Professional, Ethical, Legal, and Educational Lessons in Medicine: A Problem Based Approach provides a comprehensive review of the complex and challenging field of professional medical practice. Its problem-based format incorporates a vast pool of practical, board-exam-style multiple-choice questions for self-assessment, and is an ideal resource for exam preparation as well as ongoing clinical education among trainees and clinicians The practice of medicine is not only about clinical care of patients. Physicians must navigate ethical conundrums, legal pitfalls, (...) and quality improvement issues while maintaining scrupulous professionalism and being exemplary educators. This volume addresses common issues in the realm of professional medical practice not typically covered in other texts. Each of the 73 chapters presents a problem-based case that branches out into an oral board examination type stem questions. A discussion section with brief review articles summarizes the most recent literature. Multiple-choice questions with answers allows for comprehensive self-assessment or interactive group quizzes. This book will appeal to medical and allied health professionals in all specialties of medicine. It is an excellent and hands-on reference for the related but diverse domains associated with professional healthcare practice by students, physicians, and other healthcare providers compacted into one volume. (shrink)

Professional Ethics: A Trust-Based Approach explores the unique nature of professional duty and virtue in light of the trust that professionals must invite, develop, and honor from those they intend to serve.

Engineering programs in the United States have been experimenting with diverse pedagogical approaches to educate future professional engineers. However, a crucial dimension of ethics education that focuses on the values, personal commitments, and meaning of engineers has been missing in many of these pedagogical approaches. We argue that a value-based approach to professional ethics education is critically needed in engineering education, because such an approach is indispensable for cultivating self-reflective and socially engaged engineers. This paper (...) starts by briefly comparing two prevalent approaches to ethics education in science and engineering: professional and philosophical. While we acknowledge that both approaches help meet certain ethics education objectives, we also argue that neither of these is sufficient to personally engage students in authentic moral learning. We make the case that it is important to connect ethics education to the heart, which is extensively driven by values, and present a value-based approach to professional ethics education. We provide some classroom practices that cultivate a safe, diverse, and engaging learning environment. Finally, we discuss the implications of a value-based approach to professional ethics education for curriculum design and pedagogical practice, including opportunities and challenges for engineering faculty eager to incorporate value-based inquiry into their classrooms. (shrink)

Public relations literature laments the lack of a theoretical base for the practice and ethics of public relations. Drawing primarily upon Koehn (The Ground of Professional Ethics, 1994) and Hutton (Public Relations Review, 1999), this paper proposes such a theoretical ground.The paper adopts Hutton's assertion that "the central organizing theme of public relations theory and practice" is relationships(Hutton, 1999, p. 209). It also relies upon Koehn (1994) to provide a theoretical discussion of the nature of professions, and (...) the ground upon which professional ethics and public trust in the professions are based. It concludes, from a Koehnian perspective, that for public relations to move from the expertise and contractual models of practice into a covenantal model as a profession worthy of public trust, the field must devote itself to a defined human good (relationships), and must be grounded in a public pledge to serve this good. (shrink)

Economist-philosopher Amartya Sen's writings on social and political issues have attracted wide audiences. Section 2 introduces his contributions on: how people reason as agents within society; social determinants of people's (lack of) access to goods and of the effective freedoms and agency they enjoy or lack; and associated advocacy of self-specification of identity and high expectations for ‘voice’ and reasoning democracy. Section 3 considers his relation to social theory, his tools for theorizing action in society, and his limited degree of (...) attention to work by sociologists and to capitalism and power structures. Section 4 characterizes a style marked by conceptual refinement, emphases on complexity and individuality, including personal individuality, and reformist optimism. Section 5 shows the features from Sections 3 and 4 at work in his conception of personhood that advocates freedom to make a reasoned composition of personal identity. Similarly, Section 6 addresses his conception of public reasoning and neglect of the sociology of democracy. It contrasts the ideal of a reasoning polity with features in many countries. Sen's programmes for critical autonomy in personhood and for reasoned politics play, nevertheless, a normic role, while his analytical formats help investigation of obstacles to more widespread agency, voice, and democratic participation. (shrink)

Until recently, the method of professional ethics has been largely principle-based. But the failure of this approach to take into sufficient account the character of professionals has led to a revival of virtue ethics. The kind of professional virtue ethics that I am concerned with in this paper is teleological in that it relates the virtues of a profession to the ends of this profession. My aim is to show how empirical research can be (...) used to develop virtue-based accounts of professional ethics, and that such empirically well-informed approaches are more convincing than traditional kinds of professional virtue ethics. The paper is divided into four sections. In the first, I outline the structure of a teleological approach to virtue ethics. In Section 2, I show that empirical research can play an essential role in professional ethics by emphasizing the difference between conceptual and empirical matters. Section 3 demonstrates the relevance of virtues in professional life; and the last section is concerned with some meta-ethical issues that are raised by a teleological account of professional virtues. (shrink)

The paper develops a responsibility-based account of professional ethics in banking. From this perspective, bankers have duties not only toward clients—the traditional focus of professional ethics—but also regarding the prevention of systemic harms to whole societies. When trying to fulfill these duties, bankers have to meet three challenges: epistemic challenges, motivational challenges, and a coordination challenge. These challenges can best be met by a combination of regulation and ethics that aligns responsibilities, recognition, and incentives (...) and creates what Parsons has called “integrated situations”. Professional associations play an important role for this purpose, especially as spaces in which peer recognition is earned. But financial incentives equally need to be brought in line, for example, through deferred bonuses or claw backs. Such measures can create a new culture of accountability in banking. (shrink)

