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Teaching Ethics:
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Issue: 1
Martin G. Leever
Teaching Professional Ethics:
Fostering Some Overlooked Skills
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Teaching Ethics:
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Edward J. Soule
Monsanto and Intellectual Property Rights
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Teaching Ethics:
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Issue: 1
Michael E. Gorman,
Jeanette Simmonds,
Caetie Ofiesh,
Rob Smith,
Patricia H. Werhane
Monsanto and Intellectual Property
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Teaching Ethics:
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Issue: 1
Santiago Sia
Teaching Ethics in a Core Curriculum:
Some Observations
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Teaching Ethics:
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Issue: 1
Lisa H. Newton
Outcomes Assessment of an Ethics Program:
Purposes and Challenges
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Teaching Ethics:
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Diane Jeske,
Richard Fumerton
The Monsanto Decision
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Teaching Ethics:
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David T. Ozar
Learning Outcomes for Ethics Across the Curriculum Programs
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Teaching Ethics:
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Issue: 1
E. Charles Brummer
Response to Monsanto and Intellectual Property
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Teaching Ethics:
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Issue: 1
Mark J. Hanson
Monsanto and Intellectual Property:
A Case Commentary
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Teaching Ethics:
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Issue: 2
Bernard Henderson
A Reminder on Recognizing Ethical Problems are Practical:
Distinctions in Teaching Theory and Practice
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Teaching Ethics:
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Issue: 2
Stephen Scales
Value-Ladenness, Theoretical Virtues, and Moral Wisdom
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Teaching Ethics:
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Issue: 2
Todd May
Heritage and Hate
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Teaching Ethics:
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Issue: 2
Sue Martinelli-Fernandez
Kant, Lies, and Business Ethics
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Teaching Ethics:
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Issue: 2
Stephan Millett
Teaching Ethics (and Metaphysics) in an Age of Rapid Technological Convergence
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Teaching Ethics:
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Issue: 2
Richard Momeyer
Compromise and Symbols of Racism
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Teaching Ethics:
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Issue: 2
Lisa Newton
Our Flag is Still There:
Commentary on the Case Study: The South Carolina State House
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Teaching Ethics:
Volume >
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Issue: 2
Richard Nunan
The Confederate Battle Flag and the Orange Order
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Teaching Ethics:
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Issue: 2
Stephen Satris
The South Carolina State House and the Confederate Flag
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Teaching Ethics:
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Issue: 2
Scott R. Stroud
Defending Kant’s Ethics in Light of the Modern Business Organization
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Teaching Ethics:
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Issue: 1/2
Robert Kirkman
Getting a Feel for Systems:
Designing a Problem-Based Course in Environmental Ethics
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In response to the challenges of teaching a course in environmental ethics to engineering majors at a technological university, I have developed an approach that emphasizes the role of moral imagination in conjunction with systems imagination in responding to problems that arise in shared environments. The course is set out on a model of problem-based learning, conceived as a cognitive apprenticeship: by working together to understand and consider responses to problems that are of interest to them, with guidance and tools provided by the instructor, students develop their capacity to notice, respond to and think about systems and values with greater sophistication. After setting out the rationale and the design of the course, I note the challenge that remains: developing a systematic assessment of the course, which would involve detecting and tracking subtle changes in student cognition.
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