Search results for 'Lucas A. Keefer' (try it on Scholar)

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  1. Lucas A. Keefer (2011). Others in Mind: Social Origins of Self-Consciousness. Philosophical Psychology 24 (2):287-290.score: 870.0
  2. Michael Davis & Matthew W. Keefer (2013). Getting Started: Helping a New Profession Develop an Ethics Program. Science and Engineering Ethics 19 (1):259-264.score: 420.0
    Both of us have been involved with helping professions, especially new scientific or technological professions, develop ethics programs—for undergraduates, graduates, and practitioners. By “ethics program”, we mean any strategy for teaching ethics, including developing materials. Our purpose here is to generalize from that experience to identify the chief elements needed to get an ethics program started in a new profession. We are focusing on new professions for two reasons. First, all the older professions, both in the US and in most (...)
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  3. Matthewg Keefer & Kevin D. Ashley (2001). Case-Based Approaches to Professional Ethics: A Systematic Comparison of Students' and Ethicists' Moral Reasoning. Journal of Moral Education 30 (4):377-398.score: 420.0
    This article provides a systematic analysis of the cognitive processes required for acquiring skill in practical ethical reasoning in a professional domain. We undertook this NSF-supported research project in part to study relationships between case-based instruction in professional ethics and cognitive analyses of ethical reasoning strategies. Using a web-based experimental design, we report striking differences in the students' and ethicists' use of knowledge and reasoning. Virtually all of the ethicists and some students' protocols made significant use of specialized professional knowledge (...)
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  4. Matthew Wilks Keefer (2006). A Critical Comparison of Classical and Domain Theory: Some Implications for Character Education. Journal of Moral Education 35 (3):369-386.score: 420.0
    Contemporary approaches to moral education are influenced by the ?domain theory? approach to understanding moral development (Turiel, 1983; 1998; Nucci, 2001). Domain theory holds there are distinct conventional, personal and moral domains; each constituting a cognitive ?structured?whole? with its own normative source and sphere of influence. One of the strengths of domain theory is that separating convention from morality and distinguishing morality from self?interest provides a conceptual critique of both conventional values and the pursuit of self?interest. Relying on the work (...)
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  5. Matthew Wilks Keefer (1996). Distinguishing Practical and Theoretical Reasoning: A Critique of Deanna Kuhn's Theory of Informal Argument. Informal Logic 18 (1).score: 420.0
    Deanna Kuhn's theory of informal argumentation (1991) evaluates arguments according to a theory/evidence model where subjects first articulate a theory and then must provide critical testing of alternatives on the basis of evidence. Using this model, Kuhn reports that many subjects fail to supply adequate evidence for their 'theories' and are often unable or unwilling to generate alternatives. In this paper an account of practical reasoning is provided that suggests an alternate interpretation for Kuhn's subjects' poor perfonnance. It is argued (...)
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  6. Matthew W. Keefer (2013). Understanding Morality From an Evolutionary Perspective: Challenges and Opportunities. Educational Theory 63 (2):113-132.score: 300.0
    In recent years, there has been a proliferation of new research on moral thinking informed by evolutionary theory. The new findings have emanated from a wide variety of fields. While there is no shortage of theoretical models that attempt to account for specific research findings, Matthew Keefer's goals in this essay are more general. First, he examines the strength of the evolutionary approach to understanding morality and moral emotions as adaptations to cooperation. Second, he considers the importance of unconscious (...)
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  7. Donald Keefer (2011). Speaking Well of the Dead: On the Aesthetics of Eulogies. Sophia 50 (2):303-311.score: 120.0
    Robert Solomon criticized the philosophy of death for abstracting from human reality to treat our mortality as a collection of metaphysical puzzles. Nowhere is death less abstract than in our response to the death of our loved ones. The public face of our response is the memorial service and the eulogies that move us. Our experience of a eulogy can be as cathartic as Aristotle theorized as part of great tragedy. However, treating the oration as a work of art seems (...)
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  8. Matthew W. Keefer, Sara E. Wilson, Harry Dankowicz & Michael C. Loui (2013). The Importance of Formative Assessment in Science and Engineering Ethics Education: Some Evidence and Practical Advice. Science and Engineering Ethics (1):1-12.score: 120.0
    Recent research in ethics education shows a potentially problematic variation in content, curricular materials, and instruction. While ethics instruction is now widespread, studies have identified significant variation in both the goals and methods of ethics education, leaving researchers to conclude that many approaches may be inappropriately paired with goals that are unachievable. This paper speaks to these concerns by demonstrating the importance of aligning classroom-based assessments to clear ethical learning objectives in order to help students and instructors track their progress (...)
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  9. Barkley Rosser, Non-Observed Economy: A Global Perspective.score: 54.0
    How large the non-observed economy (NOE) is and what determines its size in different countries and regions of the world is a question that has been and continues to be much studied by many observers (Schneider and Enste, 2000, 2002).[1] The size of this sector in an economy has important ramifications. One is that it negatively affects the ability of a nation to collect taxes to support its public sector. The inability to provide public services can in turn lead more (...)
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