Character strengths profiles in the specific setting of medical professionals are widely unchartered territory. This paper focused on an overview of character strengths profiles of medical professionals (medical students and physicians) based on literature research and available empirical data illustrating their impact on well-being and work engagement. A literature research was conducted and the majority of peer-reviewed considered articles dealt with theoretical or conceptually driven ‘virtues’ associated with medical specialties or questions of ethics in patient care (e.g., professionalism, (...) or what makes a good physician). The virtues of compassion, courage, altruism, and benevolence were described most often. Only a limited number of papers addressed character strengths of medical students or physicians according to the VIA-classification. Those articles showed that the VIA-character strengthsfairness, honesty,kindness, andteamworkwere considered most often by respondents to be particularly important for the medical profession. Available cross-sectional (time span: six years) and longitudinal (time span: three years) data regarding VIA-character strengths profiles of medical professionals were analyzed (N= 584 medical students, 274 physicians). These profiles were quite homogenous among both groups. The character strengthsfairness,honesty,judgment,kindness, andlovehad the highest means in both samples. Noteworthy differences appeared when comparing medical specialties, in particular concerning general surgeons and psychiatrists, with the former reporting clearly higher levels of e.g.,honesty(d= 1.02) orprudence(d= 1.19). Long-term results revealed significant positive effects of character strengths on well-being and work engagement (e.g.,perseveranceon physicians’ work engagement) but also significant negative effects (e.g.,appreciation of beauty and excellenceon students’ well-being). Further,hopewas significantly associated both positively with physicians’ well-being and negatively with students’ work engagement, possibly indicating specific issues concerning medical education or hospital working conditions. According to the modern-day physician’s pledge, medical professionals should pay attention to their own well-being and health. Therefore, promoting self-awareness and character building among medical professionals could be a beneficial strategy. (shrink)

Changes in healthcare financing increasingly rely upon patient cost-sharing to control escalating healthcare expenditures. These changes raise new challenges for physicians that are different from those that arose either under managed care or traditional indemnity insurance. Historically, there have been two distinct bases for arguing that physicians should not consider costs in their clinical decisions—an “aspirational ethic” that exhorts physicians to treat all patients the same regardless of their ability to pay, and an “agency ethic” that calls on physicians to (...) be trustworthy advisors to their patients. In the setting of greater patient cost-sharing, physicians' aspiration and agency roles increasingly conflict. Satisfactorily navigating the new terrain of consumer-driven healthcare requires physicians to consider these two roles and how they can best be reconciled so as to maximize quality of care while respecting the heterogeneity of patients' financial resources and willingness to pay. (shrink)

The Professional Practice Program, also known as the co-operative education (co-op) program, at the University of Cincinnati (UC) is designed to provide eligible students with the most comprehensive and professional preparation available. Beginning with the Class of 2006, students in UC’s Centennial Co-op Class will be following a new co-op curriculum centered around a set of learning outcomes Regardless of their particular discipline, students will pursue common learning outcomes by participating in the Professional Practice Program, which will (...) cover issues of organizational culture, technology, professional ethics, and the integration of theory and practice. During their third co-op work term, students will complete a learning module on Professional Ethics. To complete the learning module students must familiarize themselves with the code of ethics for their profession, create a hypothetical scenario portraying an ethical dilemma that involves issues covered by the code, resolve the dilemma, and explain why their resolution is the best course of action based upon the code of ethics. A three-party assessment process including students, employers and faculty complete the module. (shrink)

This article aims to summarize the current ethical issues in the field of clinical and counseling psychology and the process of developing professional ethical standards in China. First, through a review of the history of counseling and psychotherapy in China, general background information is provided. Important ethical issues are then discussed based on the results from several empirical studies. Finally, the process of developing the new edition of the Chinese Psychological Society Code of Ethics for Clinical and (...) Counseling Psychology, the main contents as well as the considerations taken into account in the development of this code are presented. (shrink)

This paper was first presented as a plenary lecture to the Association for Education in Journalism and Mass Communication in August, 1985. The author, who is the Cary M. Maguire University Professor of Ethics at Southern Methodist University, discusses the intellectual, moral, and organizational marks of the professional that led reformers at the beginning of the twentieth century to locate professional training in the university. That discussion is followed by consideration of the moral consequences of university education (...) for professionals, and how journalists and all other professionals are, at base, teachers. The third part of the paper reflects upon the peculiarities of journalism as aprofession, and concludes with considerations of the special mission of journalism. (shrink)

The purpose of this study was to investigate nurses’ decisions about priorities in home-based nursing care. Qualitative research interviews were conducted with 17 nurses in home-based care. The interviews were analyzed and interpreted according to a hermeneutic methodology. Nurses describe clinical priorities in home-based care as rationing care to mind the gap between an extensive workload and staff shortages. By organizing home-based care according to tight time schedules, the nurses’ are able to provide care for as (...) many patients as possible. Furthermore, legal norms set boundaries for clinical priority decisions, resulting in marginalized care. Hence, rationing care jeopardizes important values in the nurse-patient relationship, in particular the value of individualized and inclusive nursing care. The findings are highly relevant for clinical practice, since they have major implications for provision of nursing care. They revive debates about the protection of values and standards of care, and nurses’ role and responsibility when resources are limited. (shrink)

