Ethicists and others who study and teach the social implications of science and technology are faced with a formidable challenge when they seek to address “emerging technologies.” The topic is incredibly important, but difficult to grasp because not only are the precise issues often unclear, what the technology will ultimately look like can be difficult to discern. This paper argues that one particularly useful way to overcome these difficulties is to engage with their natural science and engineering colleagues (...) in laboratories. Through discussions and interactions with these colleagues ethicists can simultaneously achieve three important objectives. First they can get a great deal of assistance in their research into the social implications of future technologies by talking with people that are actively creating those futures. Second their presence in the lab and the discussions that result can be a very powerful method for educating not only students, but faculty about the ramifications of their work. And third, because the education is directly linked to the students’ everyday work it is likely that it will not just be a theoretical exercise, but have direct impact on their practice. (shrink)

This article is part of a longer term project between the Department of Religion and Theology at the University of the Western Cape and Umea University in Sweden. At both the institutions the teaching of ethics as a module within social science curricula has been an important focus area. The critical investigation of the growth of the ethics modules in the Department of Religion and Theology addresses questions of the growth in the number of students taking (...) ethics as a module that have been escalated in the last few years. This research seeks to explore social justice as a pedagogy to teach ethics. The article investigates the relationship between socially just pedagogies and social justice as a means of knowledge production. The ethics modules and students at the Department of Religion and Theology at the University of the Western Cape are the context of the study, and different socially just pedagogies will be investigated as relevant and significant pedagogies for teaching ethics for social change. Particular attention is given to the interaction between the lecturer, student and non-human phenomena as means of knowledge production. The nature of the interaction determines the effectiveness of pedagogies for a social justice agency. (shrink)

The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing (...) doctoral students to manage ethical dilemmas that emerge when climate science meets the public sphere (e.g., to identify and balance legitimate perspectives on particular types of geo-engineering), and is an example of how to include social responsibility in doctoral education. The paper describes the workshop from the three different perspectives of the authors: the course teacher, the head of the graduate school, and a graduate student. The elements that contributed to the success of the workshop, and thus make it an example to follow, are (1) the involvement of participating students, (2) the introduction of external expertise and role models in climate science, and (3) a workshop design that focused on ethical analyses of examples from the climate sciences. (shrink)

This article presents the ethical concept of service as a way of specifying higher ethical principles in business practice. We set out from the work of a number of scholars who have found some shared ethical principles for doing business in a context of cultural diversity. Love, benevolence, consideration, and other related concepts are considered to be important guiding concepts for business but it is not clear how they are to be operationalized. We argue that the ethical concept of service (...) can act as a bridge for bringing those higher principles into business practice. The article explains and refines the ethical concept of service, which has received little attention. In particular, we address the ethical ambiguity implicit in the common meaning of service, explain how service shows love in business, and offer an account of how service provides ethical growth through virtue. Finally, this work presents a variety of examples from business which illustrate how the ethical concept of service can be put into practice. To achieve the aim of this study we draw inspiration from Catholic social teaching. This source provides useful insights into service and can be understood and accepted without requiring that particular faith. (shrink)

The rapidly changing field of genetics affects society through advances in health-care and through implications of genetic research. This study addresses the impacts of new genetic discoveries and technologies on different segments of today's society. The book begins with a chapter on genetic complexity, and subsequent chapters discuss moral and ethical questions arising from today's genetics from the perspectives of health care professionals, the media, the general public, special interest groups and commercial interests.

These inquiries into villainification offer powerful insights for teaching about historical wrongdoing in more nuanced ways. Includes topics related to U.S. politics, financial education, Holocaust education, difficult histories, apocalypse fiction, the Marvel Cinematic Universe, technology use, LGBTQ school experiences, rape culture, geographies of invasion, and the female body.

