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  1. Freire, Educação Libertária e Anarquismo.Nicholas Kluge Corrêa & Carlos Alberto Rojas Carvajal - manuscript
    Para comemorarmos o centenário do patrono da Educação Brasileira, Paulo Reglus Neves Freire, iremos neste breve estudo propor um diálogo entre a pedagogia libertária de Freire e algumas princípios filosóficos que a fundamentam. Inicialmente, investigamos a trajetória histórica do pedagogo nordestino, e os momentos mais marcantes de sua vida cosmopolita. Em segundo, apresentaremos alguns dos principais alicerces de sua metodologia pedagógica, contudo, dada a vasta obra publicada por Freire, qualquer breve revisão será fadada em apenas ser um breve vislumbre da (...)
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  2. University Lecturing as a Technique of Collective Imagination.Lavinia Marin - 2020 - In Naomi Hodgson, Joris Vlieghe & Piotr Zamojski (eds.), Post-critical Perspectives on Higher Education. pp. 73-82.
    Lecturing is the only educational form inherited from the universities of the middle ages that is still in use today. However, it seems that lecturing is under threat, as recent calls to do away with lecturing in favour of more dynamic settings, such as the flipped classroom or pre-recorded talks, have found many adherents. In line with the post-critical approach of this book, this chapter argues that there is something in the university lecture that needs to be affirmed: at its (...)
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  3. Invited Book Review of Stanislas Debaene, The Number Sense: How the Mind Creates Mathematics (New York: Oxford University Press, 1997). [REVIEW]Stephen R. Palmquist - 2012 - Journal of Scientific Exploration 26 (4):928-930.
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  4. ОСМЫСЛЕНИЕ ФЕНОМЕНА ОБРАЗОВАНИЯ В ДИСКУРСЕ ЭКЗИСТЕНЦИАЛЬНОЙ ПЕДАГОГИКИ.Sophia Polyankina & Kristina Drozdova - 2016 - Вестник Ленинградского Государственного Университета Им. А.С. Пушкина 1:204-2012.
    В статье обсуждаются два подхода к пониманию феномена образования: социально-функциональный и личностно-экзистенциальный, выделяются и осмысляются проблемные зоны отечественного среднего общего образования. Акцентируется диалогическая сущность феномена образования: важная роль отводится Другому, в неконкурентном общении с которым раскрывается подлинная экзистенция субъекта образования. Постулируется, что только в целостном познании мира через призму нескольких равноправных картин мира различных областей знания возможно воспитание целостной личности с целостным мировоззрением. Обращение педагогов к личностно-экзистенциальному подходу способно вывести субъектов системы образования из кризиса.
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  5. Tyrannized Childhood of the Liberator-Philosopher: J. S. Mill and Poetry as Second Childhood.Joshua M. Hall - 2015 - In Brock Bahler & David Kennedy (eds.), Philosophy of Childhood Today: Exploring the Boundaries. Lanham, MD 20706, USA: pp. 117-132.
    In this chapter, I will explore the intersection of philosophy and childhood through the intriguing case study of J. S. Mill, who was almost completely denied a childhood—in the nineteenth-century sense of a qualitatively distinct period inclusive of greater play, imaginative freedom, flexibility, and education. For his part, Mill’s lack of such a childhood was the direct result of his father, James Mill (economic theorist and early proponent of Utilitarianism), who in a letter to Jeremy Bentham explicitly formulates a plan (...)
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  6. Filosofia como "Produto" ou como "Processo"?Emanuel Isaque Cordeiro da Silva - manuscript
    FILOSOFIA COMO PRODUTO OU COMO PROCESSO? -/- PHILOSOPHY AS A PRODUCT OR AS A PROCESS? -/- Por: Emanuel Isaque Cordeiro da Silva – IFPE-BJ, CAP-UFPE e UFRPE. E-mails: eisaque335@gmail.com e eics@discente.ifpe.edu.br WhatsApp: (82)9.8143-8399. -/- -/- PREMISSA -/- Nos trabalhos anteriores, na área filosófica, trabalhei a importância da filosofia no ensino médio e a responsabilidade pedagógica do professor. Doravante, compartilho agora da experiência daqueles que já se debruçaram sobre aquelas questões, acrescentando outras indagações: "Que fins pretendo alcançar com meu curso de (...)
