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Michael S. Pritchard [72]Michael Scott Pritchard [1]
  1.  13
    Engineering Ethics: Concepts and Cases.Charles Edwin Harris, Michael S. Pritchard & Michael Jerome Rabins - 1995 - Wadsworth Publishing Company.
    This book helps engineering students carry over their natural analytical talents into a new area - moral deliberation. It shows them the importance of being analytical by stressing that many apparent moral disagreements are really disagreements over the facts or over the definitions of crucial terms, and that the locus of moral disagreement can only be discovered by analysis. Since engineers are interested in real-world problems, the text catches the attention of students in the field by focusing on cases that (...)
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  2.  54
    Professional Responsibility: Focusing on the Exemplary. [REVIEW]Michael S. Pritchard - 1998 - Science and Engineering Ethics 4 (2):215-233.
    The literature on ethics in science and engineering tends to dwell on the negative, emphasizing disasters, scandals, and problems of wrongdoing in everyday practice. This paper shifts to the positive, focusing on the exemplary. After outlining different possible conceptions of responsibility (ranging from a minimalist view of “staying out of trouble” to “going above and beyond the call of duty”), the paper discusses the importance of certain virtues for scientists and engineers. Finally, a broad range of examples of exemplary practice (...)
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  3.  13
    Ethics Across the Curriculum—Pedagogical Perspectives.Elaine E. Englehardt, Michael S. Pritchard, Robert Baker, Michael D. Burroughs, José A. Cruz-Cruz, Randall Curren, Michael Davis, Aine Donovan, Deni Elliott, Karin D. Ellison, Challie Facemire, William J. Frey, Joseph R. Herkert, Karlana June, Robert F. Ladenson, Christopher Meyers, Glen Miller, Deborah S. Mower, Lisa H. Newton, David T. Ozar, Alan A. Preti, Wade L. Robison, Brian Schrag, Alan Tomhave, Phyllis Vandenberg, Mark Vopat, Sandy Woodson, Daniel E. Wueste & Qin Zhu - 2018 - Springer Verlag.
    Late in 1990, the Center for the Study of Ethics in the Professions at Illinois Institute of Technology (lIT) received a grant of more than $200,000 from the National Science Foundation to try a campus-wide approach to integrating professional ethics into its technical curriculum.! Enough has now been accomplished to draw some tentative conclusions. I am the grant's principal investigator. In this paper, I shall describe what we at lIT did, what we learned, and what others, especially philosophers, can learn (...)
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  4.  56
    Responsible Engineering: The Importance of Character and Imagination. [REVIEW]Michael S. Pritchard - 2001 - Science and Engineering Ethics 7 (3):391-402.
    Engineering Ethics literature tends to emphasize wrongdoing, its avoidance, or its prevention. It also tends to focus on identifiable events, especially those that involve unfortunate, sometimes disastrous consequences. This paper shifts attention to the positive in engineering practice; and, as a result, the need for addressing questions of character and imagination becomes apparent.
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  5. On Becoming Responsible.Michael S. PRITCHARD - 1991 - Ethics 102 (2):390-392.
     
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  6.  63
    Human Dignity and Justice.Michael S. Pritchard - 1972 - Ethics 82 (4):299-313.
  7.  4
    Philosophical Adventures with Children.Michael S. Pritchard - 1985
  8.  48
    Engineering Ethics: Looking Back, Looking Forward.Richard A. Burgess, Michael Davis, Marilyn A. Dyrud, Joseph R. Herkert, Rachelle D. Hollander, Lisa Newton, Michael S. Pritchard & P. Aarne Vesilind - 2013 - Science and Engineering Ethics 19 (3):1395-1404.
    The eight pieces constituting this Meeting Report are summaries of presentations made during a panel session at the 2011 Association for Practical and Professional Ethics (APPE) annual meeting held between March 3rd and 6th in Cincinnati. Lisa Newton organized the session and served as chair. The panel of eight consisted both of pioneers in the field and more recent arrivals. It covered a range of topics from how the field has developed to where it should be going, from identification of (...)
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  9.  16
    [Book Review] on Becoming Responsible. [REVIEW]Michael S. PRITCHARD - 1991 - Ethics 102 (1):390-392.
  10. Professional Standards in Engineering Practice.Michael S. Pritchard - 2009 - In Anthonie W. M. Meijers (ed.), Handbook of the Philosophy of Science. pp. 953--971.
     
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  11.  54
    Responsibility, Understanding, and Psychopathology.Michael S. Pritchard - 1974 - The Monist 58 (4):630-645.
    Philosophical discussions of the conditions of moral agency typically are confined to various aspects of the age-old free will-determinism controversy. Important as the issues raised in the controversy are, they will not be my concern. Instead, I will try to show that, quite apart from whether moral agents must have “free will,” they must meet two other conditions. First, moral agents must have a minimal understanding of the moral concepts applicable to them. I will refer to this as “moral understanding.” (...)
