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Displaying: 1-8 of 8 documents

2017 presidential address
1. Teaching Ethics: Volume > 18 > Issue: 2
Deborah S. Mower Reflections on . . . Leading x Nudging
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I develop a taxonomy of various approaches to leadership which I label the ethical decision-making, managerial obligation, role typology, and creativity conceptions of leadership. Each approach makes distinctive assumptions about the task and educational responsibilities in educating for ethical leadership. Although each of these approaches are extremely valuable, I find them limited in that they all rely on what I call an agentic model. Using the concepts of choice architects and choice architecture from nudge theory, I argue for a new metaphysical model—a systems-design model—that captures the complex and interactive dynamic of a host of metaphysical entities and contextual factors. This new metaphysical model of the context of leadership and the function of leaders within it yields a theory of leadership, which I dub the ethical systems-design conception of leadership.
2. Teaching Ethics: Volume > 18 > Issue: 2
Wade Robison Understanding Cases within Professions
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It seems commonly assumed that presenting data is value-neutral. The data is what it is, and it is for those assessing it to make judgments of value. So a chart of earnings just tells us what a company has earned. The chart does not tell us whether the earnings are a good or bad sign. That valuation is to be made by those looking at the chart and is independent of the chart itself. This view of the relation between presentations of data and value judgments is mistaken. Presentations are value-laden in at least two ways. How we choose to represent data is itself an ethically loaded value-judgment, and, second, presentations cause responses, including value-laden judgments. We shall first look at how hard it can be to get inside a profession to be able to understand the problems those in that profession face so we can represent it properly. We shall then examine a case where a failure to understand the problem led to a mistaken moral judgment that has taken on a life of its own because of the power of how the problem is mistakenly presented.
3. Teaching Ethics: Volume > 18 > Issue: 2
Susan Fredricks Teaching Ethics Through an Interactive Multidiscipline Communication Ethics Development Activity
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The purpose of this paper is to outline an ethics development activity that uses scenarios in university classes to further the knowledge, engagement, and enhancement of the ethical actions of the students. By starting with a brief review of the objective and use of scenarios in ethics research, the paper progresses to explain the activity, debrief the activity, and finally to provide an analysis of the activity with examples. Included in this activity are ways to incorporate a discussion of Kant’s Categorical Imperative Theories, NCA Credo of Ethical Communication (or any professional codes of ethics), and the use of videos for Milgram’s Blind Obedience and Stanford’s Prison studies—thus making this activity useful across all disciplines.
4. Teaching Ethics: Volume > 18 > Issue: 2
John Uglietta Middle Theory in Professional Ethics
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In professional ethics, focus on ethical theory fails to offer practical advice and focus on individual cases fails to develop adequate ethical understanding. There is a wide gap between abstract moral theories and concrete professional cases. To understand professional ethics, we must pay more attention to this gap and the middle level of theory that we find there. This middle theory brings abstract principles closer to practical cases by considering and incorporating the goals, circumstances, customs and other established social practices and compromises of particular professions. Understanding the complex systems of individual professions is quite important morally as such systems can alter our ethical duties dramatically. Therefore, adequate consideration of professional ethics requires a thorough understanding of philosophical ethics and of the nature of the specific profession concerned. However, recognizing the importance of this middle area will require us to reconsider how we teach, and who teaches, professional ethics.
5. Teaching Ethics: Volume > 18 > Issue: 2
Dominic P. Scibilia A Pedagogy of Accompaniment
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Since the 1990s, educators and social commentators have raised alarms regarding the moral character of successive generations of Americans. A consistent concern within those calls for alarm directs attention to teaching ethics in secondary education. A pedagogy of accompaniment recognizes the timeliness (when it is the right instructional time) for objective and subjective approaches to learning social ethics, transcending the either/or of subject-object, content-skill educational conflicts as well as the disordered distractions of a performance-merit based assessment of learning. In secondary education, the praxis of accompaniment through social ethical discernment creates an occasion wherein students hear and take seriously for the first time their moral voices and imagine their social ethical horizons.
book reviews
6. Teaching Ethics: Volume > 18 > Issue: 2
Trevor Hedberg Benjamin Franks, Stuart Hanscomb, and Sean F. Johnston, Environmental Ethics and Behavioural Change
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7. Teaching Ethics: Volume > 18 > Issue: 2
Jim Tantillo Ronald Sandler, Environmental Ethics: Theory in Practice
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8. Teaching Ethics: Volume > 18 > Issue: 2
Seth Villegas Shannon Vallor, Technology and the Virtues: A Philosophical Guide to a Future Worth Wanting
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