Priorities in teaching ethics (original) (raw)
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Theories on Teaching & Training in Ethics
2008
The paper examines the education and training of adults in ethics. It applies to courses at universities and colleges as well as in the work place. The paper explores the evidence on our ability to strengthen moral behaviour through courses on ethics, finds it to be weak, so ...
Ethics education at the university: from teaching an ethics module to education for the good life
ETHICS EDUCATION AT THE UNIVERSITY: FROM TEACHING AN ETHICS MODULE TO EDUCATION FOR THE GOOD LIFE, 2018
INTRODUCTION. Due to professional crises both within and outside the university, ethics education is receiving increasing attention in both academic literature on higher education as well as in discussions in universities themselves. This article describes and evaluates four ways in which ethics could be part of the university curriculum: 1) teaching an academic ethics module, 2) introducing students into professional ethics; 3) promoting academic citizenship; 4) fostering the ability to live a good life. METHOD. The four interpretations of ethics education at the university are subjected to a philosophical analysis. In each case, the intention of the educator is scrutinized by means of a reflection on the interpretation of 'ethics' and 'education'. For this relevant literature is used and philosophical argumentation applied. RESULTS. The results of the description and evaluation of each interpretation of ethics education are presented in each section. It is argued that the most minimal interpretation (teaching an ethics module) is less minimal than suggested yet insufficient. Teaching professional ethics is necessary, but will come to full fruition when students leave the university although their work ethics as students will add to their general professional ethical qualities. Dutch law requires universities to promote academic citizenship and personal development. This requires that students have the opportunity to obtain democratic civic dispositions and that universities provide frameworks with which students can form their conception of the good life. DISCUSSION. In the final section we supplement our conclusion that universities should promote academic citizenship and aim to foster students' ability to live a good life with a sobering note and urgent call: successful pursuit of these aims is only possible in an ethical environment and ethos that are currently lacking in universities. Thus, universities also have to work on their own ethical standards.
REINTERPRETING ETHICS AS PEDAGOGICAL REFERENCE: A META-SYNTHESIS
Ethics as the ‘general inquiry into what is good’ poses some questions concerning what sort of actions can bind humans. What constitutes ‘good’ or what is an unacceptable action in given situation is tantamount in saying that the subject matter of Ethics is essential. Teaching Ethics in College Education as a New General Education Core Course under the New Curriculum explores some of the important theories on the constitution of what is an ethical action, acceptable and binding in all societies which call for impartiality in decision making. In this paper, the authors expose the course description of the new Ethics ‘which deals with principles of ethical behavior in modern society at the level of the person, society, and interaction with the environment and other shared resources (CMO 20 S 2013). The paper is organized according to the three main themes of the reviewed studies: Ontological, Teleological, and Normative background of Ethics, The Ethical Scrutiny, and Moral Pedagogy in Ethics. Keywords: Reason, Will, Impartiality, Virtue Ethics, Ethical principles, Values, Morality, Moral Dilemma
Ethics education: reactions and rejoinders
1999
moral underpinning of a code of ethics should emerge, from that of teachers within a State school system, or a Muslim system. Ultimately, it all depends upon whether or not individual conceptualisations of . morality match the corporate conceptions of morality that characterise the ethical framework within which schooling takes place. It is, 1 believe, true that if teachers are to become teachers of ethics, there is a need for them to be (rather than to adopt the role of) life mentors. I think that it is arguable that teachers need to be either professionals or deliberately 'curriculum practitioners' to do this. They do, however, need to have access to both inservice and time to make sense of the area and to begin to be able to articulate their individual and collective stances in the area. The questions remain: Who will develop a code of conduct based upon ethical principles which is applicable to teachers? How will this make them better able to teach ethics to children? An...
Nature, 1978
It is arguable that the instinct for survival in animal species has evolved due to the evolutionary elimination of those individuals who did not have enough inclination nor desire to cluster in a team. Thus, the roots of ethical conduct in its many facets in today's world, may be sought in this very primeval concern for the society that enabled communities, rather than individuals, to survive in an antagonistic world. It is also arguable that modern society, which has evolved from such humble considerations, has long ago lost the sight of such pragmatic beginnings.