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  7. Reflexões sobre a Metodologia do Ensino de Filosofia.Emanuel Isaque Cordeiro da Silva - manuscript
    REFLEXÃO SOBRE A METODOLOGIA DO ENSINO DE FILOSOFIA -/- -/- REFLECTION ON THE METHODOLOGY OF PHILOSOPHY TEACHING -/- -/- Por: Emanuel Isaque Cordeiro da Silva – IFPE-BJ, CAP-UFPE e UFRPE. E-mails: eisaque335@gmail.com e eics@discente.ifpe.edu.br. WhatsApp: (82)9.8143-8399. -/- -/- -/- Etimologicamente, a palavra método é constituída pelos termos gregos metá, "por meio de", e hodós, "caminho". O método é, portanto, um "caminho por meio do qual" chegamos a um fim, atingimos determinado objetivo. -/- Vejamos qual é o desafio para o professor (...)
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  8. O que é a Educação Infantil?Khyara Fantollini dos Santos - manuscript
    Entendemos a Educação Infantil em amplo sentido, isto é, há um leque de conceitos em que pode-se gozar dentro da Pedagogia e as Ciências da Educação, é nessa modalidade de ensino que podem-se englobar todas as esferas educativas vivenciadas pelas crianças de, conforme Lei, 0 à 5 anos de idade, pela família e, também, pelo próprio corpo social, antes mesmo de atingir a idade educativa obrigatória que é, vide Lei, aproximadamente a partir dos 7 anos de idade. A EI também (...)
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  9. Breve Histórico do Ensino de Filosofia no Brasil.Emanuel Isaque Cordeiro da Silva - manuscript
    O ensino de filosofia seguiu uma rota tortuosa desde a colônia até os tempos atuais. O breve histórico desse percurso tem o objetivo de reafirmar a necessidade dessa disciplina no currículo escolar, sobretudo porque sempre há aqueles que a consideram de pouca importância. No entanto, em um mundo cada vez mais pragmático, a formação exclusivamente técnica de nossos jovens dificulta o processo de conscientização crítica, além de desprezar a herança de uma sabedoria milenar. Os primeiros tempos No Brasil, desde o (...)
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  10. O Ensino de Sociologia (Ciências Sociais).Emanuel Isaque Cordeiro da Silva - manuscript
    O ensino da Sociologia no Ensino Médio, ao considerar as indicações dos Parâmetros Curriculares Nacionais (PCN), tem como objetivo introduzir o aluno nos principais saberes referentes às questões conceituais e metodológicas que fundamentam a Sociologia, a Antropologia e a Ciência Política2 O contexto de transformação social inaugurado nos séculos XVIII e XIX e a busca pela compreensão científica deste processo vieram estruturar as grandes questões que permeiam este campo do saber. Os paradigmas fundantes da Sociologia, em seus esforços de interpretar (...)
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  11. Neuroscience of Morality and Teacher Education.Hyemin Han - forthcoming - In Michael A. Peters (ed.), Encyclopedia of Teacher Education. Singapore: Springer.
    Given that teachers become primary fundamental exemplars and models for their students and the students are likely to emulate the presented teachers’ behaviors, it is necessary to consider how to promote teachers’ abilities as potential moral educators during the course of teacher education. To achieve this ultimate aim in teacher education, as argued by moral philosophers, psychologists, and educators, teachers should be able to well understand the mechanisms of moral functioning and how to effectively promote moral development based on evidence. (...)
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  12. Rationalizing Racism: Arizona Representatives Employment of Euphemisms for an Assault on Mexican American Studies.Maryam Miller - 2013 - Dissertation, The University of Arizona
    This study details the political climate and logic priming the termination of Mexican American Studies in elementary and high school programs within the state of Arizona. The author applies conceptual content analysis and intertextuality to decode euphemisms incorporated by opponents of the program. Primary sources by the state’s Attorney General Tom Horne and school board Superintendent of Public Instruction John Huppenthal are examined for rationales used in the elimination of a pedagogically empowering program for Latina/o students within Tucson Unified School (...)
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  13. Epistemologia e Currículo: registro do II Workshop de Filosofia e Ensino da UFRGS.Gisele Dalva Secco, Ronai Pires da Rocha, Daniel Simão Nascimento, Nastassja Pugliese, Frank Thoma Sautter, Marta Vitória de Alencar & Renato Matoso Brandão - 2015 - Porto Alegre, RS, Brasil: Federal University of Rio Grande do Sul.
    O livro reúne textos apresentados no II Workshop de Filosofia e Ensino, realizado na UFRGS em 2015, com a temática "Epistemologia e Currículo" -/- .