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  12.  66
    Justice and the Treatment of Animals: A Critique of Rawls.Michael S. Pritchard & Wade L. Robison - 1981 - Environmental Ethics 3 (1):55-61.
    Although the participants in the initial situation of justice in John Rawls’ Theory of Justice choose principles of justice only, their choices have implications for other moral concerns. The only check on the self-interest of the participants is that there be unanimous acceptance of the principles. But, since animals are not participants, it is possible that principles will be adopted which confiict with what Rawls calls“duties of compassion and humanity” toward animals. This is a consequence of the initial situation’s assumption (...)
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  13.  40
    Reason and Passion: Reid’s Reply to Hume.Michael S. Pritchard - 1978 - The Monist 61 (2):283-298.
    Although Hume’s theory of the passions has been vigorously criticized by contemporary philosophers, Hume’s immediate successors are seldom credited with serious criticisms of that theory. In fact, insofar as their views are considered at all, they typically are summarily dismissed. Alasdair MacIntyre’s treatment is a good illustration.
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  14.  68
    Bribery: The Concept.Michael S. Pritchard - 1998 - Science and Engineering Ethics 4 (3):281-286.
    The aim of this paper is to clarify the concept of bribery, and to do this in a way that reveals its underlying normative features. Bribery, like lying is not a value neutral concept. It has a negative connotation and is regarded by most as generally, although not necessarily universally, wrong. At the very least, those who resort to bribery bear a burden of justification for what they do. This is no small point, as no such burden must be borne (...)
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  15.  19
    Justice and the Treatment of Animals: A Critique of Rawls.Michael S. Pritchard & Wade L. Robison - 1981 - Environmental Ethics 3 (1):55-61.
    Although the participants in the initial situation of justice in John Rawls’ Theory of Justice choose principles of justice only, their choices have implications for other moral concerns. The only check on the self-interest of the participants is that there be unanimous acceptance of the principles. But, since animals are not participants, it is possible that principles will be adopted which confiict with what Rawls calls“duties of compassion and humanity” toward animals. This is a consequence of the initial situation’s assumption (...)
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  16.  35
    Service-Learning and Engineering Ethics.Michael S. Pritchard - 2000 - Science and Engineering Ethics 6 (3):413-422.
    This paper explores ways in which service-learning programs can enhance ethics education in engineering. Service-learning programs combine volunteer work and academic study. The National Society for Professional Engineers (NSPE) and American Society for Civil Engineers (ASCE) codes of ethics explicitly encourage engineers to seek opportunities, beyond their work-related responsibilities, to serve their communities. Examples of how this can be encouraged as a part of the educational experiences of engineering students are explored. Calvin: How good do you have to be to (...)
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  17.  11
    Teaching Practical Ethics.Elaine E. Englehardt & Michael S. Pritchard - 2013 - International Journal of Applied Philosophy 27 (2):161-173.
    A common view is that, whether taught in philosophy departments or elsewhere, practical ethics should include some introduction to philosophical ethics. But even an entire course cannot afford much time for this and expect to do justice to ethical concerns in the practical area . The concern is that ethical theories would need to be “watered down,” or over-simplified. So, we should not expect that this will be in good keeping with either the theories or the practical concerns.In addressing this (...)
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  18.  81
    Justice And Resentment In Hume, Reid, And Smith.Michael S. Pritchard - 2008 - Journal of Scottish Philosophy 6 (1):59-70.
    Adam Smith and Thomas Reid follow Joseph Butler's lead in discussing the moral significance of resentment in great detail. David Hume does not. For Smith and Reid, resentment reveals shortcomings in Hume's attempt to ground justice solely in terms of self-interest and public utility. This can be seen most clearly in Reid's critique of Hume's response to the sensible knave. Reid argues that Hume's appeal to our integrity can have force only if Hume concedes that there are elements of justice (...)
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  19.  39
    Conflict of Interest in Journalism.Sandra L. Borden & Michael S. Pritchard - 2001 - In Michael Davis & Andrew Stark (eds.), Conflict of Interest in the Professions. Oxford University Press. pp. 73--91.
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  20.  17
    Introduction: Exigent Decision-Making in Engineering.Michael Pritchard, Taft H. Broome, Vivian Weil, Michael S. Pritchard, Joseph R. Herkert, Michael Davis & Taft Broome - 1999 - Science and Engineering Ethics 5 (4):541-567.
  21.  71
    Moral Machines?Michael S. Pritchard - 2012 - Science and Engineering Ethics 18 (2):411-417.