Introduction The starting point is that ethical competence is the basis for ethical healthcare practices and quality of care. Simultaneously, there is a need for research and development from a holistic multi-professional perspective. Aim The aim is to create a proposed model for multi-professional ethical competence grounded in clarified meanings and dimensions of ethical competence studied from a multi-professional healthcare perspective. The research questions are, what is ethical competence from a multi-professional healthcare perspective and what strengthens (...) a multi-professional ethical healthcare practice? Research design The research has a qualitative approach and hermeneutic application research design. Two groups with six participants from clinical practice and two scientific researchers in each group met four times for dialogue. Thematic analysis was used as an analysis method. Ethical considerations The research is approved by the Declaration of Helsinki, the General Data Protection Regulations, and ethical permission was asked from the Norwegian Centre for Research Data (NSD). Results The proposed model for multi-professional ethical competence encompasses a three-dimensional ethical value base that is underpinned by: Ethical attitude – a personal desire to do good; Ethical basis – the best for the patient as a common goal and Ethical culture – common goals and values in the organization. Multi-professional ethical competence is strengthened by: Reflection – to see with new wondering eyes; Time for talk – interdisciplinary teamwork and Leadership – an ethical role model and support. Discussion Ethical competence has a strong link to the core of caring ethics and a deeper personal value base and attitude. Ethical competence involves the whole culture and is seen as a shared value base and a responsibility to do the best for the patient as a multi-professional team and organization. Ethical competence becomes active in healthcare practice by opening up for meaningful multi-professional talks and reflections. (shrink)

I am not trying to present a full concept of professional ethics of an academic. I would like to focus on philosophical and ethical reflection of the specific area of an academic work in Slovakia. Almost two hundred years ago, the Slovak enlightenment philosopher Ján Feješ (1764 - 1823) responded to the situation of his era and he stated that a reviewer must, in the given area, be even better educated than the author himself. A different example can (...) be found in Honoré de Balzac’s great novel Lost Illusions where he also described journalistic practice of the first half of the 19th century. Part of the novel was based on his own experience with acrimonious critique. The situation concerning, for example academic reviewing in Slovakia in the present day is, possibly in some instances, even more critical than Feješ or Balzac suggested. This no longer concerns the quality of papers and book of essays but the number of works published; and evaluation of academics is partly dependant on whether they have published in a reviewed or a non-reviewed book, indexed journals, worldly known publishers, etc. There has to be a just requirement placed on critical reviews, as Feješ and others cautioned, and that is that they should not be informative reviews only for the sake of someone getting a reviewed work but truly critical reviews from people qualified in the given area of academic subjects and the aim of which should not lie in settling scores or expressing personal preferences but a constructive view of the issue. The problem in Slovak academic community (especially in humanities and social sciences), however, lies in the fact that critical reviews are not considered a challenge for discussion or polemics but are shifted to the personal level including settling scores with the critical reviewer. Quoting and referencing is another problematic area in Slovak academic life, which, in the present period, has almost become a fetish, as it is a criterion of qualification enhancement and evaluation of academics. That is why quotations and references are artificially made for colleagues, friends and acquaintances, or even already published works are faked to contain quotes and references for the needs of future qualification enhancement. To summarise, I would like to propose three aims which could become a part of professional ethics of the academics (in Slovakia). (shrink)

Student teachers’ experiences of professional ethics, as lived practice, need to be visualized and verbalized to support their ability to develop an ethical practice. The aim of this article is to discuss the lived experiences of professional ethics from beginning teachers’ internship, based on a phenomenological study. Some of the essential meanings are interpreted in relation to the tension between responsibility and accountability that is emerging from neoliberal influences in teacher education. Inspired by Reflective Life (...) World Research, interviews were conducted with student teachers specializing in preschool and elementary school. The empirical data was analyzed in order to determine the meanings that constitute the lived experience of professional ethics for early career teachers. By identifying the implications of professional ethics in neoliberal times, teacher educators can more easily observe and communicate the manifestations this has for teaching. Discussions and observations of professional ethics can stimulate student teachers’ learning as part of teacher education discourse. (shrink)

It is imperative to understand the factors that influence clinical competency. Consequently, it is essential to study those that have an impact on the process of attaining clinical competency. A grounded theory approach was adopted for this study. Professional competency empowers nurses and enables them to fulfill their duties effectively. Internal and external factors were identified as affecting clinical competency. A total of 36 clinical nurses, nurse educators, hospital managers and members of the Nursing Council in Tehran participated in (...) this research. Data were obtained by semistructured interviews. Personal factors and useful work experience were considered to be significant, based on knowledge and skills, ethical conduct, professional commitment, self-respect and respect for others, as well as from effective relationships, interest, responsibility and accountability. Effective management, education systems and technology were named as influential environmental factors. Personal and environmental factors affect clinical competency. Ethical persons are responsible and committed to their work, acquiring relevant work experience. A suitable work environment that is structured and ordered also encourages an ethical approach by nurses. (shrink)