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  14. ‘Do Not Block the Way of Inquiry’: Cultivating Collective Doubt Through Sustained Deep Reflective Thinking.Gilbert Burgh, Simone Thornton & Liz Fynes-Clinton - 2018 - In Ellen Duthie, Félix García Moriyón & Rafael Robles Loro (eds.), Parecidos de familia. Propuestas actuales en Filosofía para Niños / Family Resemblances: Current trends in philosophy for children. Madrid, Spain: pp. 47-61.
    We provide a Camusian/Peircean notion of inquiry that emphasises an attitude of fallibilism and sustained epistemic dissonance as a conceptual framework for a theory of classroom practice founded on Deep Reflective Thinking (DTR), in which the cultivation of collective doubt, reflective evaluation and how these relate to the phenomenological aspects of inquiry are central to communities of inquiry. In a study by Fynes-Clinton, preliminary evidence demonstrates that if students engage in DRT, they more frequently experience cognitive dissonance and as a (...)
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  15. Discovery in Science and in Teaching Science.Nahum Kipnis - 2007 - Science & Education 16 (9-10):883-920.
    A proper presentation of scientific discoveries may allow science teachers to eliminate certain myths about the nature of science, which originate from an uncertainty among scholars about what constitutes a discovery. It is shown that a disagreement on this matter originates from a confusion of the act of discovery with response to it. It is suggested to separate these two concepts and also to distinguish the ‘scientific’ response from the ‘social’ one. The analysis is based on historical examples, primarily from (...)
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  16. What Students' Arguments Can Tell Us: Using Argumentation Schemes in Science Education.Fabrizio Macagno & Aikaterini Konstantinidou - 2013 - Argumentation 27 (3):225-243.
    The relationship between teaching and argumentation is becoming a crucial issue in the field of education and, in particular, science education. Teaching has been analyzed as a dialogue aimed at persuading the interlocutors, introducing a conceptual change that needs to be grounded on the audience’s background knowledge. This paper addresses this issue from a perspective of argumentation studies. Our claim is that argumentation schemes, namely abstract patterns of argument, can be an instrument for reconstructing the tacit premises in students’ argumentative (...)
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  17. Becoming Student: Reflections on the Post-Secular Classroom.Ada S. Jaarsma - 2011 - Listening 46 (3):218-39.
    What would it mean to bring post-secular accounts of learning together with existentialist philosophy, especially in the context of Existentialism classrooms? This essay explores the convergence of the post-secular with the existential, laying out several pedagogical examples of how students might "become" existentially more engaged as students and as post-secular actors.
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  18. Indoctrination, Moral Instruction, and Nonrational Beliefs.Michael S. Merry - 2005 - Educational Theory 55 (4):399-420.
    The manner in which individuals hold various nonevidentiary beliefs is critical to making any evaluative claim regarding an individual's autonomy. In this essay, I argue that one may be both justified in holding nonrational beliefs of a nonevidentiary sort while also being capable of leading an autonomous life. I defend the idea that moral instruction, including that which concerns explicitly religious content, may justifiably constitute a set of commitments upon which rationality and autonomy are dependent. I situate this discussion against (...)
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  19. Why Machine-Information Metaphors Are Bad for Science and Science Education.Massimo Pigliucci & Maarten Boudry - 2011 - Science & Education 20 (5-6):471.
    Genes are often described by biologists using metaphors derived from computa- tional science: they are thought of as carriers of information, as being the equivalent of ‘‘blueprints’’ for the construction of organisms. Likewise, cells are often characterized as ‘‘factories’’ and organisms themselves become analogous to machines. Accordingly, when the human genome project was initially announced, the promise was that we would soon know how a human being is made, just as we know how to make airplanes and buildings. Impor- tantly, (...)
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  20. Education and Responsiveness: On the Agency of Intersubjectivity.Brian Bruya - 2007 - In Roger T. Ames & Peter Herschock (eds.), Educations and Their Purposes: A Conversation among Cultures. University of Hawai'i Press.
    In typical monotransitive verbs, such as "to touch," the patient is a passive recipient of action. In this paper, I discuss a special class of monotransitive verbs in which the patient is not, and cannot be, just a passive recipient of action. These verbs, such as "to educate," hinge on intersubjective experience. This intersubjectivity throws a wrench into classical descriptions of grammatical transitivity, transforming the recipient of action from a passive patient receiving the action into an active agent accepting the (...)
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Academic and Teaching Ethics
  1. Retraction of Published Research.David Celiberti & Frank Cicero - 2020 - Science in Autism Treatment 17 (11):1-4.
    retraction NOUN 1. the action of drawing something back or back in. “The pilot retracted the airplane’s landing gear.” 2. a withdrawal of a statement, accusation, or undertaking. “The hospital retracted its job offer after learning that the applicant never graduated medical school.”.
