Teaching Ethics

ISSN: 1544-4031

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  1.  29
    Cultivating Moral Agency in a Technology Ethics Course.William B. Cochran & Kate Allman - 2023 - Teaching Ethics 23 (1):15-34.
    The rapid pace of technological development often outstrips the ability of legislators and regulators to establish proper guardrails on emerging technologies. A solution is for those who develop, deploy, and use these technologies to develop themselves as moral agents—i.e., as agents capable of steering the course of emerging technologies in a direction that will benefit humanity. However, there is a dearth of literature discussing how to foster moral agency in computer science courses, and little if any research on the effectiveness (...)
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  2.  6
    The Duel between Effective Altruism and Greed.Elaine E. Englehardt - 2023 - Teaching Ethics 23 (1):1-14.
    In this 2022 SEAC Presidential address, I explore the intricate interplay between the notions of greed and Effective Altruism (EA). These notions bear profound implications for both our individual obligations and our collective duties. The dialectic between greed and EA reveals a fundamental conflict. Greed is commonly aligned with the self-centered pursuit of riches, authority, or distinction, often neglecting the well-being of others and the enduring repercussions of one's actions. In contrast, EA stands as a philosophy and societal movement advocating (...)
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  3.  8
    Student Perspectives on Teacher Advocacy in the Philosophy Classroom.Stephen Finn - 2023 - Teaching Ethics 23 (1):35-43.
    Whether teachers should take on the role of an advocate in the undergraduate classroom is a thorny question, which has been answered in a variety of ways in the pedagogical literature. What seems to be lacking, however, is information concerning student perceptions on teacher advocacy. Do students believe it is appropriate for a teacher to present and disclose his or her own views on controversial topics? In this paper, the author describes the results of two separate surveys conducted in an (...)
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  4.  7
    Scrooge’s Reclamation: Lessons in Personal Ethics.James Gould & Ted Hazelgrove - 2023 - Teaching Ethics 23 (1):45-62.
    Charles Dickens’ A Christmas Carol is more than a happy tale—it is a text of moral self-reflection that challenges us to think about the nature of moral duty, human happiness and personal transformation. The story speaks to fundamental questions: How are morality and the good life related? How does a self-centered person open their heart to the welfare of others? What are the steps in moral change? The story’s characters function as mirrors by which we can examine our own moral (...)
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  5.  11
    Care Ethics and Fake News.Dakota Layton - 2023 - Teaching Ethics 23 (1):63-78.
    Nel Noddings identifies four core problems with the primary education system in the United States. First, there is no established caring relationship between educational authorities and students. Second, there is no continuity in student-teacher relationships. Third, Common Core neglects deep existential questions in its educational approach. Fourth, Common Core does not emphasize connections between the disciplines to each other or to real-life problems. The four problems with the primary education system identified by Noddings contribute to the fake news problem in (...)
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  6.  63
    A Landscape Study of Public Universities with Undergraduate-Focused Ethics Education.Sally Moore - 2023 - Teaching Ethics 23 (1):79-89.
    Little is known about the aims and impact of university-based ethics centers. Less is known about how centers leverage their unique campus positions to engage undergraduates in transformative ethics education. This article provides a foundation for future research on university-based ethics centers. First, this article addresses the history of ethics education in higher education, the rise of university ethics centers, and the factors necessary for successful ethics programs. Next, this piece shows the geographic distribution of ethics centers and which centers (...)
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  7.  43
    A Landscape Study of Public Universities with Undergraduate-Focused Ethics Education.Sally Moore - 2023 - Teaching Ethics 23 (1):79-89.
    Little is known about the aims and impact of university-based ethics centers. Less is known about how centers leverage their unique campus positions to engage undergraduates in transformative ethics education. This article provides a foundation for future research on university-based ethics centers. First, this article addresses the history of ethics education in higher education, the rise of university ethics centers, and the factors necessary for successful ethics programs. Next, this piece shows the geographic distribution of ethics centers and which centers (...)
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  8.  2
    The Importance of Sentiment in Promoting Reasonableness in Children, by Michael S. Pritchard.Alan A. Preti - 2023 - Teaching Ethics 23 (1):157-162.
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  9.  9
    Can Teaching Business Ethics Modify Future Moral Intentions? An Exploratory Study Based on a Personal Ethical Dilemma Exercise.Mark S. Schwartz - 2023 - Teaching Ethics 23 (1):91-111.
    This study examines the effectiveness of teaching business ethics. It fills an important gap in the literature by utilizing students’ own personal reflections and reassessments involving an actual workplace ethical dilemma they have already faced. After submitting a personal ethical dilemma at the beginning of a business ethics course, students are later asked following the course whether they believe they would behave in a similar manner if they faced the same ethical dilemma again, and for what reasons. The paper is (...)
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  10.  10
    Teaching Business Ethics: A Model.Charles G. Smith, Marli Gonan Božac & Morena Paulišić - 2023 - Teaching Ethics 23 (1):113-135.
    The business enterprise is a major instrument in the creation of a just society. However the tension between profit and ethicality requires sound decision making and business ethics instruction is central to creative alternatives to business leaders. Therefore, instruction is aided with a model for framing one’s thoughts about ethics and while several earlier business ethics models exist, they tend to be closed and at times parochial. This paper draws on insights from other academic disciplines to offer a broader yet (...)
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  11.  2
    Ethics Is Quite Simple in Exact Science.Susanne Uusitalo & Helena Siipi - 2023 - Teaching Ethics 23 (1):137-155.
    Background: Research ethics training courses are gaining hold in the academia. Learning is affected by learner’s conception of the topic. Thus, knowledge regarding research ethics understandings of the participants of the training courses is needed. Methods: A data driven qualitative content analysis was utilized in a survey after a compulsory research ethics course for doctoral researchers in Finland. In an anonymous online survey, 17 respondents answered open questions concerning research ethics and its relevance. Results: Doctoral researcher’s views can be understood (...)
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