All of us in the computing community understand the importance of recognizing and promoting ethical behavior in our profession. Instruction in ethics is rapidly becoming a part of most computing-related curricula, whether as a stand-alone course or infused into existing courses. Both Computing Curricula 2005 and the current discussions on Computing Curricula 2013 recognize the significance of ethics, generally considering it a core topic across the various computing disciplines. Additionally, in their criteria for the accreditation of computing programs, (...) ABET specifies that a student must attain by the time of graduation an understanding of ethical issues and responsibilities. What has been missing is a formal rite-of-passage ceremony to prompt student recognition and self-reflection on the transition from being a student to a computing professional. In 2009, seventeen faculty members and industry representatives from a wide range of institutions began to address this open problem by forming The Pledge of the Computing Professional [1], [2]. The Pledge exists to promote and recognize the ethical and moral behavior and responsibilities in graduates of computing-related degree programs as they transition to careers of service to society. The Pledge does not seek to define or enforce ethics --- this is the role of other organizations. Specifically, The Pledge is modeled after the Order of the Engineer [3] and provides a rite-of-passage ceremony at the time of graduation. (shrink)

It could be argued that there is now a crisis of confidence in the professions. Although many professionals individually undertake their roles with care and diligence, there have been so many systematic failures involving professionals across a range of sectors, both in the UK and globally, that the special status enjoyed by the professions is being widely questioned. In this article, I argue that recent cases are symptomatic of a lack of ethical reasoning in professional practice, yet professions enjoy (...) an elevated status based on claims that ethics, typically communicated in codes of conduct, are central to their purpose. I argue that to help solve this crisis, philosophical literacy needs to be promoted in school, initial professional education and continuing professional development. Passing tests to superficially demonstrate an understanding of a code is quite different from reasoning through practical dilemmas in the professional workplace with judgements informed by philosophical ideas. (shrink)

The principle of humanity is, surely, one of the most significant moral principle regulating the influence of a teacher as a mature moral agent, since teachers, by means of their work, contribute to shaping the humanity and human dignity of students. The principle and value of humanity can, first of all, be applied to the relationship of the teacher towards students. Teachers should, by their humane approach, contribute to removing moral barriers, fear in children and youths, and accept them as (...) morally equal partners. The author of paper deals with the forms of humanity within the teaching profession on the basis of the ethics of social consequences, which is a version of non-utilitarian consequentialism. This ethical conception is based on the principle and value of consequences resulting from decisions and actions as well as opinions and attitudes of a moral agent. The core of the value structure is mainly composed by the values of humanity, human dignity and moral rights of man, because a moral way of life helps the development of human life, it protects and supports it. At present, contemplations on these issues have been revived, thanks to, in part, discussions on ethics and morality regarding various professional aspects of human life. (shrink)

What ends should designers pursue? To what extent should they care about the societal and environmental impact of their work? And why should they care at all? Given the key influence design has on the way people live their lives, designing is fraught with ethical issues. Yet, unlike education or nursing, it lacks widespread professional principles for addressing these issues. -/- Rooted in a communitarian view of design practice, this lively and accessible book examines design through the lens of (...) professions, offering a critical vision that enables practitioners, academics and students of design in all disciplines to reflect on the practice’s overarching purposes. Considering how these are connected to others' flourishing and moulded by community interactions, "The Goods of Design" argues for a practice-based approach to cultivate professional ethics; it provides a normative direction that can meaningfully guide professional design activity, both individually and collectively. The volume also looks into the implications work has for the designer's self-growth as a person, offering ways to discover and navigate the complex tensions between personal and professional life. (shrink)

The authors argue that an urgent leadership issue has arisen which is strongly, but not favorably, influencing our professional culture--a hostility toward religion and its correct expressions within the military. Setting aside the role of Chaplains as a separate issue, the focus here is on the role religion may play in the moral character of individual soldiers--especially leaders--and how their personal morality, faith-based or not, is to be integrated with their profession's ethic so they can serve in all (...) cases "without reservation" as their oath requires. Related products: Expeditionary Culture Field Guide: Latvia can be found here: https: //bookstore.gpo.gov/products/sku/008-000-01225-3 Expeditionary Culture Field Guide: Turkey can be found here: https: //bookstore.gpo.gov/products/sku/008-000-01223-7 Expeditionary Culture Field Guide: Lithuania is available here: https: //bookstore.gpo.gov/products/sku/008-000-01224-5 Expeditionary Culture Field Guide: Chad is available here: https: //bookstore.gpo.gov/products/sku/008-000-01226-1 Aspects of Leadership: Ethics, Law and Spirituality is available here: https: //bookstore.gpo.gov/products/sku/008-055-00255-9 Faith and Hope in a War-Torn Land: The US Army Chaplaincy in the Balkans, 1995-2005 eBook available from Google Play eBookstore. Please use ISBN: 9780160872792 to search their platform for this product; Paperback format available here: https: //bookstore.gpo.gov/products/sku/008-029-00440-2. (shrink)

All professional ethics are dependent on the epistemology of the profession. The possibility of following a code of ethics, whether the official one or an alternative code, is dependent on being able to obtain knowledge and understand the world. Professional knowledge has to be based on inferences from limited information. Statistics provides the optimal methods for making such inferences, and thus ethical professional conduct requires individual or collective understanding of some statistical thcory and practice. (...) This is demonstrated using the medical profession as an example. Statistical methods are essential in all areas of medicine, in routine medical practice, in screening for disease and in research. Evidence from medical journals, textbooks and research bodies shows that the statistical basis for ethical conduct is lacking. However, there are attempts to improve the situation. (shrink)

