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Displaying: 1-10 of 374 documents

keynote address
1. Teaching Ethics: Volume > 17 > Issue: 1
Leslie Francis, The Significance of Injustice for Bioethics
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2. Teaching Ethics: Volume > 17 > Issue: 1
Matthew Hayden, Education in Morality Through Natality: No More Morals
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This article revisits John Wilson’s “first steps” in moral education—a conceptual analysis of morality—and what he calls an education in morality. Education in morality focuses on morality as a form of life with a specific domain in which it aims to initiate students, and on education as a growth-oriented, progressive activity. Arendt’s conception of natality in education is then used to show how it provides a catalyst for growth, discovery, and tradition-trumping newness, and acts as a stepping-stone to public action as morality and recognition of the plurality of human life. It becomes clear that the inherent sociability of morality forces the consideration of it as a public and social act. Education in morality must preserve the potential for the capacity to contribute to the development of morality and concurrently develop that capacity through the production of plurality that follows and the negotiations necessary for its preservation. Morality, then, must not be taught as a static set of immutable principles, but rather as an inclusive, adaptive process by and through which groups govern their associations.
3. Teaching Ethics: Volume > 17 > Issue: 1
Thomas Cooper, Learning From Ethicists, Part 2: How Ethics is Taught at Leading Institutions in the Pacific Region
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This report includes 1) the previously unpublished findings of a current (2015–16) study (part 2) about the teaching of ethics at leading English-speaking institutions in the Pacific region, 2) a comparison of those findings with a companion study (part 1) conducted at leading institutions in the Atlantic region in 2008, and 3) the aggregate findings of the two studies considered as parts of a single research project. The purpose of the research was to determine how ethics is taught at selected leading English-speaking institutions of higher education, the challenges their ethics teachers and students face, how individual faculty members enhance their ethics teaching effectiveness over time, in what senses of the word “ethics” can ethics be successfully taught, what types of creative pedagogical tools have these faculty developed, whether the ethics professor should “take a stand” or be “unbiased,” and related questions. In both studies most participants stated that a passion for the subject matter, for teaching, and for assisting students was more important than new technologies, teacher training, teaching video recordings, and working with mentors.
special section on teaching ethics through literature
4. Teaching Ethics: Volume > 17 > Issue: 1
Felicia Nimue Ackerman, “You see now that it is at any rate possible”: Fiction, Philosophy, and Insight
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Fiction can help make students better thinkers about some philosophical issues, but this does not mean it will make them morally better people.
5. Teaching Ethics: Volume > 17 > Issue: 1
Michael Boylan, Using Narrative to Teach Ethics
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This essay seeks to outline a way of understanding literature as philosophy as a justification for using fictive narrative to teach ethics. Some brief theoretical points are set out as well as two classroom examples.
6. Teaching Ethics: Volume > 17 > Issue: 1
Wanda Teays, Show Me a Class That’s Got a Good Movie, Show Me: Teaching Ethics through Film
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In this essay I offer some suggestions for integrating film in an Ethics classes and reaching your goals in terms of learning and student outcomes. You can easily adapt them to other areas of Philosophy— not just Ethics. Starting with Aristotle’s Poetics as a tool for deconstructing movies, I set out five strategies for teaching Ethics through film: start with a film or ethical theory; start with a real-world case or an ethics code; then use any of these four in combination to allow for a more in-depth analysis. Each strategy is discussed with example exercises to illustrate how this approach can create an engaging class while achieving your goals.
book reviews
7. Teaching Ethics: Volume > 17 > Issue: 1
Shaun Miller, Shari Collins, Bertha Alvarez Manninen, Jacqueline M. Gately, and Eric Comerford, Being Ethical: Classic and New Voices on Contemporary Issues
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8. Teaching Ethics: Volume > 17 > Issue: 1
W. Scott Clifton, Christopher W. Morris, ed., Questions of Life and Death: Readings in Practical Ethics
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2015 presidential address
9. Teaching Ethics: Volume > 16 > Issue: 2
Deborah S. Mower, Reflections on . . . The “Borders” of Identity and Intuition
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Because we automatically categorize individuals into members of in- or outgroups based on their perceived similarity to us, our social identity creates limitations and bias in our thinking. I examine the ways in which banal nationalism, cultural identifications, and group membership influence our thinking, the assumptions we hold, and the intuitions we form. If our goal is to engage in ethics without borders—a laudable goal—then we must uncover the ways in which our thinking is limited and consider strategies to escape or transcend such borders in our theoretical work and teaching. I offer two proposals using insights from cross-cultural psychology. First, I propose the acronym of WASPI as a description of the nonreflective assumptions held by many WEIRD university professors. Second, I offer a four-factor model of normative analysis as a concrete tool for our teaching and theoretical work. It is only through such processes of active and critical reflection that our goal of ethics without borders can succeed.
10. Teaching Ethics: Volume > 16 > Issue: 2
Skylar Zilliox, Jessica Smith, Carl Mitcham, Teaching the Ethics of Science and Engineering through Humanities and Social Science: A Case Study of Evolving Student Perceptions of Nanotechnology
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Ethical questions posed by emerging technologies call for greater understanding of their societal, economic, and environmental aspects by policymakers, citizens, and the engineers and applied scientists at the heart of their development and application. This article reports on the efforts of one research project that assessed the growth of critical thinking and awareness of these multiple aspects in undergraduate engineering and applied science students, with specific regard to nanotechnology. Students in two required courses, a first-year writing and engineering ethics course and a second-year social science course, went through nanotechnology modules as a part of their regular coursework. In the first-year humanities course, we observed self-reported increases in risk awareness, significant educational impact of the module, and a greater awareness of nanotechnology’s applications and social context. In the second-year social science course, we noted changes in risk/benefit analysis as well as in the character and depth of students’ historical analysis, but no change in comparative awareness of other topics, including labor issues and corporate motivations.