    Wendell Wallach and Colin Allen’s Moral Machines: Teaching Robots Right From Wrong (Oxford University Press, 2009) explores efforts to develop machines that, not only can be employed for good or bad ends, but which themselves can be held morally accountable for what they do— artificial moral agents (AMAs). This essay is a critical response to Wallach and Allen’s conjectures. Although Wallach and Allen do not suggest that we are close to being able to create full-fledged AMAs, they do talk seriously (...)
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  22.  25
    Response to "Ordinary Reasonable Care is Not the Minimum for Engineers" (M. Davis).Michael S. Pritchard - 2001 - Science and Engineering Ethics 7 (2):291-297.
  23.  29
    Cognition and Affect in Moral Development: A Critique of Lawrence Kohlberg. [REVIEW]Michael S. Pritchard - 1984 - Journal of Value Inquiry 18 (1):35-49.
  24.  85
    Moral Philosophy for Children and Character Education.Michael S. Pritchard - 2000 - International Journal of Applied Philosophy 14 (1):13-26.
    This paper discusses the growing prominence of character education and the role moral philosophy can play here. It examines the place of inquiry in character education, and the ways in which moral philosophy can help young people to develop the virtue of reasonableness. Reasonableness, as herein described, takes into account the views and feelings of others, the willingness to allow one’s views to be scrutinized by others, and the acceptance of some degree of uncertainty about whether one’s views are necessarily (...)
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  25.  16
    On "Should I Be Moral?": A Reply to Snare.Michael S. Pritchard - 1976 - Canadian Journal of Philosophy 6 (1):121 - 126.
  26.  36
    Conscience and Reason in Butler’s Ethics.Michael S. Pritchard - 1978 - Southwestern Journal of Philosophy 9 (3):39-49.
  27.  36
    Teaching Research Ethics Across the Curriculum: An Institutional Change Model.Michael S. Pritchard - 2012 - Teaching Ethics 12 (2):81-82.
  28.  52
    Rawls’s Moral Psychology.Michael S. Pritchard - 1977 - Southwestern Journal of Philosophy 8 (1):59-72.
  29. Tales of Greed and the Search for Remedies.Elaine E. Englehardt & Michael S. Pritchard - 2021 - In Michael S. Pritchard & Elaine Englehardt (eds.), Everyday Greed: Analysis and Appraisal. Springer Verlag. pp. 25-41.
    Examples of greed and environmental beneficence will be discussed in this chapter. The first example involves the crash of Wallstreet in 2008. Subprime mortgages instruments, complex derivatives and overleveraging in investment banks were major provocateurs in bringing down the economy. Volkswagen’s deceptive practices in measuring diesel fuel efficiency follows. The final example of greed is Boeing and the shoddy decision-making processes on the Boeing 737 MAX that led to the catastrophic crashes resulting in 346 deaths. Good news examples comprise the (...)
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  30. Everyday Greed: Analysis and Appraisal.Michael S. Pritchard & Elaine Englehardt (eds.) - 2021 - Springer Verlag.
    This collection examines how greed should be understood and appraised. Roundly condemned by virtually all religions, greed receives mixed appraisals in the domains of business and economics. The volume examines these mixed appraisals and how they fare in light of their implications for greed in our everyday world. Greed in children is uniformly criticized by parents, other adults, and even children’s peers. However, in adulthood, greed is commended by some as essential to profit-seeking in business and for offering the greatest (...)
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  31. In Support of a “Generalist” Orientation for an Ethics Center in Advance.Michael S. Pritchard & Sandra L. Borden - forthcoming - Teaching Ethics.
  32. 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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  33. Philosophy and the Young Child. [REVIEW]Michael S. Pritchard - 1982 - Thinking: The Journal of Philosophy for Children 3 (3-4):81-83.
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  34. Philosophical Encounters With Children.Michael S. Pritchard - 1980 - Thinking: The Journal of Philosophy for Children 2 (1):65-67.
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  35. Reciprocity Revisited.Michael S. Pritchard - 1988 - Analytic Teaching and Philosophical Praxis 9 (2).
    I had the pleasure of meeting Lawrence Kohlberg just two months before his tragic and untimely death. He told me that he had prepared some written comments on my article, "Reciprocity," which appeared in Analytic Teaching, Vol. 4, No. 2. I mentioned an article I had written about his work. We agreed to make an exchange. I jokingly said, "Stage 2. You scratch my back and I'll scratch yours." I sent him my paper, but he did not send his. At (...)
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  36. The Unavoidability of Greed?Michael S. Pritchard & Elaine E. Englehardt - 2021 - In Michael S. Pritchard & Elaine Englehardt (eds.), Everyday Greed: Analysis and Appraisal. Springer Verlag. pp. 3-24.
    At the outset of a critical examination of everyday greed, two basic challenges must be faced. First, there is a need for a clear and determinant enough understanding of greed to enable one to make a reliable assessment of its alleged strengths and weaknesses. This is particularly so when presented with claims by some that, suitably constrained, greed can be good. Does this mean that, at least to some extent, greed can be good as such? Or does it mean that, (...)