Virtue is the most perdurable concept in the history of ethics, which is understandable given the ineradicability of the moral agent in the events of the moral life. Historically, virtue enjoyed normative force as long as the philosophical anthropology and the metaphysics of the good that grounded virtue were viable. That grounding has eroded in both general and medical ethics. If virtue is to be restored to a normative status, its philosophical underpinnings must be reconstructed. Such reconstruction seems (...) unlikely in general ethics, where the possibility of agreement on the good for humans is remote. However, it is a realistic possibility in the professional ethics of the health professions where agreement on the telos of the healing relationship is more likely to arise. Nevertheless, virtue-based ethics must be related conceptually and normatively to other ethical theories in a comprehensive moral philosophy of the health professions. (shrink)

The purpose of this text is to give physical therapy students and clinicians a lens through which to analyze contemporary ethical challenges.

This encyclopedia, edited by the past editors and founder of the Journal of Business Ethics, is the only reference work dedicated entirely to business and professional ethics. Containing over 2000 entries, this multi-volume, major research reference work provides a broad-based disciplinary and interdisciplinary approach to all of the key topics in the field. The encyclopedia draws on three interdisciplinary and over-lapping fields: business ethics, professional ethics and applied ethics although the main focus (...) is on business ethics. The breadth of scope of this work draws upon the expertise of human and social scientists, as well as that of professionals and scientists in varying fields. This work has come to fruition by making use of the expert academic input from the extraordinarily rich population of current and past editorial board members and section editors of and contributors to the Journal of Business Ethics. (shrink)

After distinguishing professional ethic s from legal and aesthetic norms I argue that a version of rule-utilitarianism is best able to account for professional ethics. The alleged relativism of role-specific duties is a badly posed issue, I argue, since how morality comes to one critically depends upon one's occupation. Alternative theories of the foundations of professional ethics are criticized, both consent theories and the views of those who object to the legalism implicit in a rule- (...) class='Hi'>based theory. A mixed theory of virtue is defended to include the most important aspects of an ethic of virtue in the overall rule-utilitarian framework. (shrink)

How do we prepare engineering students to make ethical and responsible decisions in their professional work? This paper presents an approach that enhances engineering students’ engagement with ethical reasoning by simulating decision-making in a complex scenario. The approach has two principal inspirations. The first is Anthony Weston’s scenario-based teaching. Weston’s concept of a scenario is a situation that changes in response to choices made by participants, according to an inner logic. Scenarios can dynamically explore open-ended complex problems without (...) imposing predetermined results, allowing students to apply their ethical reasoning in a more realistic fashion. The second inspiration is Thi Nguyen’s theory of games. According to Nguyen, games are the “art of agency,” meaning that they provide a structure under which some result is agreed to be valuable, along with prescribed ways of achieving that result, in a relatively low-stakes and temporary social arrangement. By playing many games, Nguyen argues, we can develop a “library of agency,” that is to say, a set of values and means to achieving them that can inform how we make high-stakes decisions in real life. Engaging with carefully designed game scenarios, then, can enable students to practice making ethical decisions within a structured framework, which unfolds in response to their choices, while their decisions are driven by some defined goal. This roleplaying game–based approach thus allows students to build their own ethical libraries of agency, in preparation for professional decision-making. The approach is illustrated using a specific example recently deployed in a seminar on engineered living materials (building materials that incorporate living tissues). The scenario uses techniques from tabletop roleplaying games (e.g. Dungeons & Dragons) for outcome resolution, adventure design, and character creation. Through the game, students practice making difficult decisions in a humanitarian context. (shrink)

After distinguishing professional ethic s from legal and aesthetic norms I argue that a version of rule-utilitarianism is best able to account for professional ethics. The alleged relativism of role-specific duties is a badly posed issue, I argue, since how morality comes to one critically depends upon one's occupation. Alternative theories of the foundations of professional ethics are criticized, both consent theories and the views of those who object to the legalism implicit in a rule- (...) class='Hi'>based theory. A mixed theory of virtue is defended to include the most important aspects of an ethic of virtue in the overall rule-utilitarian framework. (shrink)

This article is about a virtue ethical approach to the professional ethics of teaching, centred around the ideal of phronesis (practical wisdom) in an Aristotelian sense. It is grounded empirically in extensive research conducted at the Jubilee Centre for Character and Virtues into teachers and other UK professionals, and it is grounded theoretically in recent efforts to revive an Aristotelian concept of phronesis as excellence in ethical decision-making. The article argues for the need for a virtue-based approach (...) to professional practice, based on time-honoured Aristotelian assumptions and culminating in a conceptually viable construct of phronesis as a psycho-moral integrator and adjudicator. After setting some of the historical background in Sect. 1, Sect. 2 charts the most relevant empirical findings. Section 3 introduces a call for phronesis as a guide to virtue-based professional ethics: its role, nature, and methods of instruction. Section 4 adds some caveats and concerns about if and how phronesis can be cultivated as part of teacher training. Finally, Sect. 5 offers some concluding remarks about the novelty and radicality of the approach on offer in this article. (shrink)

