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Matthew Wilks Keefer [5]Matthew W. Keefer [4]
  1. Michael Davis & Matthew W. Keefer (2013). Getting Started: Helping a New Profession Develop an Ethics Program. Science and Engineering Ethics 19 (1):259-264.
    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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  2. Matthew W. Keefer (2013). Understanding Morality From an Evolutionary Perspective: Challenges and Opportunities. Educational Theory 63 (2):113-132.
    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 processing (...)
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  3. 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.
    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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  4. Matthew W. Keefer & Michael Davis (2012). Curricular Design And Assessment In Professional Ethics Education. Teaching Ethics 13 (1):81-90.
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  5. Matthew Wilks Keefer (2012). The Righteous Mind: Why Good People Are Divided by Religion and Politics. Journal of Moral Education 42 (1):134-136.
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  6. 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.
    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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  7. Matthew Wilks Keefer (2005). Making Good Use of Online Case Study Materials. Science and Engineering Ethics 11 (3):413-429.
    Web-based access to engaging instructional materials for SEE instruction represents an increasingly viable and attractive opportunity for educators. This paper will review research findings that demonstrate important differences in more experienced and novice ethical responses to engaging online materials, including authentic cases, codes, and commentaries. Results demonstrate that experienced ethical thinkers are more likely than novices to appeal to middle level principles that identify professional role-specific obligations (RSO); to make greater use of professional knowledge in order to recognize moral issues (...)
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  8. Matthew Wilks Keefer (1996). Distinguishing Practical and Theoretical Reasoning: A Critique of Deanna Kuhn's Theory of Informal Argument. Informal Logic 18 (1).
    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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  9. Matthew Wilks Keefer (1996). The Inseparability of Morality and Well‐Being: The Duty/Virtue Debate Revisited. Journal of Moral Education 25 (3):277-290.
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