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  1.  1
    Ethical Dilemmas in Prehospital Emergency Care – From the Perspective of Specialist Ambulance Nurse Students.Anna Abelsson & Lillemor Lindwall - 2018 - International Journal of Ethics Education 3 (2):181-192.
    The aim of this study was to describe specialist ambulance nurse students’ experiences of ethical conflicts and dilemmas in prehospital emergency care. In the autumn of 2015, after participating in a mandatory lecture on ethics, 24 specialist ambulance nurse students reported experiences and interpretations concerning conflicts and ethical dilemmas from prehospital emergency care. The text consisted of 24 written critical incidents which were interpreted using hermeneutic text interpretation. The text revealed three themes: Not safeguarding a patient’s body and identity; Not (...)
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  2. Evaluating the Effectiveness of the MacIntyrean Philosophical Approach in Delivering a Professional Ethics Course.Surendra Arjoon & Meena Rambocas - 2018 - International Journal of Ethics Education 3 (2):135-156.
    This paper measures the effectiveness of a professional ethics course using the MacIntyrean Philosophical Approach which incorporates virtues, narrative, tradition, and community. There has been limited empirical work using this framework in which the emphasis has been on ‘thick descriptions’ created through narrative, mainly the case methodology. To the best of our knowledge, there has been no attempt to quantify the constructs of the MPA which is one of the contributions of our paper. Our approach is the first to use (...)
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  3. Putting a Positive Spin on Ethics Teaching.Marion G. Ben-Jacob, Nancy L. Jones, Robert W. Brock, Kathleen H. Moore, Paul Ndebele & Lehana Thabane - 2018 - International Journal of Ethics Education 3 (2):125-133.
    Scientific endeavor is the pursuit of knowledge with the aim of advancing the welfare of all human beings. This endeavor is built on the ideology of science; thus, society relies on the integrity of the practice of science and of scientists themselves. The responsible conduct of research is the essence of good science; however, many of the pedagogical approaches used to instill integrity in science accentuate the negative rather than exemplify ideal professionalism. This paper makes an argument for the inculcation (...)
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  4. Teaching Ethics in the Fractured State.Howard Harris - 2018 - International Journal of Ethics Education 3 (2):109-123.
    A recent conference had as a theme, Ethics in the Fractured State. That theme presumes that there is a fractured state – if not everywhere then somewhere, if not now, then soon. This paper looks at the nature of the fracture and at the implications for the teaching of ethics. Three important lines of fracture – plural, secular, anti-business – are considered in the paper, each described and distinguished separately. The fracture makes ethics more relevant not only in business schools (...)
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  5. Ethics Education in the Professions: An Unorthodox Approach.Marc Marenco - 2018 - International Journal of Ethics Education 3 (2):193-206.
    Ethics education in the professions has become close to compulsory with continuing education following suit. What is the de facto as opposed to the de jure function of an ethics education program? Have they increased compliance with laws and codes of conduct? Is that the goal? What would an ethics education program look like that was not primarily concerned with compliance with relevant laws or professional codes and not merely an exercise in good public relations? I argue that, ultimately, ethics (...)
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  6.  4
    Ethical Action of a Teacher in Levinas’ Ethics of Responsibility.Kosmas Sobon - 2018 - International Journal of Ethics Education 3 (2):157-168.
    Responsibility is one of the most important attitudes for people in relation to others. Human existence becomes meaningful if it realizes that responsibility for others and one takes it as an invitation to act ethically. Emmanuel Levinas has shared his thoughts on responsibility in his writings and works. Although Levinas’ ethics of responsibility come across as metaphysical, his thinking is radical and touches human’s daily life. The essence of Levinas’ responsibility for the ethical actions of a teacher are: the presence (...)
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  7.  1
    Moral Decline.Henk ten Have - 2018 - International Journal of Ethics Education 3 (2):107-108.
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  8.  1
    Engineering Ethics Education, Ethical Leadership, and Confucian Ethics.Qin Zhu - 2018 - International Journal of Ethics Education 3 (2):169-179.