Focusing on the tradition of Roman Catholic social teaching, this dissertation examines and compares two contemporary models of theological-ethical reflection: the neoliberal model represented by the United States bishops' conference, and the structuralist model espoused by the Latin American bishops' conference, both focusing on their understanding of political economy in the context of North-South American relations. ;The thrust of this dissertation is that the study of theological ethics in general, and in this particular case of the (...) tradition of Catholic social teaching on political economy, constitute a valuable contribution to understanding of the profound human dimensions implied in the North-South relations. ;Building on the comparison of these two Catholic traditions, I propose a model of Christian social ethics which, at the normative level, attempts to retrieve the ethical claims of the option for the poor within the tradition of human rights, and at the practical level seeks to provide--in dialogue with the discipline of international Relations--a more suitable framework for addressing problems of international political economy. ;This study proposes two elements for the construction of a new model of social ethics. First, it offers an original approach method that combines the strengths of the hermeneutical and correlational methods in order to evaluate the intelligibility, coherence and adequacy of these two models, not only within their own system, but in relations to the social issues that they intend to assess. Second, it presents an alternative view to those of the structuralist and neoliberal theories of international political economy through the contribution of the newly emerging theories of neostructuralism and institutionalism. ;In light of the changes and new prospects emerging in the area of North-South relations in the post-Cold War era, this study suggests a model of social ethics based on a post-hegemonic understanding of North-South cooperation. This research indicates that the increasing number of mutual agreements among states, rather than asymmetric relations built on hegemonic power and dependency, constitute an area of international institutions that is indicative of a transformation of North-South American states. (shrink)

The aim of this study is to examine moral reasoning in a cross cultural Islamic context. The moral reasoning of female business students in the United Arab Emirates is described based on Kohlberg’s theory of Cognitive Moral Development (CMD). Business students were asked to participate in a brief individual interview which involved reading three moral dilemmas and answering open-ended questions. Results were analyzed based on each dilemma as well as acrossall three. Most students made their decisions at the first (...) two levels of Kohlberg’s stages, prioritizing how their decision would secure rewards for themselves and compliance with rules to maintain the social order. However, a fairly large percentage also scored at the highest stage of reasoning. Results are explored based on the sociocultural context and implications for ethics education are outlined, including an emphasis on examining conflicting cultural values and the use of context-specific dilemmas for teaching ethics. (shrink)

Engineering ethics entails three frames of reference: individual, professional, and social. “Microethics” considers individuals and internal relations of the engineering profession; “macroethics” applies to the collective social responsibility of the profession and to societal decisions about technology. Most research and teaching in engineering ethics, including online resources, has had a “micro” focus. Mechanisms for incorporating macroethical perspectives include: integrating engineering ethics and science, technology and society (STS); closer integration of engineering ethics and computer (...) ethics; and consideration of the influence of professional engineering societies and corporate social responsiblity programs on ethical engineering practice. Integrating macroethical issues and concerns in engineering ethics involves broadening the context of ethical problem solving. This in turn implies: developing courses emphasizing both micro and macro perspectives, providing faculty development that includes training in both STS and practical ethics; and revision of curriculum materials, including online resources. Multidisciplinary collaboration is recommended 1) to create online case studies emphasizing ethical decision making in individual, professional, and societal contexts; 2) to leverage existing online computer ethics resources with relevance to engineering education and practice; and 3) to create transparent linkages between public policy positions advocated by professional societies and codes of ethics. (shrink)

"This is but an essay, incomplete, tentative--indeed, fumbling. I would ask for more attention to its outlook and technique or method than to its details, for the former come from me as a moral philosopher, which I am by profession, whereas the latter come from me as a moralist, which I am by conceit." -- From the Preface.

The Leuphana Semester at Leuphana University Lüneburg, together with the module “Science bears responsibility” demonstrate how innovative methods of teaching and learning can be combined with the topic of sustainable development and how new forms of university teaching can be introduced. With regard to module content, it has become apparent that, due to the complexity of the field of sustainability, a single discipline alone is unable to provide analyses and solutions. If teaching in higher education is to (...) adequately deal with this complexity, then it is necessary to develop inter- and transdisciplinary approaches that go beyond a purely specialist orientation. (shrink)

Our paper aims to explore the effectiveness of a constructivist approach to the teaching of engineering ethics through case studies, by putting forward a contextualization of the much discussed case study “Cutting Road Side Trees” [12] in light of the constructivist frame suggested by Jonassen [8]. First, we briefly analyse how the use of case studies for the teaching of engineering ethics eludes the complexity of the engineering professional environment before arguing that constructivism is a (...) learning theory that can help to address this complexity. The final section proposes a constructivist reworking of the case method in a manner that aims to correct the deficiencies identified, followed by a discussion of the results of applying the contextualized exercise to First Year group of engineering students. The key findings reveal that the contextualized scenario enhances, in some respects, students’ understanding of the social dimension of the engineering profession. (shrink)

