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  1.  1
    Spreading the Word.Erin Baca Blaugrund & James J. Hoffman - 2019 - Teaching Ethics 19 (1):53-62.
    Over the past two years, the College of Business profiled in this article spent time reflecting on where it had been, what it was doing, and where it needed to go in terms of teaching ethics. Based on this analysis, the COB developed an initiative to teach ethics to students, faculty, business people, government employees and officials, and others across its state so all of key stakeholder groups would have a greater appreciation for the benefits of ethical decision-making, the need (...)
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  2.  1
    Stand Where You Stand on Omelas.Olivia Burgess - 2019 - Teaching Ethics 19 (1):63-70.
    Science fiction is gaining academic recognition as a tool for teaching ethics and engaging potentially resistant students in communication and critical thinking, but there are not many lesson plans available for how to implement science fiction in the classroom. I hope to address that gap by sharing a successful lesson plan I developed while teaching a first-year composition and ethics course at the Colorado School of Mines. “Stand Where You Stand on Omelas” combines writing, communication, and ethical decision making by (...)
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  3.  2
    Christopher Meyers, The Professional Ethics Toolkit. [REVIEW]Clifton F. Guthrie - 2019 - Teaching Ethics 19 (1):87-88.
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  4.  1
    Regret: A Vital Structure of Critical Engagement in Moral Education.Alexander Keller Hirsch - 2019 - Teaching Ethics 19 (1):1-16.
    I argue that helping college students to hone their faculty for regret is key to at least three interrelated functions of critical engagement in moral education: 1) empathic unsettlement; 2) counterfactual thinking; and 3) anagnorisis, Aristotle’s term for a tragic and too-late turn in self-awareness. All three functions support an attitude of humility and self-reflection germane to rigorous moral reflection. Though it can be difficult to confront and assume, I argue that claiming regret can help students to catalyze thinking, curiosity, (...)
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  5.  1
    Mark C. Vopat and Alan Tomhave, Business Ethics: The Big Picture. [REVIEW]David Jacobs - 2019 - Teaching Ethics 19 (1):89-90.
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  6.  3
    Thinking About Thought Experiments in Ethics.Elizabeth Lanphier & Amy McKiernan - 2019 - Teaching Ethics 19 (1):17-34.
    In this paper, we propose some ways in which teaching thought experiments in an ethics classroom may result in marginalizing or excluding students underrepresented in philosophy. Although thought experiments are designed to strip away details and pump intuitions, we argue that they may reinforce assumptions and stereotypes. As examples, we discuss several well-known thought experiments that may typically be included in undergraduate ethics courses, such as Bernard Williams’s Gauguin and Derek Parfit’s The Young Girl’s Child. We analyze the potential value (...)
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  7.  1
    Guiding Students in Assessing Ethical Behavior in the Pharmaceutical Industry.Michael J. Murphy - 2019 - Teaching Ethics 19 (1):71-85.
    Holistic ethics education in the professions is never fully served by a reliance on regulatory compliance alone. Data obtained from penalties due to corporate non-compliance in specific professions rarely describe the underlying ethical failures that are the foundation for “rule-breaking” in the professions. However, “violations” data may serve as a springboard for an educational discussion and approach that helps professionals to understand the basic moral reasoning that underlies the “good” that is served by adhering to professional Codes of Conduct, Codes (...)
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  8.  1
    Expanding the Context of Moral Decision-Making.Jeremy Rehwaldt - 2019 - Teaching Ethics 19 (1):35-51.
    Many introductory ethics courses focus narrowly on the cultivation of moral reasoning. A review of introductory ethics textbooks, for example, finds that most focus either on exploring moral theories and approaches in detail or on describing moral theories and then applying them to contemporary issues. I argue that these approaches fail to recognize humans as biologically driven, psychologically shaped, and sociologically constrained beings. I examine the factors influencing thinking and action in each of three areas—the role of emotion in moral (...)
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  9. A Skill-Based Framework for Teaching Morality and Religion.Jason D. Swartwood - 2019 - Teaching Ethics 18 (1):39-62.
    One important aim of moral philosophy courses is to help students build the skills necessary to make their own well-reasoned decisions about moral issues. This includes the skill of determining when a particular moral reason provides a good answer to a moral question or not. Helping students think critically about religious reasons like “because God says so” and “because scripture explicitly says so” can be challenging because such lessons can be misperceived as coercive or anti-religious. I describe a framework for (...)
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