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Michael S. Pritchard [68]Michael Scott Pritchard [1]
  1. Engineering Ethics Concepts and Cases.C. E. Harris, Michael S. Pritchard & Michael J. Rabins - 1995
     
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  2.  35
    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.  42
    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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  4.  11
    [Book Review] on Becoming Responsible. [REVIEW]Michael S. Pritchard - 1991 - Ethics 102 (1):390-392.
  5.  26
    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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  6.  37
    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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  7.  27
    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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  8.  15
    Introduction.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.
  9.  54
    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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  10.  22
    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.
  11.  30
    Reason and Passion.Michael S. Pritchard - 1978 - The Monist 61 (2):283-298.
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  12.  37
    Responsibility, Understanding, and Psychopathology.Michael S. Pritchard - 1974 - The Monist 58 (4):630-645.
  13.  47
    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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  14.  22
    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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  15.  41
    Human Dignity and Justice.Michael S. Pritchard - 1972 - Ethics 82 (4):299-313.
  16.  5
    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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  17.  37
    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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  18.  41
    Self-Regard and the Supererogatory.Michael S. Pritchard - 1982 - Tulane Studies in Philosophy 31:139-151.
  19.  28
    Sidgwick's Practical Ethics.Michael S. Pritchard - 1998 - International Journal of Applied Philosophy 12 (2):147-151.
    In contrast to The Methods of Ethics, Sidgwick’s Practical Ethics counsels not trying to “get to the bottom of things” in our efforts to reach “some results of value for practical guidance and life.” For Sidgwick, both practical and theoretical ethics should start from the Morality of Common Sense. Although he retained his utilitarian outlook in Practical Ethics, this paper suggests that the Morality of Common Sense has the resources to hold its own against utilitarian revision.
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  20.  19
    Doing the Minimum.Michael S. Pritchard - 2001 - Science and Engineering Ethics 7 (2):284-285.
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  21.  9
    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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  22.  25
    Good Works.Michael S. Pritchard - 1992 - Professional Ethics, a Multidisciplinary Journal 1 (1-2):155-177.
  23.  50
    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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  24.  3
    Moral Development and Professional Integrity in Advance.Michael S. Pritchard & Elaine E. Englehardt - forthcoming - International Journal of Applied Philosophy.
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  25.  1
    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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  26.  38
    Rawls's Moral Psychology.Michael S. Pritchard - 1977 - Southwestern Journal of Philosophy 8 (1):59-72.
  27.  19
    Philosophy for Children in a Public Library.Michael S. Pritchard - 1983 - Teaching Philosophy 6 (3):245-257.
  28.  2
    On Becoming A Moral Agent.Michael S. Pritchard - 1991 - Thinking: The Journal of Philosophy for Children 9 (2):16-24.
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  29.  33
    Practical Ethics and Philosophical Reflection.Michael S. Pritchard - 2001 - Teaching Ethics 1 (1):19-46.
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  30. Philosophical Adventures with Children.Michael S. Pritchard - 1985
  31.  23
    On Taking Emotions Seriously: A Critique of B. F. Skinner.Michael S. Pritchard - 1976 - Journal for the Theory of Social Behaviour 6 (2):211–232.
  32.  19
    Teaching Research Ethics Across the Curriculum.Michael S. Pritchard - 2012 - Teaching Ethics 12 (2):81-82.
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  33.  23
    Comments on Common Morality.Michael S. Pritchard - 2006 - Teaching Ethics 7 (1):85-92.
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  34.  4
    Remembering Vivian Weil.Rachelle D. Hollander, Michael Davis, Deni Elliott & Michael S. Pritchard - 2017 - Science and Engineering Ethics 23 (3):637-651.
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  35.  19
    Thinking in Education.Michael S. Pritchard - 1993 - Teaching Philosophy 16 (2):173-175.
  36.  10
    Bernard Gerton on "Why Should I Act Morally?".Michael S. Pritchard - 2013 - Teaching Ethics 14 (1):15-19.
  37.  18
    Conscience and Reason in Butler's Ethics.Michael S. Pritchard - 1978 - Southwestern Journal of Philosophy 9 (3):39-49.
  38.  16
    Reflections on Meaningful Work.Michael S. Pritchard - 2002 - Professional Ethics, a Multidisciplinary Journal 10 (1):61-72.
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  39.  24
    On Understanding Political Power.Michael S. Pritchard - 1979 - Journal of Value Inquiry 13 (1):21-31.
  40.  4
    Reason and Passion: Reid’s Reply to Hume.Michael S. Pritchard - 1978 - The Monist 61 (2):283-298.
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  41.  13
    Freedom Without Responsibility.Michael S. Pritchard - 1992 - Review of Metaphysics 45 (3):638-639.
  42.  17
    Cognition and Affect in Moral Development: A Critique of Lawrence Kohlberg. [REVIEW]Michael S. Pritchard - 1984 - Journal of Value Inquiry 18 (1):35-49.
  43.  13
    On "Should I Be Moral?": A Reply to Snare.Michael S. Pritchard - 1976 - Canadian Journal of Philosophy 6 (1):121 - 126.
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  44.  8
    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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  45.  11
    Commentary on “Better Communication Between Engineers and Managers”.Michael S. Pritchard - 1997 - Science and Engineering Ethics 3 (2):213-214.
  46.  2
    Conscience and Reason in Butler’s Ethics.Michael S. Pritchard - 1978 - Southwestern Journal of Philosophy 9 (3):39-49.
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  47.  2
    Rawls’s Moral Psychology.Michael S. Pritchard - 1977 - Southwestern Journal of Philosophy 8 (1):59-72.
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  48.  2
    Sidgwick’s Practical Ethics: From Practice to Theory.Michael S. Pritchard - 1998 - International Journal of Applied Philosophy 12 (2):147-151.
    In contrast to The Methods of Ethics, Sidgwick’s Practical Ethics counsels not trying to “get to the bottom of things” in our efforts to reach “some results of value for practical guidance and life.” For Sidgwick, both practical and theoretical ethics should start from the Morality of Common Sense. Although he retained his utilitarian outlook in Practical Ethics, this paper suggests that the Morality of Common Sense has the resources to hold its own against utilitarian revision.
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  49.  2
    Self-Regard and the Supererogatory.Michael S. Pritchard - 1982 - Tulane Studies in Philosophy 31:139-151.
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  50.  2
    On Becoming Responsible.Jeffrey Blustein & Michael S. Pritchard - 1993 - Philosophical Review 102 (1):141.
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