    Ethical leadership skills are crucial for professionally competent engineers working in a global context. This article explores the possibility of integrating a non-Western ethical tradition of Confucian ethics into the teaching of ethical leadership in engineering ethics. First comes a brief discussion of the historical origins of Confucianism and its persistence in contemporary Chinese culture. Second is a conceptualization of the major aspects of Confucian ethical leadership including moral power, role modeling, and meritocratic ethical leadership, introducing a prevalent approach to (...)
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  9.  2
    Should We Still Teach a Beautiful Novel by a Racist Author?Peter Admirand - 2018 - International Journal of Ethics Education 3 (1):75-88.
    This article is about a beautiful book by a not so beautiful author, Forrest Carter’s The Education of Little Tree. I will first reflect on the usually fraught relationship of literature and morality. I then will give a flavor of the moral fiber of Carter’s novel and then turn to some darker undercurrents, examining whether they intersect with the value of the work, whether we need them to intersect, and whether they ultimately submerge any initial judgments of the book. The (...)
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  10. Evaluation of Medical Ethics Doctoral Program; a Utilization-Focused Approach.Leila Afshar, Seyed Ziaedin Tabei & Mohammad Hosseinzade - 2018 - International Journal of Ethics Education 3 (1):89-99.
    Program evaluation in education is a process for investigating the strength and weakness of on educational program. Instructors and teacher will find the point for improvement in the program and this process will led to reach the expected outcomes of education. PhD of medical ethics as a scientific discipline launched since 2009 in IRAN and the documented curriculum of this program proposed some learning experiences and competencies for the graduates of this program. After running 9 cycle of the program in (...)
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  11. Ethics of Biogerontology: A Teaching Concept.Leona Litterst, Zoé Rheinsberg, Mone Spindler, Hans-Jörg Ehni, Julia Dietrich & Uta Müller - 2018 - International Journal of Ethics Education 3 (1):31-46.
    Advancements in biological ageing research have shown that age-related diseases may be fought more effectively in the future by directly intervening into the ageing process. This prospect is associated with hopes for solving problems of demographic change. It also addresses raising awareness for complex ethical, legal and social issues that have hardly been a topic of discussion to date. Therefore, as the objective of our project, an interdisciplinary discourse module entitled “Ethics of Biogerontology” was developed to initiate a social debate (...)
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  12.  2
    Re-Thinking Degrees in Clinical Ethics – a Contextual Experience.Pierre Mallia - 2018 - International Journal of Ethics Education 3 (1):5-29.
    The University of Malta has had a Master of Arts in Bioethics for several years delivered by the Faculty of Theology. Although there were medics invited to teach in this degree the Bioethics Research Programme of the Faculty of Medicine noted that the degree was top theoretical and was not meeting the needs of the Faculty and the attached hospital. Rather it contended that it needed to train medics in Clinical Ethics and to prepare some of them to specialise in (...)
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  13.  44
    Adding Academic Rigor to Introductory Ethics Courses Using Bloom’s Taxonomy.Casey Rentmeester - 2018 - International Journal of Ethics Education 3 (1):67-74.
    Since philosophy is a notoriously difficult subject, one may think that the concept of adding rigor to a philosophy course is misguided. Isn’t reading difficult texts by Immanuel Kant or Friedrich Nietzsche enough to categorize a class as academically rigorous? This question is based on the misguided assumption that academic rigor has only to do with course content. While course content is a component of academic rigor, other aspects such as higher-order thinking, as well as how an instructor designs and (...)
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  14.  2
    Machiavellianism, Support for CESR, and Attitudes Towards Environmental Responsibility Amongst Undergraduate Students.Richard S. Simmons & Robin S. Snell - 2018 - International Journal of Ethics Education 3 (1):47-66.
    This study investigates the relationships among Machiavellianism, attitudes towards the perceived importance of corporate ethics and social responsibility, referred to here as PRESOR attitudes, and certain attitudes toward environmental responsibility, i.e., support for corporate environmental accountability and environmentally motivated purchasing intentions, amongst undergraduate students. Data were collected from a survey of all final year undergraduate students at a university in Hong Kong. Structural equations analyses were used to investigate the associations amongst the variables. The study finds that Machiavellianism and belief (...)
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  15.  2
    Everybody Likes Ethics.Henk ten Have - 2018 - International Journal of Ethics Education 3 (1):1-3.
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