본 논문의 목적은 현재의 인공지능(artificial intelligence, 이하 AI) 윤리 논의에서 결여되어 있는 AI 개발자 윤리의 중요성과 필요성을 부각하고, AI 개발자 윤리로 덕성(virtue)기반의 모델이 적합함을 보여 이를 제안하는 것이다. AI는 고정된 과학기술이 아니라 발전노정에 있는 동적이라는 특성과 인간과의 상호작용에서 AI를 만든 인간의 삶에 지대한 영향을 끼치는 재귀적 특성이 있는 과학기술이다. 이러한 AI의 특성으로 인해, AI가 초래할 리스크에 대응하려는 AI 윤리는 발전 과정에 따라 제시되어야 한다는 점에서 체계적이고, 실천을 도모하는 동기부여의 구조를 가져야 한다는 점에서 기존 도덕의 형식적 특징인 1인칭, 2인칭, 3인칭 관점이 (...) 통합될 필요가 있다. 그런데 최근에 활발하게 제시된 많은 AI윤리 지침에 대한 메타 분석에 따르면, 현재의 지침으로서의 AI 윤리 논의들은 1인칭 관점의 동기부여가 없는 3인칭 관점에만 한정되어 실질적인 ‘윤리 실현’(ethics realizing)을 도모하기에 취약하다. AI 윤리 지침 자체가 추상적이고 모호할 뿐만 아니라, AI를 개발하는 사람들에게 아무런 영향력을 행사하지 못하는 ‘윤리 세탁’(ethics washing)에 불과하기 때문이다. 이러한 한계를 보완하기 위해서는 AI 개발자들이 AI 윤리를 내면화하여 규범적으로 실천하게 할 수 있게 하는 AI 개발자 윤리가 필요한데, 본 논문은 덕성 기반의 AI 개발자 윤리가 이러한 목적을 위해 효과적이라고 주장한다. 덕성 기반의 AI 개발자 모델은, 과학적 덕성 모델(scientific virtue model)이 그랬던 것처럼 AI 개발의 목적이 무엇인지, AI개발자들의 전문직 덕성(vocational virtue)이 무엇인지, 그리고 이러한 덕성을 함양하기 위한 효과적인 교육 방법은 무엇인지 등의 이론 연구와 AI 개발자들과의 소통을 토대로 하는 경험 연구의 결합을 통해 실천적 차원의 모델로 구체화될 수 있다. 본 논문에서 이론적으로 제안하는 덕성 기반의 AI 개발자 윤리가 추후 한국 사회의 경험 연구를 통해 실천적 차원의 모델로 구체화되어 AI가 초래하는 윤리적 문제들에 효과적으로 대응하면서 AI의 혜택이 풍성히 향유되는데 기여하기를 기대한다. (shrink)

Background On a daily basis, healthcare professionals deal with various ethical issues and it can be difficult to determine how to act best. Clinical ethics support (CES) has been developed to provide support for healthcare professionals dealing with complex ethical issues. A long-term perspective of participating in inter-professional dialogue and reflective-based CES sessions is seemingly sparse in the literature. Research aim The aim was to describe experiences of impact of Inter-professional Ethics Communication in groups (IEC) (...) based on Habermas’ theory of communicative actions, after 6 months from the perspective of an inter-professional team. Research design A qualitative inductive approach was chosen, and individual interviews ( n = 13) were conducted. Interview data were analysed using qualitative content analysis. Participants The participants, 10 females and two males, represented assistant nurses, registered nurses, physicians, occupational therapists, physiotherapists, welfare officers and psychologists. Each had attended at least four IEC sessions. Ethical considerations The study was approved by the Regional Ethical Review Board in Umeå, Sweden, and it has been undertaken in accordance with the Helsinki Declaration. Findings Overall, the descriptions expressed a perceived achievement of a deepened and integrated ethical awareness that increased the participants’ awareness of ethically difficult situations as well as their own ethical thinking, actions and approaches in daily work. Perspectives were shared and the team become more welded. They carried the memories of the reflections within them, which was perceived as supportive when encountered new ethically situations. Discussion Putting words to unarticulated thoughts may stimulate repeated reflections, leading to new insights and alternative thoughts. Conclusion The outcome of IEC sessions 6 months following the last session can be described as an incorporated knowledge that enables actions in ethically difficult situations based on an ethical awareness both at a ‘We-level’ and an ‘I-level’. (shrink)

Military ethics seeks to provide practical guidance for the resolution of real ethical problems associated with the conduct of military operations. In doing so, it must reflect how actual persons give and take-up reasons when deliberating what actions to take. The Just War Tradition, for example, provides deontological and consequentialist considerations soldiers should take up when considering how to conduct operations. Sometimes, unfortunately, soldiers may find themselves in tragic situations where principles and consequences provide no clear guidance. To fill (...) that gap, a full account of military ethics requires an account of virtue, which focuses more on the agent than the act and can provide resources necessary to avoid, or failing that, resolve, otherwise unresolvable ethical dilemmas that can arise during military operations. This point does not mean virtue ethics supersedes or assimilates other ethical approaches. Rather it means that in the context of a process aimed at establishing reflective equilibrium, it provides important beliefs, judgments, and ways of thinking about applied ethics that are critical not just to building a robust, maximally coherent equilibrium but also to maintain it. These resources are especially critical when one is faced with the kind of tragic situations soldiers confront in war. (shrink)