This research aims at exploring the status of integrating Education for Sustainable Development (ESD) in higher management education in the Arab region. The universities in the Arab region have lately emphasized internationalization in their educational policies, aiming at improving their regional and global presence, as a major part of their national reforms. Such transformations will never take hold if education systems are not reformed to foster citizenship, ethics, and social responsibility. Therefore, the study adopted qualitative content analysis (...) of the top 40 business schools that are ranked based on the Quacquarelli Symonds (QS) University Rankings in the Arab Region in 2016, as well as schools acting as signatories of the United Nations Principles for Responsible Management Education (PRME). To analyze the integration of ESD at all educational levels, the relevant literature commonly emphasized upon the adoption of Ethics, Corporate Social Responsibility, and Sustainability (ECSRS). Hence, the content analysis involved critical identification of pre-selected keywords under the ECSRS theme throughout the sampled universities’ online content and “Sharing Information on Progress” reports, in light of institutional, curricular, and instrumental levels, expanding the work of Setó-Pamies and Papaoikomomou (2016). The results revealed that ECSRS is outlined in the sampled universities’ strategies mainly through their mission statements. ECSRS is incorporated to a great extent in the curriculum of undergraduate and postgraduate programs in the form of obligatory and elective courses. Yet, student extracurricular activities did not receive equivalent devotion. As for ECSRS research, over half of sampled universities had dedicated research centers mainly focusing on environmental sustainability, in addition to issuing sporadic publications on various ECSRS topics. Integrating ECSRS in university outreach is still considered marginalized. (shrink)

Vocational ethics and vocational moral socialization are important for the business ethical climate in a given country and in a given industry, but have not received attention in the literature. Our article suggests vocational ethics as a legitimate sub-specialty for business ethics research and development. The article addresses the exposure of vocational students to a combination of vocational school-based and workplace-based socialization, and outlines an agenda for teaching-oriented research and research-based teaching. More specifically, we first (...) draft a conceptual frame of reference and then report results and experiences from a scenario-based pilot study at one of the biggest vocational schools in the country. As a third step such a preliminary situation analysis inspires a number of suggestions for how one could start with developing this field, practically, empirically and theoretically. (shrink)

The seventh edition of this pragmatic guide to determining right and wrong in the workplace is updated with new case studies and ancillary materials to combine stakeholder perspectives with a deep dive on workplace ethics issues. Using a unique stakeholder-based approach, this book takes business ethics out of the theory realm and provides practical ways to analyze any business decision. Including dozens of cases, Joseph Weiss looks beyond the impacts of ethical lapses on share price and profit to (...) focus on relationships between stakeholders, including individuals, groups, corporations, and governments. The new seventh edition includes seven new cases and ten new Point/Counterpoint exercises, which challenge students to argue both sides of a contemporary issue. It incorporates the latest research as well as updated cases dealing with recent scandals at organizations such as Boeing, Facebook, and Uber. Professors will have access to online support, including teaching notes, PowerPoint slides, and sample tests. The book is equipped with a step-by-step guide to implementing stakeholder analysis, tips to help students apply ethical principles in their personal and professional lives, and comprehensive coverage of employee workplace issues. Addressing relevant topics such as risk management, preferential hiring, and sexual harassment in conjunction with the digital divide, bribery, the environment, and more, Business Ethics, seventh edition explores ethical implications in today's increasingly interconnected global business environment. (shrink)

