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41. Teaching Ethics: Volume > 21 > Issue: 2
Nate Olson, Kallee McCullough Demonstrating Ethical Leadership in a Virtual World: Accessibility, Community, and Identity
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During the COVID-19 pandemic, ethics centers were forced to reimagine program delivery. In a tumultuous time with rampant social isolation, the need for ethics education and dialogue was also critical. The authors, members of the directorship team of the Kegley Institute of Ethics (KIE), discuss how KIE met these challenges through organizing over fifty online events during the pandemic, including webinars, pedagogy workshops, ethics bowls, intercollegiate student conversations, colloquia, film viewings, and podcasts. The article describes both the opportunities and challenges that different types of virtual events present and argues that innovation in online programming can help ethics centers show ethical leadership in their communities. As one example, we discuss how online events can both enhance and hinder accessibility for participants. We also describe how online programming presents both barriers and opportunities for community building and can prompt ethics centers to reflect on their identities and missions.
42. Teaching Ethics: Volume > 21 > Issue: 2
Jonathan Beever Conceptual Stewardship and Ethics Centers: The Case of Integrity
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In this essay I propose that ethics centers should take leadership roles in clarifying uses of normatively thick and complex concepts. Using the concept of integrity as an example, I build a case for increased focus on thick concepts at work in ethics. Integrity is a special case, given its conceptual complexity and the diversity of contexts in which it is utilized. I argue that failure to focus on conceptual clarification leaves the door open to misuse or manipulation of ethical concepts and to contextual siloing, each of which limits the work that ethics and ethics centers can do in support of institutional cultures. Ethics centers stand, or—as I make clear—should stand, as conceptual stewards for articulation of the importance of such concepts in balancing external ethics visibility and personal ethics engagement.
43. Teaching Ethics: Volume > 21 > Issue: 2
Lisa S. Parker Ethics Centers’ Conflicts of Interest and the Failure of Disclosure to Remedy this Endemic Problem
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Individual and institutional conflicts of interest arise with increasing frequency and negative sequelae as universities and their principals, as well as individual faculty members, engage in research (and other activities) with support from profit/not-for-profit entities. This essay examines how institutional and individual conflicts of interest (COI) arise for ethics centers and their faculty/staff, respectively. It defines COI, endorses a reasonable person standard for determining when COI exist, and considers problems that arise when disclosure of COI is embraced as a remedy for them. It argues that transparency and disclosure are generally inadequate measures to address COI, especially those of ethics centers. It concludes by sketching other measures that may be ingredients in attempts to avoid, manage, or mitigate the COI of ethics centers and their faculty/staff.
44. Teaching Ethics: Volume > 21 > Issue: 2
Michael A. DeWilde A Business Ethics Center Rethinks Its Role
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This paper explores some of the reasons why we, as a business ethics center housed at a state university, are transitioning from being a largely neutral platform on business ethics topics to becoming an advocate for specific perspectives. Comprising the topics of interest are issues such as climate change, capitalism, and certain medical and public health controversies. Presented here are four main reasons behind this move: pluralistic arguments, moral “switching,” existential crises, and combating disinformation. Two examples regarding capitalism and vaccine mandates are used to demonstrate advocacy in practice.
45. Teaching Ethics: Volume > 21 > Issue: 2
Michael Burroughs On Ethics Institute Activism
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Social injustice and calls to activism take many forms, whether in environmental, medical, legal, political, or educational realms. In this article, I consider the role of activism in ethics institute initiatives. First, as a case study, I discuss an activist initiative for police reform led, in part, by the Kegley Institute of Ethics at California State University, Bakersfield. Specifically, I outline the formation of the Bakersfield Police Department—Community Collaborative (BPD-CC), created to review regional and national police policy and training recommendations and to solicit and formalize community-sourced recommendations for policing reform and building trust and greater partnership between the BPD and community. Second, I discuss outcomes and implications of this project and consider its significance for understanding activist roles available to the community engaged ethics institute more generally. In this discussion, I explore practical dimensions and ethical implications of activist approaches in the work of an ethics institute.
46. Teaching Ethics: Volume > 3 > Issue: 1
Brad Kallenberg Professional or Practitioner?: What’s Missing from the Codes
47. Teaching Ethics: Volume > 3 > Issue: 1
Elizabeth A. Oljar The Value of Case Law in Teaching Philosophical Ethics
48. Teaching Ethics: Volume > 3 > Issue: 1
Frank Guliuzza III Showdown on Main Street: Salt Lake City, The Mormon Church, and Freedom of Expression
49. Teaching Ethics: Volume > 3 > Issue: 1
David R. Keller The Perils of Communitarianism for Teaching Ethics Across the Curriculum
50. Teaching Ethics: Volume > 3 > Issue: 1
Beth A. Dixon Narrative Cases
51. Teaching Ethics: Volume > 3 > Issue: 1
Robert F. Card Using Case Studies to Develop Critical Thinking Skills in Ethics Courses
52. Teaching Ethics: Volume > 3 > Issue: 1
Tom Goldsmith Main Street Plaza: An Ethical Perspective
53. Teaching Ethics: Volume > 3 > Issue: 1
John E. Fee Main Street Plaza: An Opportunity to Rebuild
54. Teaching Ethics: Volume > 3 > Issue: 1
Dale K. Bills The Main Street Plaza: An LDS Response
55. Teaching Ethics: Volume > 3 > Issue: 1
Ross C. “Rocky” Anderson Meeting the Challenges of the Main Street Plaza Controversy
56. Teaching Ethics: Volume > 3 > Issue: 2
Kim Skoog U.S. Nuclear Testing on the Marshall Islands: 1946 to 1958
57. Teaching Ethics: Volume > 3 > Issue: 2
Bill Rhodes Ethics Across the Curriculum and the Nature of Morality: Some Fundamental Propositions
58. Teaching Ethics: Volume > 3 > Issue: 2
Robert D. Newton, Jr. Academic Advocacy: Appeals and Abuses
59. Teaching Ethics: Volume > 3 > Issue: 2
Stephen Satris “For the Good of Mankind”
60. Teaching Ethics: Volume > 3 > Issue: 2
Richard H.J. Wyttenbach-Santos Nuclear Testing on the Marshall Islands: A Necessity for the U.S. National Security