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James R. Davis [4]James Richard Davis [1]
  1.  51
    Perceptions of Dishonesty Among Two-Year College Students: Academic Versus Business Situations. [REVIEW]M. Lynnette Smyth & James R. Davis - 2004 - Journal of Business Ethics 51 (1):63-73.
    This study statistically analyzes two-year college students' attitudes toward cheating via a survey containing academic and business situations that the students evaluated on a seven point scale from unethical to ethical. When both the general questions concerning attitudes about cheating and the opinions on the ethical statements are considered, the business students were generally more unethical in their behavior and attitudes than non-business majors. These results indicate a need for more ethical exposure in business courses to help students distinguish ethical (...)
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  2.  65
    Professional Ethics: Business Students' Perceptions. [REVIEW]James R. Davis & Ralph E. Welton - 1991 - Journal of Business Ethics 10 (6):451 - 463.
    Professional ethics, a contemporary topic of conversation among business professionals, is discussed using the perceptions of college business students as the focal point. This research relates to the issues of college instruction in professional ethics, differences in perceptions of ethical behavior attributed to gender, and whether or not students' perceptions of ethical behavior can be modified. After presenting a review of the more important historical developments and research related to professional ethics, this paper focuses on the results of a study (...)
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  3.  40
    Socrates in Homeroom.James R. Davis - 2013 - Teaching Philosophy 36 (3):217-238.
    How should we teach philosophy in high schools? While electives are useful, I advocate going further to integrate philosophy into each traditional subject. High school instructors, working with philosophers, first teach logic as a foundation for asking philosophical questions within their subjects. Students are then encouraged to think about how they reason and what assumptions they are making in each subject. In English, students might consider what makes a novel a work of art; in science, they might explore what it (...)
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    Socrates in Homeroom: A Case Study for Integrating Philosophy Across a High School Curriculum.James R. Davis - 2013 - Teaching Philosophy 36 (3):217-238.
    How should we teach philosophy in high schools? While electives are useful, I advocate going further to integrate philosophy into each traditional subject. High school instructors, working with philosophers, first teach logic as a foundation for asking philosophical questions within their subjects. Students are then encouraged to think about how they reason and what assumptions they are making in each subject. In English, students might consider what makes a novel a work of art; in science, they might explore what it (...)
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