20 found

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  1. Conceptual Stewardship and Ethics Centers.Jonathan Beever - 2021 - Teaching Ethics 21 (2):225-237.
    In this essay I propose that ethics centers should take leadership roles in clarifying uses of normatively thick and complex concepts. Using the concept of integrity as an example, I build a case for increased focus on thick concepts at work in ethics. Integrity is a special case, given its conceptual complexity and the diversity of contexts in which it is utilized. I argue that failure to focus on conceptual clarification leaves the door open to misuse or manipulation of ethical (...)
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  2.  1
    The Mission Before the Mission: Toward an Ethics of Ethics Centers.Cordula Brand & Thomas Potthast - 2021 - Teaching Ethics 21 (2):161-174.
    The goal of this article is to offer a three-step approach for a systematic discussion on the procedures, roles, and responsibilities of ethics centers. First, we identify three levels of responsibility: scientific, organizational/institutional, societal/global. Second, we propose that justice, contextual pluralism, and a process orientation serve as normative foundations for developing ethics centers’ mission. Third, we outline and emphasize the crucial role that teaching plays in the work of ethics centers, as well as in other academic institutions. As an overarching (...)
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  3.  1
    On Ethics Institute Activism.Michael Burroughs - 2021 - Teaching Ethics 21 (2):255-268.
    Social injustice and calls to activism take many forms, whether in environmental, medical, legal, political, or educational realms. In this article, I consider the role of activism in ethics institute initiatives. First, as a case study, I discuss an activist initiative for police reform led, in part, by the Kegley Institute of Ethics at California State University, Bakersfield. Specifically, I outline the formation of the Bakersfield Police Department—Community Collaborative, created to review regional and national police policy and training recommendations and (...)
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  4.  1
    A Business Ethics Center Rethinks Its Role.Michael A. DeWilde - 2021 - Teaching Ethics 21 (2):269-280.
    This paper explores some of the reasons why we, as a business ethics center housed at a state university, are transitioning from being a largely neutral platform on business ethics topics to becoming an advocate for specific perspectives. Comprising the topics of interest are issues such as climate change, capitalism, and certain medical and public health controversies. Presented here are four main reasons behind this move: pluralistic arguments, moral “switching,” existential crises, and combating disinformation. Two examples regarding capitalism and vaccine (...)
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  5. Strategic Leadership as a Tool for Growth, Mission Alignment and Long-Term Stability.Aine Donovan - 2021 - Teaching Ethics 21 (2):187-197.
    This article provides guidance and rationales for managing transitions within ethics centers as directors and staff are hired. The structures that reinforce the mission and ensures that the center continues to provide benefit to the community requires delicate strategizing among campus and community constituencies. The principles and practices that serve as a best-practices management approach are articulated within this article.
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  6. The Ethics of Ethics Centers.Christopher Meyers - 2021 - Teaching Ethics 21 (2):143-148.
    Editor's Note: Among the core activities of many ethics centers has been helping organizations – businesses, healthcare institutions, professional bodies – evaluate and improve their ethical structures and practices. Much of that work has resulted in incisive and valued critiques that guide practitioners through tough ethics thickets. It has also produced reams of published material and considerable consulting income. All of which points to a telling irony: There is almost no such published analysis of how those same ethics centers should (...)
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  7. Ethics Centers’ Conflicts of Interest and the Failure of Disclosure to Remedy This Endemic Problem.Lisa S. Parker - 2021 - Teaching Ethics 21 (2):239-253.
    Individual and institutional conflicts of interest arise with increasing frequency and negative sequelae as universities and their principals, as well as individual faculty members, engage in research with support from profit/not-for-profit entities. This essay examines how institutional and individual conflicts of interest arise for ethics centers and their faculty/staff, respectively. It defines COI, endorses a reasonable person standard for determining when COI exist, and considers problems that arise when disclosure of COI is embraced as a remedy for them. It argues (...)
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  8. In Support of a “Generalist” Orientation for an Ethics Center.Michael S. Pritchard & Sandra L. Borden - 2021 - Teaching Ethics 21 (2):149-160.
    Western Michigan University’s Center for the Study of Ethics in Society has always had a “generalist” approach—that is to say, an interdisciplinary orientation toward studying a broad range of ethical issues. This article explains how the center’s “generalist” orientation developed and why it is desirable for promoting public reflection about ethical issues. It focuses on these dimensions: valuing an across-the-curriculum approach to promote understanding of complex ethical issues; adopting a broad, rather than narrow focus, when it comes to ethics; committing (...)
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  9.  1
    Decentering an Engineering Ethics Center.Donna Riley, Justin Hess & Brent Jesiek - 2021 - Teaching Ethics 21 (2):199-212.
    In this article we reflect on ethical issues arising amid our efforts over the past four years to set up a university-level engineering ethics center to facilitate faculty, staff, and student collaborations across disciplines. In this account we place considerable emphasis on relations with campus administration, including conflicts arising over the interests of potential donors and research sponsors; state and national political contexts; turf ; and the scope and role of ethics in a STEM-focused public land grant university. We also (...)
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  10. On the Structure of the Virtuous Ethics Center.Joseph Spino - 2021 - Teaching Ethics 21 (2):175-186.
    When evaluating the success of an ethics center, one can look to the center’s level of engagement and achievement with affiliated institutions and communities. Such criteria are appropriate. What can be overlooked, however, is the internal structure and processes that help constitute the ethics center itself. In short, it is not merely the results an ethics center may claim that should be of interest for evaluating institutional health and longevity, but the very character of the organization itself. Using criteria offered (...)
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  11. Moral Friendship as Perfectionist Resistance.Jon Borowicz - 2021 - Teaching Ethics 21 (1):93-101.