This paper presents a theoretical and practical approach to teaching business ethics, stakeholder management and CSR within the framework of the thematic seminar on business ethics and corporate social responsibility at Roskilde University. Within our programs in English of business studies and Economics and Business Administration the author of this article is responsible for this seminar that integrates issues of CSR and the ethics of innovation into the teaching ofcorporate social responsibility, stakeholder management (...) and business ethics. This research oriented seminar provides a unique possibility for teaching CSR with an integration of methodological, theoretical and practical dimensions of business ethics. The idea is that the thematic seminar represents a tutor supported frame for extended studies of business ethics, stakeholder management and the social aspects of business and entrepreneurship. Each student shall present a paper on the basis of a collection of articles on the topic of ethics and social dimension of business. Moreover, it is required that the student is discussant of two other papers during the course. In addition, students shall prepare interactive participation in discussion of each paper. The sessions begin with a short introduction to the topic by the professor, then student presentations, after this discussant remarks, and finally general discussion followed by an evaluative assessment by the professor. During the seminar the student shall present both theory and case discussion so that we find a close interaction between theory and practice in the presentation. In the following, the paper elaborates on this development, in particular in the relation between theory presentation and case studies. (shrink)

The researcher : researching and developing ourselves -- The participant : responsibility, care and consideration -- Relational ethics : the relationship between the researcher and the participant -- Establishing trust : the fundamental ingredients -- Research dilemmas, decisions and details -- Research ethics committees : structures and procedures -- The social and political contexts of research and the ethics of dissemination.

In this volume we will focus on how educators in high schools (grades 9-12) can incorporate the teaching of ethics effectively across all disciplines.

This study examines from an ethical framework the circumstances of workers who are engaged in non-professional services that are offered through corporations that are organized to serve high volume of costumers. Drawing on the relevant ethical teachings of the Catholic social tradition (CST), it explores some practices, strategies, and policies that could address the problems experienced by many service providers in the United States today. CST refers to a wide variety of documents of the magisterium of the Catholic (...) Church which respond to the changing social and economic challenges of the modern world. The study argues that the primacy of the person, love and subsidiarity, sense of community, and respect for worker’s rights and unionism in CST are not only moral principles that uphold intrinsic human goods, they are likewise instrumental to operational effectivity because they promote job satisfaction, smooth interpersonal relationship, and long-term commitment with the company. They enable service providers to work efficiently, deliver exceptional service, and act as conduit between the customers and the business establishment, rather than simply being caught between their conflicting demands. (shrink)

Pt.1. Foundations of Values and Ethics -- Ch.1. What are Values and Ethics? -- Ch.2. Moral Philosophy -- Ch.3. Values and Religion -- Ch.4. Values and Politics -- Ch.5. Realism as an Ethical Principle -- Pt.2. Values and Ethics in Practice -- Ch.6. Being Professional -- Ch.7. Power and Control -- Ch.8. Self-Determination and Privacy -- Ch.9. Respect Versus Oppression -- Ch.10. Ethics and Resources -- Ch.11. Difference and Diversity.

Introduction -- Contexts of educational leadership and social justice -- Theoretical tools -- Ridgeway State High School : Articulating a telos of social justice -- Advocacy, truth telling and counter conduct as practices of socially just leadership -- The Clementine-led alliance : Articulating a telos of social justice -- Advocacy, truth-telling and counter-conduct as practices of socially just leadership -- Conclusion : Leadership, ethics and schooling for social justice.

In social work there is seldom an uncontroversial `right way' of doing things. So how will you deal with the value questions and ethical dilemmas that you will be faced with as a professional social worker? This lively and readable introductory text is designed to equip students with a sound understanding of the principles of values and ethics which no social worker should be without. Bridging the gap between theory and practice, this book successfully explores the (...) complexities of ethical issues, while recognising the real-world context in which social workers operate. Key features of the text include: - Full of hands-on advice and tips for professional practice. - Engaging and student-friendly. Each chapter is packed with case studies, reader exercises, key definitions and useful summaries. - Comprehensive content. The book explores core issues such as moral philosophy; professionalism; religion; power; oppression; difference and diversity; and ethical codes of practice. - Satisfies all the curriculum and training requirements for the new social work degree. Mapping directly on to first year courses, this text is essential reading for all social work undergraduates. It is an ideal refresher text for upper-level undergraduates, postgraduate and post-qualifying students, and for professionals. `This introductory text succeeds in providing an accessible introduction to the subject area. The book is consistently structured, well planned and uniformly written in a conversational and immediate style…. The discussion manages to combine a sense of engagement with a balanced treatment of the issues. Readers who apply themselves will be well sensitised to the matters under discussion and should be able to take their understanding into the practical arena' - Chris Clark, University of Edinburgh. (shrink)