The Evolution of Ethics Education 1980–2015
Springer eBooks, 2018
Ethics education became an integral part of most U.S. institutions of higher education between 1980 and 2015. Growth can be seen in institutional messaging, number of courses in ethics offered throughout the graduate and undergraduate curricula, national recognition of degrees and certificates granted in ethics by the federal National Center for Educational Statistics, creation of campus-wide ethics centers and co-curricular initiatives, and an explosion of peer-reviewed journals in the intersection of disciplinary areas and ethics. Yet, much research is yet to be done. Connections between ethics education and students' civic and moral development remain unclear. The impact of ethics education remains unknown. There is no consensus on what counts as effective ethics education. Student voices are largely absent from discussions on the topic. And conversations relating to curricular and co-curricular ethics education continue to be divorced from analysis of the ethical implications of institutional choices. Keywords Ethics Á Morality Á Values Á Ethics education Á Moral education Higher education Á Moral development Á Institutional ethics Á Education ethics Student ethics Long time observers of U.S. higher education have witnessed a series of shifting trends in mission and purpose. In some periods, the priority is to graduate students with civic responsibility. Then, for a while, it's vocational readiness. Sometimes stimulating students' intellectual and moral development for their own intrinsic good is in the background. Other times this goal is front and center. Priorities shift one to another and back over time. The stated purpose of higher education reflects political and social expectations of the era as well as the character of the institution and the branding by leadership at a particular moment in time. Occasionally, an idea takes hold that creates fundamental change in how higher education is understood, how its purposes are achieved, or in how its achievements
A Proposal for Thinking Strategically About Ethics Education
The Journal of Philosophy, Science & Law, 2014
Training in the responsible conduct of research (RCR) is mandated for select trainees supported by federal funds. RCR Instructors typically address standards and accepted practices for the planning, conduct and reporting of academic research. While this focus may be relevant to future academic scientists, the majority of science graduate students pursue careers in non-academic employment sectors (e.g., government, non-profit, industry). The ethical and regulatory conventions, norms and expectations of the academic setting may not always transfer to other work environments. As such, educators should focus less on answering specific questions about standards and practices in academia, and instead design ethics education to actively engage students in a learning process that prepares them with the skills to identify and navigate ethical dimensions in a wide range of possible science professions. This paper introduces the principles of andragogy and provides recommendations for educators to consider when designing research ethics education for graduate students seeking cross-sector science careers. By applying principles that resonate with adult learning and integrating strategies that promote self-directed and life-long learning (e.g., reflective practice and collaborative projects), professional and research ethics instructional effectiveness may be enhanced.
International Journal of Applied Philosophy, 2013
A common view is that, whether taught in philosophy departments or elsewhere, practical ethics should include some introduction to philosophical ethics. But even an entire course cannot afford much time for this and expect to do justice to ethical concerns in the practical area (for example, business, engineering, or medicine). The concern is that ethical theories would need to be "watered down," or oversimplified. So, we should not expect that this will be in good keeping with either the theories or the practical concerns. In addressing this problem, we turn to philosopher Thomas Reid (1710-1796). He insisted that, because morality is for everyone, one needn't be a philosopher to understand its requirements. Although it can be useful to organize our moral thinking around a few basic principles, a system of morality is more like a system of botany or mineralogy than geometry. Noting this can guide us in constructing effective courses in practical ethics.
Ethics education: global, inspiring and challenging
International Journal of Ethics Education, 2016
You are reading the first issue of a brand-new journal on ethics education. It is the official journal of a recently established professional organization, the International Association for Education in Ethics (IAEE). The journal is unique in three dimensions: it is focused explicitly on ethics education, it has a global scope, and it covers all areas of applied ethics. The aim of the journal is to provide a global platform for exchange of research data, theories, experiences, reports and opinions on ethics education in a broad range of areas of applied ethics. The journal is particularly interested in contributions about teaching programs in developing countries, with detailed information concerning the content of teaching programs, the objectives of the programs, the teaching methods and approaches to evaluate the impact of ethics education. It will also address general issues in regard to ethics education such as policy, implementation, international trends, and philosophy of education. Providing a scholarly mechanism for exchange of experiences the journal aims to contribute to enhancing the quality of ethics education around the world. A special journal for ethics education Interest for ethics education is growing. Over the last decade, an increasing number of scholarly contributions have been published in major areas of ethics education. However, only a few special journals in ethics education exist, so that the majority of publications have appeared in other journals. Two categories of journals are particularly interested in publishing about ethics education. First, education journals, for example Academic Medicine, Medical Education, Journal for Dental Education, BMC Medical Education, The Medical Teacher, Educational Philosophy and Theory) regularly publish articles, notably on bioethics teaching but the scope of these publications is limited to the healthcare professions and is not specifically focused on ethics education. Second, ethics journals (e.g.