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  1.  1
    Steven M. Cahn and Andrew T. Forechimes, Eds., Principles of Moral Philosophy: Classic and Contemporary Approaches.Steven A. Benko - 2018 - Teaching Ethics 18 (1):104-106.
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  2.  4
    Education Without Indoctrination: Teaching Ethics in the Interdisciplinary Core Program of a Religiously Affiliated University.Paul Carron & Charles McDaniel - 2018 - Teaching Ethics 18 (1):79-96.
    Ethics instruction within an interdisciplinary core program involving a diverse student community representing many major fields of study presents unique challenges. Those challenges are in some ways compounded in the context of a religiously affiliated university whose spiritual and ethical commitments are grounded in the Judeo-Christian tradition even as its student population reflects increasing religious diversity. The authors present one method of addressing these challenges in hopes of inspiring broader discussions of how to teach ethics across the curriculum to students (...)
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  3. Teaching Copyright: Moral Balancing in the Age of Appropriation.Courtney R. Davis - 2018 - Teaching Ethics 18 (1):27-38.
    Creative influence, be it in the form of subtle inspiration or unequivocal imitation, has impacted the development of artistic styles and schools of thought for millennia. Since the late twentieth century, appropriation artists have drawn attention to these customs by intentionally borrowing or copying from preexisting sources with little or no transformation, despite these practices running into direct conflict with United States copyright law. Indeed, recent decades have witnessed several noteworthy lawsuits involving prominent artists who have challenged the boundaries between (...)
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  4.  1
    Teaching the Social Meanings of Business Ethics.John Mizzoni - 2018 - Teaching Ethics 18 (1):17-25.
    As a way to assist in teaching business ethics to undergraduates, this paper applies Sally Haslanger’s philosophical method for analyzing the social meanings of concepts to the social meaning of business ethics. The paper views a range of social meanings of the concept business ethics, arrayed along Lawrence Kohlberg’s stages of moral development. Using another dimension of Haslanger’s method, that social meanings can be changed, it then argues that the social meaning of business ethics should change. The social meanings of (...)
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  5.  1
    Michael Boylan, Teaching Ethics with Three Philosophical Novels.Gabriel Palmer-Fernández - 2018 - Teaching Ethics 18 (1):99-101.
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  6.  4
    Marshall, Richard, Ed., Ethics at 3:AM: Questions and Answers on How to Live Well.Alex M. Richardson - 2018 - Teaching Ethics 18 (1):102-103.
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  7.  1
    Mutual Respect in an Ethic of Care.Derek G. Ross & Marion Parks - 2018 - Teaching Ethics 18 (1):1-15.
    This paper explores care ethics and the roles that power, trust, and stereotypes play in establishing and building caring relationships. The work is the result of the evolution of collaboration between teacher and student as that teacher/student dichotomy evolved to one of shared trust and respect and considers the oft-neglected aspect of respect in an ethic of care. By tracing the evolution of the authors’ relationship, we argue that mutual respect in an ethic of care has the potential to enrich (...)
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  8.  1
    Todd M. Furman, The Ethics of Poker.Jim Tantillo - 2018 - Teaching Ethics 18 (1):97-98.
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  9.  1
    Exploration of University Members’ Perceptions of Institutional Research Integrity Practices.Markie L. C. Twist, Elizabeth A. Buchanan & Carissa D’Aniello - 2018 - Teaching Ethics 18 (1):63-78.
    Although research integrity practices in institutional settings is not a new area of study, because of its foundational importance in university settings it remains a topic worthy of study. In addition, rarely are all members of the university community included as participants in studies focused upon research integrity and ethics. Thus, to add to the existent literature, the authors investigated research integrity practices in a medium-sized Midwestern polytechnic university setting, including 467 participants from across all divisions of the university community. (...)
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