The essay begins with an explanation of the underlying theological vision that supports Catholic social teaching's commitment to the centrality of the common good and the role of solidarity as both a virtue and a norm. The vision of humanity as one family and the church as a sacrament of unity is the foundation for a communitarian ethic that prizes inclusion, participation, and relative equality in the quest for a truly just society. An array of social science (...) studies is then employed to show that economic inequality “bleeds” into other realms of public life to undermine fundamental commitments of American society, namely, equal opportunity and political democracy. The essay concludes that an understanding of Catholic social teaching promotes a critical perspective that is deeply at odds with ongoing trends in the U.S. economy. (shrink)

This essay is an interreligious study of spirituality of work and its implications for business ethics. It considers the normative / doctrinal teachings on human work in Bhagavadgita (BG) and Catholic Social Teaching (CST). In as much as the focus of this study is spirituality of work, it does not present an in-depth and comprehensive comparison of Hindu and Catholic religions. Similarities and differences between the texts under consideration will be examined, but such examination will (...) be limited to the most critical and relevant points. It will begin by exploring a Hindu spirituality of work based on BG. The paper will analyze salient ideas and relevant passages in the text that tackle the religio-spiritual significance of our daily engagement in the world through paid work from a Hindu perspective. A discussion on major themes in CST that resonate with BG’s teachings on work will follow. These themes will serve as analytical elements that will frame an interreligious spirituality of work from the two points of view. The interreligious analysis will demonstrate that as far as BG and CST are concerned, spirituality of work can be a unifying force, a locus for cross-cultural dialogue, and a bridge between different beliefs. Next, the essay will tackle the implications of a Hindu-Catholic spirituality of work for business ethics. It will explain how the two textual traditions deepen our understanding of work by providing answers to the questions why must we work, what is the right attitude to work, and how our work connects us with other beings and with our ultimate end. Finally, the conclusion will demonstrate how the findings of this study relate and enhance the outcomes of current research in spirituality of work. Finding common grounds on how different religions regard work would enable business professionals and managers to truly value diversity and inclusiveness and respond ethically to the expression of religions in an increasingly pluralistic workplace. (shrink)

This paper reports on a preliminary investigation of the pedagogical uses and possibilities of interactive ethics audit simulations. We want to foster experience-based learning in business ethics and examine how simulated social audits of corporations can be useful supplements to traditional textbook-oriented pedagogy. We argue that social audit simulations may offer many benefits for business ethics instruction, especially when it comes to developing ethical literacy for institutionally complex and morally complicated multi-stakeholder scenarios. We conclude that (...) ethics education based on broadly accepted standards of social accountability should be advanced through audit-simulation technology. Thus certain decision-making problems, which students might encounter in the real world, can be studied in the classroom. Our research contributes to the field in several ways. It describes a new avenue for self-directed learning that encourages critical thinking about ethical issues and complex stakeholder scenarios in an enjoyable, interesting and safe way. Moreover, it emphasizes “soft” skill development, and empowers students to advance their skills through exploration, practice, and learning from their mistakes. By advancing the pedagogical toolkit of educators, this new interactive technology can improve awareness of how codes of business ethics should work in the real world and inspire further scholarly debate and research. (shrink)

This paper reports on a preliminary investigation of the pedagogical uses and possibilities of interactive ethics audit simulations. We want to foster experience-based learning in business ethics and examine how simulated social audits of corporations can be useful supplements to traditional textbook-oriented pedagogy. We argue that social audit simulations may offer many benefits for business ethics instruction, especially when it comes to developing ethical literacy for institutionally complex and morally complicated multi-stakeholder scenarios. We conclude that (...) ethics education based on broadly accepted standards of social accountability (SA8000, GRI, ISO 26000, SOX 404) should be advanced through audit-simulation technology. Thus certain decision-making problems, which students might encounter in the real world, can be studied in the classroom. Our research contributes to the field in several ways. It describes a new avenue for self-directed learning that encourages critical thinking about ethical issues and complex stakeholder scenarios in an enjoyable, interesting and safe way. Moreover, it emphasizes “soft” skill development, and empowers students to advance their skills through exploration, practice, and learning from their mistakes. By advancing the pedagogical toolkit of educators, this new interactive technology can improve awareness of how codes of business ethics should work in the real world and inspire further scholarly debate and research. (shrink)