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  37.  6
    Medical Responsibility: Paternalism, Informed Consent, and Euthanasia.Wade L. Robison & Michael S. Pritchard - 1979 - Humana PressInc.
    As our powerful medical technology continues rapidly to develop, we seem to be confronted by fresh bioethical dilemmas at an ever increasing rate. This volume provides an introduction to modern thinking on these issues, concentrating particularly on paternalism, informed consent and euthanasia.
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  38. Lost in Space.Michael S. Pritchard - 1990 - Analytic Teaching and Philosophical Praxis 11 (1).
    Flying several miles above ground for several thousand miles gives one pause for reflection. "Don't worry about the world coming to an end today, sir," says one of the children in Peanuts. "It's already tomorrow in Australia." Enroute to Taipei, I suspected that travelling halfway around the world to participate in the 3rd International Conference Philosophy for Children would stand me on my head. I was right. I knew before I left that half of today in Taipei is somehow concurrent (...)
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  39. The Land of Curiosity.Michael S. Pritchard - 1987 - Analytic Teaching and Philosophical Praxis 8 (1).
    THE LAND OF CURIOSITY has evolved over the past several years as a result of discussions I have had with groups of 4th, 5th, and 6th graders. It all began many years ago in my daughter's 4th grade class. I wanted the group with whom I met once a week to think about rules. So I wrote a little episode about The Basic Rule. The responses to this episode were used as a basis for another episode, this one dealing with (...)
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  40.  44
    Practical Ethics and Philosophical Reflection.Michael S. Pritchard - 2001 - Teaching Ethics 1 (1):19-46.
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  41.  28
    Philosophy for Children in a Public Library.Michael S. Pritchard - 1983 - Teaching Philosophy 6 (3):245-257.
  42.  20
    Caring About Morality: Philosophical Perspectives in Moral Psychology.Michael S. Pritchard - 1993 - Ethics 103 (2):377-379.
  43. Idle Curiousity.Michael S. Pritchard - 1981 - Analytic Teaching and Philosophical Praxis 2 (1).
    I have just completed participation in the second year of a philosophy for children program at the Ransom Public Library in Plainwell, Michigan. Both years have been sponsored by the Michigan Council for the Humanities, which has awarded the library two grants to run the program. Director of the program is Jan Park, lead librarian. It was my pleasure to meet with different groups of 4th and 5th graders during this time to discuss Harry Stottlemeier's Discovery and related materials.
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  44. Moral Diversity and Moral Education.Michael S. Pritchard - 1994 - Analytic Teaching and Philosophical Praxis 15 (2).
    Although national surveys consistently show that an overwhelming majority of adults in the United States would like to see some sort of moral education in the schools, it is not clear how much real agreement this indicates. "Whose morality are we talking about?" one might ask. The significance of this question is apparent when we consider the moral diversity among those who ask it. This is not merely a diversity among moral beliefs. This is bound to be present to some (...)
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  45.  14
    Moral Development and Professional Integrity.Michael S. Pritchard & Elaine E. Englehardt - 2017 - International Journal of Applied Philosophy 31 (2):227-240.
    We rely on doctors, accountants, engineers, and other professionals to be committed to the basic values of their professions and to exercise their ex­pertise in competent, reliable ways, even when no one is watching them do their work. That is, we expect them to have professional integrity. Children obviously do not yet have professional integrity, even if someday they will become professionals. Nevertheless, the moral development of children who will become professionals plays an important role in the eventual emergence of (...)
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  46.  28
    Comments on Common Morality.Michael S. Pritchard - 2006 - Teaching Ethics 7 (1):85-92.
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  47.  10
    The Practitioners' Guide to Teaching Thinking Series. [REVIEW]Michael S. Pritchard - 1992 - Thinking: The Journal of Philosophy for Children 10 (2):44-47.
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  48.  24
    Reflections on Meaningful Work.Michael S. Pritchard - 2002 - Professional Ethics, a Multidisciplinary Journal 10 (1):61-72.
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  49.  24
    Thinking in Education.Michael S. Pritchard - 1993 - Teaching Philosophy 16 (2):173-175.
  50.  24
    Freedom Without Responsibility.Michael S. Pritchard - 1992 - Review of Metaphysics 45 (3):638-639.
    Waller offers a vigorous defense of "no-fault naturalism." He agrees with compatibilists that determinism does not rule out free will. But only contracausal freedom supports moral responsibility, and this presupposes a "miraculous belief system" ; thus none of the free will/determinism disputants come out unscathed. Libertarians do not stay within the natural realm. Compatibilists confuse freedom with responsibility. Hard determinists fail to recognize freedom in their midst.
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