The use of case-based reasoning in teaching professional ethics has come of age. The fields of medicine, engineering, and business all have incorporated ethics case studies into leading textbooks and journal articles, as well as undergraduate and graduate professional ethics courses. The most recent guidelines from the National Institutes of Health recognize case studies and face-to-face discussion as best practices to be included in training programs for the Responsible Conduct of Research. While there is (...) a general consensus that case studies play a central role in the teaching of professional ethics, there is still much to be learned regarding how professionals learn ethics using case-based reasoning. Cases take many forms, and there are a variety of ways to write them and use them in teaching. This paper reports the results of a study designed to investigate one of the issues in teaching case-based ethics: the role of one’s professional knowledge in learning methods of moral reasoning. Using a novel assessment instrument, we compared case studies written and analyzed by three groups of students whom we classified as: Experts in a research domain in bioengineering. Novices in a research domain in bioengineering. The non-research group—students using an engineering domain in which they were interested but had no in-depth knowledge. This study demonstrates that a student’s level of understanding of a professional knowledge domain plays a significant role in learning moral reasoning skills. (shrink)

Evidence-based practice is often acknowledged as the future state of psychology, yet those graduate students who will soon be applying such practices tend to hold several misconceptions about the major components within this framework. This review highlights implications for graduate education, clinical training, and professional competence in light of the movement toward evidence-based practice in psychology. These implications are discussed in relation to the close parallel between the major components of the evidence-based framework and the current (...) Ethical Principles of Psychologists and Code of Conduct. The evidence-based framework is discussed as an ideology that promotes lifelong learning and best prepares graduate students for ethical clinical practice throughout their careers as psychologists. (shrink)

Professionals, it is said, have no use for simple lists of virtues and vices. The complexities and constraints of professional roles create peculiar moral demands on the people who occupy them, and traits that are vices in ordinary life are praised as virtues in the context of professional roles. Should this disturb us, or is it naive to presume that things should be otherwise? Taking medical and legal practice as key examples, Justin Oakley and Dean Cocking develop a (...) rigorous articulation and defence of virtue ethics, contrasting it with other types of character-based ethical theories and showing that it offers a promising new approach to the ethics of professional roles. They provide insights into the central notions of professional detachment, professional integrity, and moral character in professional life, and demonstrate how a virtue-based approach can help us better understand what ethical professional-client relationships would be like. (shrink)

Teaching ethics to professionals pursuing a university degree programme requires a method that engages them with the realities and problematic nature of their workplace environment. In this paper we examine some of the history of Professional Ethics from a philosophical and political standpoint. Unfortunately this analysis appears to produce more questions than answers with the terms professional and expert seemingly poorly defined. In order to demonstrate some of the generic problems likely to be encountered by anyone (...) teaching Professional Ethics we make use of our case study. Whilst this is concerned largely with what can be termed Business and Computing Ethics, the case study does highlight problems that occur across the curricula. We look at the concerns and problems surrounding the teaching of issues such as Integration into the Curricula, Codes of Ethics, Ethical Decision Making and Ethical Standards. We stress the value in universities moving away from traditional methods, based purely in direct value, of decision making to an alternative ethical evaluative framework based on Social, Economic, Environmental and Rights information. This model should be introduced early in the student calendar and used as a vehicle for discussion of later issues such as Whistleblowing. (shrink)

The professions have focused considerable attention on developing codes of conduct. Despite their efforts there is considerable controversy regarding the propriety of professional codes of ethics. Many provisions of professional codes seem to exacerbate disputes between the profession and the public rather than providing a framework that satisfies the public''s desire for moral behavior.After examining three professional codes, we divide the provisions of professional codes into those provisions which urge professionals to avoid moral hazard, maintain (...) professional courtesy and serve the public interest. We note that whereas provisions urging the avoidance of moral hazard are uncontroversial, the public is suspicious of provisions protecting professional courtesy. Public interest provisions are controversial when the public and the profession disagree as to what is in the public interest. Based on these observations, we conclude with recommendations regarding the content of professional codes. (shrink)

Counseling Ethics for the 21st Century prepares students to address ethical issues arising in contemporary counseling practice. Drawing on their own clinical and practical experiences, authors Elliot D. Cohen and Gale Spieler Cohen present detailed, realistic, and engaging clinical case studies along with a comprehensive five-step model that can be used to manage the complex ethical problems raised throughout the book. Each chapter focuses on particular virtues in the context of examining a particular counseling issue, including online counseling, digital (...) record keeping, and social media. Students will be empowered to define problems, identify relevant facts, conduct ethical analyses, and make the best decisions for their clients. (shrink)

With the increased rate of the Turkish medical brain drain (MDB) in recent years, there is a need for more comprehensive studies to elucidate its vague migratory factors. The aim of this paper is to try to narrow that gap by analyzing present impacts of the MDB in Turkey and to evaluate if these aspects were driven by professional ethical values, and if so, what ethical principles they were based on. In-depth interviews were conducted with 19 doctors from (...) various backgrounds, followed by a thematic analysis. The MDB in Turkey demonstrated a multifactorial structure, with prominent push factors that are intertwined at macro-meso-micro levels. The effort to maintain the principles of beneficence, non-maleficence, and protecting professional autonomy were the most important in the context of professional ethics. Only deep-rooted regulations might ensure the prevention of the MDB in Turkey and the prospect of doctors returning in the future. Conclusively, the recent criticisms the MDB has been garnering may inspire improvements in deteriorating human and health rights in Turkey. (shrink)