Immigration reform is a highly complex and multifaceted task with significant economic, political and religio-cultural repercussions thereby bringing tremendous ethical challenges and implications. This article explores the possible contribution of modern Catholic Social Teaching in addressing the ethical challenges of immigration reform, particularly in the United States, by examining key themes that could address critical issues in the current debate on immigration reform and arguing how an ethic of risk which, the author submits, runs through the key themes (...) of Catholic Social Teaching explored in this paper, could then serve as an approach in articulating how Christian discipleship could foreground citizenship in the context of immigration. (shrink)

The empirical findings in Collins and Porras'' study of visionary companies, Built to Last, and the normative claims about the purpose of the business firm in Centesimus Annus are found to be complementary in understanding the purpose of the business firm. A summary of the methodology and findings of Built to Lastand a short overview of Catholic Social Teaching are provided. It is shown that Centesimus Annus'' claim that the purpose of the firm is broader than just (...) profit is consistent with Collins and Porras empirical finding that firms which set a broader objective tend to be more successful than those which pursue only the maximization of profits. It is noted however that a related finding in Collins and Porras, namely that the content of the firm''s objective is not as important as internalizing some objective beyond just profit maximization, can lead to ethical myopia. Two examples are provided of this: the Walt Disney Company and Philip Morris. Centesimus Annus offers a way to expose such myopia, by providing guidance as to what the purpose of the firm is, and therefore as to what kinds of objectives are appropriate to the firm. (shrink)

Introduction -- Overview of the contemporary global context : life stories -- Data on poverty, hunger, and inequality in an age of globalization -- The goals and structure of this book -- Development theory and practice : an overview -- Origins of the concept of development -- Modernization theory -- Modernization theory and U.S. aid policy -- The impact of modernizationist development -- Structuralist economic theories -- Dependency theories -- Basic needs approach -- New international economic order -- Alternative development (...) -- The impact of reformist thought on development policy -- Neoliberal resurgence and structural adjustment policies -- Current debates in development studies -- The failures of modernizationist development : a closer look -- The impacts of colonialism and slavery -- Post-WW II development policies and the third world debt crisis -- Consequences of debt and structural adjustment -- Responses to the debt crisis -- United States opposition to social change in the third world -- Summary of major structural influences on the third world -- Catholic social teaching and development -- CST prior to Pope John XXIII -- Early reflections on development : John XXIII and Vatican II -- The pivotal contributions of Paul VI, the Latin American bishops, and justice in the world -- John Paul II : the centrality of solidarity -- The social ethics of Benedict XVI -- Summary of catholic social teaching on development issues -- Catholic social teaching and political economy : neoconservative and radical critiques -- Neoconservative reflections on CST -- Radical reflections on CST -- Evaluation of neoconservative, radical, and CST views -- Grassroots critics of development and neoliberal globalization -- Rejecting the quest for development - Vandana shiva : the violence of development and reductionist science -- Further issues in the development/globalization debates -- Reclaiming the commons : the positive visions of development critics -- Catholic social teaching, the radical tradition, and development critics -- Grassroots action and policy alternatives -- Grassroots organizations in the third world : an overview -- The impact of grassroots organizations -- Development policies : follow the nic model -- Alternative development policies -- Differing visions : alternative development vs. regeneration -- Prospects for the adoption of alternative policies -- Re-envisioning C atholic social teaching -- The contributions of CST to the development debate -- Enhancing Catholic social teaching -- Structural analysis of capitalism -- Women, development, and CST -- CST, modernization, and cultural diversity -- CST and ecology - CST, grassroots movements, and social struggle -- The church and social change -- Social criticism and pioneering creativity : how Christians can constructively address issues of development and globalization -- Education -- Lifestyle choices -- Responsible purchasing -- Responsible investment -- Organizing, activism, and aid provision -- Direct service/solidarity -- Responsible parenting -- Applying CST in the life of the church -- Concluding reflections -- Theological epilogue: The path of discipleship. (shrink)

