20 found

Year:

  1.  5
    Hasbro’s Monopoly.Esteban Arroyo & James J. Hoffman - 2019 - Teaching Ethics 19 (2):129-136.
    While many may see the board game “Monopoly” as nothing more than a means of entertainment, it carries with it the potential to be used as an instrument for teaching ethical principles of business. This article makes a case that Monopoly be used to teach business ethics by providing the opportunity for a rich discussion regarding the dangers of concentrated wealth, collusion, and having an end goal that forces you into bankrupting your opponents and becoming the most cutthroat capitalist on (...)
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  2.  4
    Henry A. Giroux, On Critical Pedagogy.Zachary Auwerda - 2019 - Teaching Ethics 19 (2):280-281.
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  3.  8
    Is There a Case for Gamification in Business Ethics Education? An Empirical Study.Michael D. Baumtrog, Hilary Martin, Zahra Vahedi & Sahar Ahadi - 2019 - Teaching Ethics 19 (2):113-127.
    This study compares two uniquely developed tools for engaging undergraduate business ethics students in case discussions: paper-based cases and interactive digital games. The cases we developed address borderline instances of sexual harassment and racism in the workplace and were used to facilitate students’ affective appreciation of the content of course lectures and readings. The purpose of the study was to assess the relative effectiveness of these two tools as teaching aids in increasing affective learning. Pre- and post-test surveys thus focused (...)
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  4.  4
    The Ethics of Writing Services for Graduate Students.Becky De Oliveira - 2019 - Teaching Ethics 19 (2):245-254.
    One area of ethical concern in higher education is writing services for graduate students, which can range from simple proofreading to rewriting content for flow, coherence, and structure to extensive content creation akin to ghostwriting. There are various ways to look at the use of writing services: 1) as a clear violations of ethics, presenting the student as a more capable writer than he or she is; 2) as a “necessary evil” resulting from greater numbers of individuals with inadequate writing (...)
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  5.  3
    Steve Broidy, A Case for Kindness: A New Look at the Teaching Ethic.Kaci Harrison - 2019 - Teaching Ethics 19 (2):277-279.
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  6.  6
    The Moral Supply Chain, Phronêsis, and Management Education.Guli-Sanam Karimova & Stephen A. LeMay - 2019 - Teaching Ethics 19 (2):255-276.
    In recent years there has been an increased interest in the research dedicated to the ethics and morality of supply chains. The concept of Corporate Social Responsibility (CSR) dominates the literature on supply chain ethics in management education. The objective of this paper is to develop some propositions to complement and look more broadly and differently at these management concepts. Supplementing these concepts with the fundamental questions on the meaning of ‘what a moral supply chain is’ and ‘what moral supply (...)
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  7.  6
    A Strategy for Meaningful Ethics Curriculum.Susan LeFrancois - 2019 - Teaching Ethics 19 (2):137-145.
    Recently, there has been a focus on ethics education in STEM and business programs. Scholars, industry representatives, and accreditation bodies have identified ethics education as an element that requires renewed strategies to create better prepared professionals. In this paper, the author argues the importance of educating future technology and business professionals in constructive confrontation, conflict resolution, and creative problem solving. In addition, students need to be provided tools to become self-aware so they can be more assertive in their everyday lives (...)
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  8.  11
    Communication Ethics: Patching a Hole in the Philosophy Curriculum.Lawrence Adam Lengbeyer - 2019 - Teaching Ethics 19 (2):207-231.
    This article’s objectives are two-fold: to argue for making a communication ethics course a staple of virtually every undergraduate philosophy program; and to assist in bringing this vision to fruition by offering, to the interested instructor, practical guidance on how such a course might be structured as a workshop so as to prompt students to do exciting independent philosophizing that capitalizes upon their vast funds of experience with everyday communication, and a reasonably rich set of specific topics, readings, and questions (...)
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  9.  7
    Teaching Ethical Reasoning.G. Fletcher Linder, Allison J. Ames, William J. Hawk, Lori K. Pyle, Keston H. Fulcher & Christian E. Early - 2019 - Teaching Ethics 19 (2):147-170.
    This article presents evidence supporting the claim that ethical reasoning is a skill that can be taught and assessed. We propose a working definition of ethical reasoning as 1) the ability to identify, analyze, and weigh moral aspects of a particular situation, and 2) to make decisions that are informed and warranted by the moral investigation. The evidence consists of a description of an ethical reasoning education program—Ethical Reasoning in Action —designed to increase ethical reasoning skills in a variety of (...)
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  10.  4
    Reflections On... Shifting the Educational Narrative.Deborah S. Mower - 2019 - Teaching Ethics 19 (2):91-111.
    I describe four different approaches to ethics education that are commonly implemented in Ethics Across the Curriculum programs: the Case-based, Internalist, Supplementation, and Responsibilist. This typology is useful to categorize the range of institutional practices. As our Society moves into its next twenty years, I consider what we have learned about ethics education and whether we should promote a particular approach. I use a literary resource to shift our perspective and a philosophical resource to introduce a new structure. Using insights (...)
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  11.  8
    Exploring Ethical Assumptions and Bias in Medical Ethics Teaching.Silvia Panizza - 2019 - Teaching Ethics 19 (2):233-244.
    This paper is a reflection on an experiment undertaken during a Medical Ethics lecture delivered to a group of medical students in the UK as part of a project for a programme in Higher Education Practice. The aim of the project, following Paulo Freire’s idea of ‘liberating education,’ was to identify students’ ethical assumptions and biases in relation to a problem of resource allocation in healthcare, and their role in decision-making. The experiment showed the importance placed by medical students on (...)
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  12.  3
    The Moral Hazards of Using Turnitin as a Learning Tool.Andrew Pavelich - 2019 - Teaching Ethics 19 (2):195-206.
    Plagiarism detection service like Turnitin can be powerful tools to help faculty evaluate whether a student’s paper is plagiarized. But there’s another side to Turnitin: The service promotes itself as a way to help teach students how to avoid plagiarism. I argue that the use of plagiarism detection services as learning tools actually contributes to the problem of plagiarism, by encouraging the idea that original papers are the goal of a class, instead of instruments to assess a student’s ability to (...)
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  13.  4
    Privacy in a Connected World.Emily York & Ahmad Salman - 2019 - Teaching Ethics 19 (2):171-193.
    In this paper, we present an approach to collaborative multi-disciplinary teaching as a method of integrating ethical reasoning into an applied science curriculum. Bringing together two faculty—one from computer engineering and one from science, technology, and society—to co-teach a two-semester upper-level sequence on holistic problem solving focused on “privacy in a connected world,” we model ethical reasoning as a habit of mind. We argue that this practice of modeling through multi-disciplinary teaching demonstrates for students that ethical reasoning is an intrinsic (...)
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  14.  3
    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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  15.  2
    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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  16.  4
    Christopher Meyers, The Professional Ethics Toolkit. [REVIEW]Clifton F. Guthrie - 2019 - Teaching Ethics 19 (1):87-88.
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  17.  2
    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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  18.  2
    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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  19.  10
    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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  20.  4
    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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  21.  3
    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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  22. 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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