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Michael S. Pritchard [64]Michael Scott Pritchard [1]
  1.  1
    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.  51
    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.  54
    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.  6
    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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  5.  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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  6.  62
    Human Dignity and Justice.Michael S. Pritchard - 1972 - Ethics 82 (4):299-313.
  7. On Becoming Responsible.Michael S. PRITCHARD - 1991 - Ethics 102 (2):390-392.
     
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  8.  15
    [Book Review] on Becoming Responsible. [REVIEW]Michael S. PRITCHARD - 1991 - Ethics 102 (1):390-392.
  9.  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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  10.  59
    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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  11.  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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  12.  64
    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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  13.  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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  14.  70
    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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  15.  35
    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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  16.  18
    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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  17.  67
    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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  18.  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.
  19.  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.
  20.  33
    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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  21.  27
    Cognition and Affect in Moral Development: A Critique of Lawrence Kohlberg. [REVIEW]Michael S. Pritchard - 1984 - Journal of Value Inquiry 18 (1):35-49.
  22.  16
    On "Should I Be Moral?": A Reply to Snare.Michael S. Pritchard - 1976 - Canadian Journal of Philosophy 6 (1):121 - 126.
  23.  36
    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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  24. Critical Thinking: Problem-Solving or Problem Creating?Michael S. Pritchard - 1987 - Analytic Teaching and Philosophical Praxis 8 (1).
    For some time now I have been puzzling over what we really have in mind when we say that the schools should be doing a better job of helping students develop their critical thinking abilities. Although most educators agree that something should be done, there is no consensus on how to go about it. I suspect that this is partly because there is no consensus on what critical thinking is. I offer no definition. But I do have some reflections that, (...)
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  25.  10
    On Becoming A Moral Agent.Michael S. Pritchard - 1991 - Thinking: The Journal of Philosophy for Children 9 (2):16-24.
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  26.  39
    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.
  27.  29
    Doing the Minimum.Michael S. Pritchard - 2001 - Science and Engineering Ethics 7 (2):284-285.
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  28.  27
    Good Works.Michael S. Pritchard - 1992 - Professional Ethics, a Multidisciplinary Journal 1 (1-2):155-177.
  29.  6
    Rawls’s Moral Psychology.Michael S. Pritchard - 1977 - Southwestern Journal of Philosophy 8 (1):59-72.
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  30.  3
    Self-Regard and the Supererogatory.Michael S. Pritchard - 1982 - Tulane Studies in Philosophy 31:139-151.
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  31.  7
    On Becoming Responsible.Jeffrey Blustein & Michael S. Pritchard - 1993 - Philosophical Review 102 (1):141.
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  32.  19
    Caring About Morality: Philosophical Perspectives in Moral Psychology.Michael S. Pritchard - 1993 - Ethics 103 (2):377-379.
  33.  9
    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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  34. A Case Study-" The Concrete Sumo"-Exigent Decision-Making in Engineering.Michael S. Pritchard - 1999 - Science and Engineering Ethics 5 (4):541-541.
  35.  7
    Abstract of Comments: Conceiving Childhood: Comments on Matthews.Michael S. Pritchard - 1982 - Noûs 16 (1):40 - 41.
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  36.  15
    Bernard Gerton on "Why Should I Act Morally?".Michael S. Pritchard - 2013 - Teaching Ethics 14 (1):15-19.
  37.  36
    Conscience and Reason in Butler’s Ethics.Michael S. Pritchard - 1978 - Southwestern Journal of Philosophy 9 (3):39-49.
  38.  21
    Commentary on “Better Communication Between Engineers and Managers”.Michael S. Pritchard - 1997 - Science and Engineering Ethics 3 (2):213-214.
  39.  28
    Comments on Common Morality.Michael S. Pritchard - 2006 - Teaching Ethics 7 (1):85-92.
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  40.  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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  41. 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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  42. 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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  43.  5
    Moral Development and Professional Integrity in Advance.Michael S. Pritchard & Elaine E. Englehardt - forthcoming - International Journal of Applied Philosophy.
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  44.  13
    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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  45. 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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  46.  78
    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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  47.  31
    On Understanding Political Power.Michael S. Pritchard - 1979 - Journal of Value Inquiry 13 (1):21-31.
  48. 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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  49.  43
    Practical Ethics and Philosophical Reflection.Michael S. Pritchard - 2001 - Teaching Ethics 1 (1):19-46.
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  50. Philosophical Encounters With Children.Michael S. Pritchard - 1980 - Thinking: The Journal of Philosophy for Children 2 (1):65-67.
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