The ethical choices faced by engineers today are increasingly complex. Competing and conflicting ethical demands from clients, communities, employees, and personal objectives combine to suggest that engineers employ ethical approaches that are adaptive yet grounded in three concrete professional circumstances: first, that engineers apply unique professional skills in the service of a client, subject to protecting the public interest; second, that engineers advance the state of knowledge of their professional field through reflection, research, and sharing experience in (...) journals and conferences, and third, that they develop new professionals by active mentoring. This paper examines five features of American pragmatism and suggests that its emphasis on specific, context-based ethical decision making can assist engineers in a postmodern setting. In particular, it considers the venues of interpersonal ethical choices, institutional ethical conflicts, and social choices that have ethical components. Pragmatism suggests that in such a complex ethical climate, there is a need for the co-evolution of judgment and action, for individual reflective judgment in particular situations, and for ceasing to search for a single, immutable principle for ethical choice. (shrink)

There has been much controversy concerning the benefits of the certification (professionalization) of financial planners and the merits of various compensation systems; this study examined the controversy insofar as it concerned ethical orientation rather than competence issues. The study was delimited to financial planners practicing in the United States of America. It was found that Certified Financial Planner (CFP) designees manifested higher ethical orientation scores than non-designees. Fee-based planners manifested no significantly different ethical orientation scores as compared to their (...) counterparts. Lower ethical orientation scores were noted among planners whose career tenure exceeded 10 years. (shrink)

In 2012, two major professional societies representing Europe and the United States released influential statements that would propel a commercial market for social egg freezing, in which women bank their oocytes for later use in order to avoid compromised fertility that comes with age. While the European Society of Human Reproduction and Embryology condoned SEF based on reproductive autonomy and justice, the American Society for Reproductive Medicine discouraged SEF based on insufficient data and concerns about false hope. (...) In this article, we map the contexts and discursive moves by which the biomedicalization of SEF proceeded since 2012. We compare professional bioethical arguments that made the case to approve SEF in Europe with news and popular media discourse that formed and shaped the commercial marketization of SEF in the United States despite the recommendation of the ASRM. While a statist pronatalist perspective informed the former, a distinctly private labor market recruitment strategy utilizing a Lean In efficiency model of feminism buttressed the latter. (shrink)

The global financial crisis has led to a surprising interest in professional oaths in business. Examples are the MBA Oath, the Economist’s Oath and the Dutch Banker’s Oath, which senior executives in the financial services industry in the Netherlands have been obliged to swear since 2010. This paper is among the first to consider oaths from the perspective of business ethics. A framework is presented for analysing oaths in terms of their form, their content and the specific contribution (...) they make to business ethics management: oaths may foster professionalism, facilitate moral deliberation and enhance compliance. This framework is used to analyse and evaluate the MBA Oath, the Economist’s Oath and the Banker’s Oath as well as various other similar initiatives. (shrink)

Termination of pregnancy after a certain gestational age and following prenatal diagnosis, in many nations seem to be granted with a special status to the extent that they by law have to be discussed within a predominantly medical context and have physicians as third parties involved in the decision-making process (‘indication-based’ approach). The existing legal frameworks for indication-based approaches, however, do frequently fail to provide clear guidance for the involved physicians. Critics, therefore, asked for professional ethics (...) and professional institutions in order to provide normative guidance for the physicians in termination of pregnancy on medical grounds. After outlining the clinical pathway in an indication-based approach and the involved types of (clinical) judgements, this paper draws upon different understandings of professional ethics in order to explore their potential to provide normative guidance in termination of pregnancy on medical grounds. The analysis reveals that professional ethics will not suffice—neither as a set of established norms nor as internal morality—in order to determine the normative framework of indication-based approaches on termination of pregnancy. In addition, there seem to be considerable inconsistencies regarding the target and outcome between prenatal testing on the one hand and following termination of pregnancy on the other hand. A source of morality external to medicine has to be the basis of evaluation if a consistent and workable normative framework for termination of pregnancy and prenatal testing should be established. (shrink)

Bob Brecher raises a critique of professional ethics on the basis that it is less concerned with the protection of the public and is more a legalistic device that protects professionals from being accountable, often by defining certain issues out of court. His argument is criticised on the basis that it focuses upon the existing professions, and does not address the general idea of professionalism. This paper presents professionalism as being based in the idea of a job (...) well done, which in turn has to be understood in the context of the long-range needs of the full person, not in narrowly defined task terms. Supplementary arguments of Brecher, such as the primacy of morality, and his adaptation of Kant’s third formulation of the categorical imperative, are also commented upon and critiqued. (shrink)

The American Institute of certified public accountants (AICPA) has promulgated a Code of Professional Conduct , which has served as the primary ethical standard for public accountants in the United States for more than 20 years. It is now out of date and needs to be replaced with a code of ethics. Just as U.S. generally accepted accounting principles are being migrated toward “principles-based accounting” as part of a convergence with international financial reporting standards, a similar process (...) needs to occur with ethics. This article organizes the primary rules of the AICPA Code around five essential virtues: objectivity, integrity, inquisitiveness, loyalty, and trustworthiness. These virtues correspond to the general principles set forth in the Code of Ethics for Professional Accountants of the International Federation of Accountants (IFAC). From this virtue ethics perspective, various rules of the AICPA Code are critiqued as being inadequate at best, and poorly crafted at worst. The article concludes with the proposition that principles-based ethics serves the profession and the financial reporting process better than the current rules-based approach. (shrink)