    There are striking points of affinity between Hannah Arendt’s concept of a politico-moral variety of allusive thinking, and Stanley Cavell’s concept of aversive thinking characteristic of Emersonian Moral Perfectionism. Although both Arendt and Cavell’s EMP are pessimistic if not hostile to the suggestion of the redemption of a vibrant public sphere, their thought suggests possible moves toward a practical politico-moral philosophy—political philosophy as provocative moral practice recognizable in Socrates and Diogenes of Sinope. The paper teases out threads of thought in (...)
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  12. Playing the Poverty Simulation Game: A Course in Analysis and Revision.Beth Dixon, Allie Boudreau, Austin Burke, Aaryn Clark & Sarah-Margaret Cowart - 2021 - Teaching Ethics 21 (1):77-92.
    In the spring 2020 semester six students enrolled in a topics course in the philosophy department at my institution titled, “The Poverty Game.” We created this article by collaboration based on fourteen weeks of writing assignments and class discussions. All of us participated in an on-campus poverty simulation “game” sponsored by the Teacher Resource Center. Our objectives in the course were to critically analyze the game by asking questions and challenging assumptions about goals, rules, narrative profiles, and solutions to poverty (...)
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  13. Removing Disability in Children: An Essay on Barnes’s The Minority Body.Samantha L. Fritz - 2021 - Teaching Ethics 21 (1):69-76.
    In this paper, I respond to one aspect of Elizabeth Barnes’s argument in The Minority Body: a Theory of Disability. To do this, I first explain her argument as it applies towards children: in order to have a genuine “mere-difference” view of disability, one may not cause nor remove disability. The consequence of this theory is that it is impermissible for parents to choose to remove their child’s disability. I argue this is incorrect. Barnes’s assumption relies on a non-interference framework, (...)
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  14. Ethics, Emotion, Education And Empowerment. [REVIEW]Martin J. Lecker - 2021 - Teaching Ethics 21 (1):139-141.
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  15. Modifying Clinical Ethics Cases for Pedagogy: The Case of “Enzokuhle”.Michael J. Murphy - 2021 - Teaching Ethics 21 (1):103-111.
    In order to effectively prepare students for medical decisions with complex, ethical disagreements and value-laden conflicts, a progression from simpler case analysis to multi-layered conflicts is often helpful. Presented here is a unique case of pregnancy in a true hermaphrodite from recent medical literature. The case is artificially layered with additional, medical and discoverable contextual issues to help analyze three distinct questions in medical ethics: 1) Is it ethically permissible to perform an elective termination of pregnancy on a minor, 2) (...)
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  16. Killing Races and Witches.Stephen Scales - 2021 - Teaching Ethics 21 (1):13-26.
    Since the concept of race is scientifically nonreferential, it is tempting to think that we can simply eliminate it right away from our lexicon, from our statistical categories, from our lives. But those of us who are eliminativists about race in the long run need to take a more roundabout path in killing off this concept. Through the painstaking work of teaching our students that race, though biologically nonreferential, remains part of various systems of oppression, and engaging in open dialogue (...)
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  17. Exploring and Developing a Comprehensive Teaching Model for Graduate Ethics Education Across Disciplines.Norman St Clair & Deborah Poole - 2021 - Teaching Ethics 21 (1):113-138.
    Our research addressed an increase of unethical practices in professional settings identified in the literature, and this increase coincides with a shift in U.S. culture from principle-based ethics to one trending toward moral relativism. We discovered many programs lack comprehensiveness to deal with the complexities of culture in graduate education. The purpose of this instrumental case study was to explore and develop a conceptual framework for a comprehensive teaching model targeting graduate-level educators, administrators, and educational boards across disciplines. Data were (...)
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    Diversifying... Aristotle? Engaging Diverse Students with New Approaches to the Nicomachean Ethics.Heather Stewart - 2021 - Teaching Ethics 21 (1):27-43.
    Taking seriously the notion that diversifying our philosophical pedagogy is of both intrinsic and instrumental importance, this paper offers a defense of, and model for, a pedagogical approach aimed at making canonical philosophical texts more appealing—and more useful—for diverse students. Specifically, taking Aristotle’s Nicomachean Ethics as a case study, this paper considers how we might make this text more engaging for students from traditionally underrepresented backgrounds. It does so by offering a five-step model, which involves: situating the text in its (...)
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  19.  3
    Nietzsche and Three Africana Philosophers on Diversifying Ethics Across the Curriculum.Charles Verharen - 2021 - Teaching Ethics 21 (1):45-67.
    This essay takes Nietzsche’s remarks on ethics as springboards for developing a method of diversifying the teaching of ethics to confront twenty-first century existential crises. Prompted by Darwin’s research, Nietzsche envisioned humanity’s self-extinction through science and technology unchecked by philosophy. A curriculum for teaching ethics to confront that catastrophe includes all the intellectual disciplines and focuses on the evolution of ethics over time. The curriculum’s primary objective is to stimulate students to create new values appropriate to their changing circumstances. After (...)
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  20. Not “Minority” but “Minoritized”.Erik Wingrove-Haugland & Jillian McLeod - 2021 - Teaching Ethics 21 (1):1-11.
    Rather than referring to “minorities,” “members of minority groups” or “underrepresented minorities,” we should refer to such individuals as “minoritized.” Using “minoritized” makes it clear that being minoritized is about power and equity not numbers, connects racial oppression to the oppression of women, and gives us an easy way to conceive of intersectionality as being a minoritized member of a minoritized group. The term “minoritized” reveals the fact that white males and other dominant groups minoritize members of subordinated groups rather (...)
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