This paper proposes a teaching alternative that can encourage the ethical reflective sensibility among students of social entrepreneurship. It does so by exploring the possibility of using religious parables as narratives that can be analysed from Ricoeur’s hermeneutics to provoke and encourage ethical discussions in social entrepreneurship courses. To illustrate this argument, the paper makes use of a parable from the New Testament as an example of a religious narrative that can be used to prompt discussions about (...) social entrepreneurs’ ethical dilemmas. The paper adds to the limited works that consider the teaching of ethics within social entrepreneurship education. It also advances studies that seek alternative strategies to teaching ethics in business contexts, making these strategies discernible for discussion within the broader business and management literature. (shrink)

Today, the earth is an interconnected globe humming with electronic transmissions-a chattering planet nestled in the provident silence of space. The ethical question is whether this is contributing to authentic human development and helping individuals and peoples to be true to their transcendent destiny. The new media are powerful tools for education, cultural enrichment, commercial activity, political participation, intercultural dialogue and understanding. They also can serve the cause of religion. Yet the new information technology needs to be informed and guided (...) by solidarity in the service of the common good bridging the digital divide within and among nations. The value-laden message of Western secular culture to people and traditional societies in many cases ill-prepared to evaluate it leads to widespread crisis, for example, in regard to marriage and family life. This technology can be a means for solving human problems, promoting the integral development of persons, creating a world governed by justice, peace, and love. It also can help men and women in their age-old search for self-understanding. Like today's world itself, the world of media, including the Internet, has been brought by Christ, inchoately yet truly, within the boundaries of the kingdom of God and placed in service to the word of salvation. (shrink)

Based on a survey of deans and marketing department chairs, this study explores the business and marketing curriculum in the areas of ethics, corporate social responsibility (CSR), and sustainability. The findings indicate that there was limited support for providing students with an understanding of these topics, in believing the concepts provide a competitive advantage in the job market, or would be utilized by students at a later point in their education. Finally, the value placed on research in (...) these areas was considerably less than on theory development or applied and pedagogical research. (shrink)

_Ethics and the University_ brings together two closely related topics, the practice of ethics in the university and the teaching of practical or applied ethics in the university. This volume is divided into four parts: * A survey of practical ethics, offering an explanation of its recent emergence as a university subject, situating that subject into a wider social and historical context and identifying some problems that the subject generates for universities * An examination of (...) research ethics, including the problem of plagiarism * A discussion of the teaching of practical ethics. Michael Davis explores how ethics can be integrated into the university curriculum and what part particular cases should play in the teaching of ethics * An exploration of sexual ethics _Ethics and the University_ provides a stimulating and provocative analysis of academic ethics which will be useful to students, academics and practitioners. (shrink)

Immigration reform is a highly complex and multifaceted task with significant economic, political and religio-cultural repercussions thereby bringing tremendous ethical challenges and implications. This article explores the possible contribution of modern Catholic Social Teaching in addressing the ethical challenges of immigration reform, particularly in the United States, by examining key themes that could address critical issues in the current debate on immigration reform and arguing how an ethic of risk which, the author submits, runs through the key themes (...) of Catholic Social Teaching explored in this paper, could then serve as an approach in articulating how Christian discipleship could foreground citizenship in the context of immigration. (shrink)

This paper presents an experience in developing professional ethics by an approach that integrates knowledge, teaching methodologies and assessment coherently. It has been implemented for students in both the Software Engineering and Computer Engineering degree programs of the Technical University of Madrid, in which professional ethics is studied as a part of a required course. Our contribution of this paper is a model for formative assessment that clarifies the learning goals, enhances the results, simplifies the scoring and (...) can be replicated in other contexts. A quasi-experimental study that involves many of the students of the required course has been developed. To test the effectiveness of the teaching process, the analysis of ethical dilemmas and the use of deontological codes have been integrated, and a scoring rubric has been designed. Currently, this model is also being used to develop skills related to social responsibility and sustainability for undergraduate and postgraduate students of diverse academic context. (shrink)

