of Moral Philosophy. Oxford University Press.
Nava Maslovaty (2000). Teachers' Choice of Teaching Strategies for Dealing with Socio-Moral Dilemmas in the Elementary School. Journal of Moral Education 29 (4):429-444.
Chuck Huff & William Frey (2005). Moral Pedagogy and Practical Ethics. Science and Engineering Ethics 11 (3):389-408.
Vincent A. Punzo (1996). After Kohlberg: Virtue Ethics and the Recovery of the Moral Self. Philosophical Psychology 9 (1):7 – 23.
Asher Shkedi (1993). Teachers' Workshop Encounters with Jewish Moral Texts. Journal of Moral Education 22 (1):19-30.
Susan M. Bosco, David E. Melchar, Laura L. Beauvais & David E. Desplaces (2010). Teaching Business Ethics: The Effectiveness of Common Pedagogical Practices in Developing Students' Moral Judgment Competence. Ethics and Education 5 (3):263 - 280.
Brian Schrag (2005). Teaching Research Ethics: Can Web-Based Instruction Satisfy Appropriate Pedagogical Objectives? [REVIEW] Science and Engineering Ethics 11 (3):347-366.
Added to index2009-09-07
Total downloads77 ( #55,443 of 1,907,220 )
Recent downloads (6 months)4 ( #198,541 of 1,907,220 )
How can I increase my downloads?