The world is in crisis. We, the people of the world, are all connected. We rely on each other to make ethical decisions and to solve thorny civic problems, together. Ethics and civics have always mattered, but perhaps now more than ever, we are starting to realize how much they matter. Teaching ethics and civics is essential to our future. This book argues that games can encourage the practice of ethics and civics. They help us to (...) connect, deliberate, and reflect. They help us to flourish. They help us to reimagine our world. Games are communities and public spheres. Like all communities, they may support care, understanding, and problem solving. And, they may also incite hate, disinformation, and toxicity. Games reveal humanity's compassion as well as its cruelty. Games reveal our complexity. We the Gamers provides research-based perspectives related to why and how we should play, make, and use games in ethics, civics, character, and social studies education. This book systematically evaluates how to use games in classrooms, remote learning environments, and other educational settings, with consideration to different audiences and standards. This book also provides tips and guidelines, as well as timely resources, examples, and case studies. It includes examples of all different types of games-virtual reality, mobile, card games, and computer games, big budget commercial games, indie games, and more. (shrink)

"These essays advance a reinterpretation of pivotal categories such as self-knowing, moral agency, and altruism... A must for all students and researchers/faculty engaged in the study of ethics." —Choice "This is an extraordinarily valuable collection of essays in feminist ethics." —Teaching Philosophy A range of recent work in feminist ethics, exploring such issues as the ethic of care, a viable feminist ethics, Pythagoreanism, existentialism, utilitarianism, self-knowing, emotion, and moral vision. Also discussed is the process (...) of applying feminist ethics to work situations. The concluding essays point to the future and present new visions for the field. (shrink)

The study focused on university students' understanding and conceptions of ethical issues in research. Domain-specific and domain-transcending measures were developed to gauge the students' awareness of ethical issues. Responses were obtained from 269 undergraduate and graduate students at a U.S. regional university. Participant withdrawal, the debriefing of research participants, the dissemination of findings, and giving credit to co-contributors were the most challenging ethical issues for the students. Ethical awareness was predicted by professional and organizational socialization, and perspective taking. Contextualization (...) greatly improved the students' ability to recognize ethical issues. Simulations and role-taking are suggested as the means with which to teach students about the ethical issues perceived as challenging. (shrink)

This book will enable students to better understand key concepts and ethical and philosophical positions which will inform their assessed work and competence as a professional.

If cultures are always in the making, this book catches one kind of culture on the make. Academics will be familiar with audit in the form of research and teaching assessments - they may not be aware how pervasive practices of 'accountability' are or of the diversity of political regimes under which they flourish. Twelve social anthropologists from across Europe and the Commonwealth chart an influential and controversial cultural phenomenon.

The digital era has brought many opportunities - and many challenges - to teachers and students at all levels. Underlying questions about how technologies have changed the ways individuals read, write, and interact are questions about the ethics of participation in a digital world. As users consume and create seemingly infinite content, what are the moral guidelines that must be considered? How do we teach students to be responsible, ethical citizens in a digital world? This book shares practices across (...) levels, from teaching elementary students to adults, in an effort to explore these questions. It is organized into five sections that address the following aspects of teaching ethics in a digital world: ethical contexts, ethical selves, ethical communities, ethical stances, and ethical practices. (shrink)

The purpose of this investigation is to indicate the current status of Economic and Business Ethics (BE) in Latin America (LA) as part of a broader global study. The investigation done shows that, in general terms, LA is not much developed in the BE field. Analysing the most important findings it is possible to conclude that more topics are being studied and that activities are growing in the field of BE in LA. However, it is also clear that (...) the field of BE remains clearly underdeveloped in the region. BE is addressed by only a few business schools in each country and a small number of NGOs in LA. In addition, until now little rigorous research has been conducted and publications in prestigious academic journals have been scarce. Studies in BE are still relatively rare and very locally focussed. From another perspective, there is a great difference in the level of activity across countries in the LA region. When looking at the future, corruption appears as the major concern, almost certainly due to the political, social, and ethical context that many of the nations in the region are experiencing. There is a strong need for more business schools and NGOs to join the task of researching, teaching and training in the broad spectrum of areas that fall within the scope of the field of business and economic ethics. In this respect, the need is glaring and the opportunities are enormous. (shrink)

The relationship between attitudes towards wealth and the quest for salvation in Theravada Buddhism is examined by authors from various disciplines. The main purpose of the book is to see what light Buddhism, often thought of as an otherworldly religion, can shed on mundane problems.