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  2. The Ethics of Intepretation in Political Theory and Intellectual History.Michael L. Frazer - 2019 - The Review of Politics 81 (1):77-99.
    Scholars studying classic political texts face an important decision: Should these texts be read as artifacts of history or as sources for still-valid insights about politics today? Competing historical and “presentist” approaches to political thought do not have a methodological dispute—that is, a disagreement about the most effective scholarly means to an agreed-upon end. They instead have an ethical dispute about the respective value of competing activities that aim at different purposes. This article examines six ethical arguments, drawn primarily from (...)
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  3. Respect for Subjects in the Ethics of Causal and Interpretive Social Explanation.Michael L. Frazer - forthcoming - American Political Science Review.
    Rival causal and interpretive approaches to explaining social phenomena have important ethical differences. While human actions can be explained as a result of causal mechanisms, as a meaningful choice based on reasons, or as some combination of the two, it is morally important that social scientists respect others by recognizing them as persons. Interpretive explanations directly respect their subjects in this way, while purely causal explanations do not. Yet although causal explanations are not themselves expressions of respect, they can be (...)
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  4. Reform Retractions to Make Them More Transparent.Quan-Hoang Vuong - 2020 - Nature 582 (7811):149.
    The scientific community should agree on the essential information to be provided when pulling a paper from the scientific literature. Nature 582, 149 (2020); doi: 10.1038/d41586-020-01694-x.
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  5. Political Activism and Research Ethics.Ben Jones - 2020 - Journal of Applied Philosophy 37 (2):233-248.
    Those who care about and engage in politics frequently fall victim to cognitive bias. Concerns that such bias impacts scholarship recently have prompted debates—notably, in philosophy and psychology—on the proper relationship between research and politics. One proposal emerging from these debates is that researchers studying politics have a professional duty to avoid political activism because it risks biasing their work. While sympathetic to the motivations behind this proposal, I suggest several reasons to reject a blanket duty to avoid activism: (1) (...)
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  6. The Norms of Authorship Credit: Challenging the Definition of Authorship in the European Code of Conduct for Research Integrity.Mohammad Hosseini & Jonathan Lewis - 2020 - Accountability in Research 27 (2):80-98.
    The practice of assigning authorship for a scientific publication tends to raise two normative questions: 1) ‘who should be credited as an author?’; 2) ‘who should not be credited as an author but should still be acknowledged?’. With the publication of the revised version of The European Code of Conduct for Research Integrity (ECCRI), standard answers to these questions have been called into question. This article examines the ways in which the ECCRI approaches these two questions and compares these approaches (...)
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  7. Respect the Author: A Research Ethical Principle for Readers.J. Ahlin Marceta - forthcoming - Journal of Academic Ethics:1-11.
    Much of contemporary research ethics was developed in the latter half of the twentieth century as a response to the unethical treatment of human beings in biomedical research. Research ethical considerations have subsequently been extended to cover topics in the sciences and technology such as data handling, precautionary measures, engineering codes of conduct, and more. However, moral issues in the humanities have gained less attention from research ethicists. This article proposes an ethical principle for reading for research purposes: Respect the (...)
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  8. Etică și integritate academică.Emanuel Socaciu, Constantin Vica, Emilian Mihailov, Toni Gibea, Valentin Muresan & Mihaela Constantinescu - 2018 - Bucharest: Editura Universității din București.
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  9. Bertrand Russell, Andersonian. [REVIEW]D. C. Stove - 1960 - Nation 35:22-23.
    Revealed that Bertrand Russell's Wisdom of the West was most likely actually written by its "editor", Paul Foulkes, in view of the prominence in the text of the ideas of Foulkes' teacher, John Anderson. That suspicion later turned out to be true.
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  10. Inclusive Education and Epistemic Value in the Praxis of Ethical Change.Ignace Haaz - 2019 - In Obiora F. Ike, Justus Mbae & Chidiehere Onyia (eds.), Mainstreaming Ethics in Higher Education Research Ethics in Administration, Finance, Education, Environment and Law Vol. 1. Geneva: Globethics. net. pp. 259-290.
    In many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an analysis of inclusion as the (...)
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  11. Oxymoron: Taking Business Ethics Denial Seriously.Hasko von Kriegstein - 2019 - Journal of Business Ethics Education 16:103-134.
    Business ethics denial refers to one of two claims about moral motivation in a business context: that there is no need for it, or that it is impossible. Neither of these radical claims is endorsed by serious theorists in the academic fields that study business ethics. Nevertheless, public commentators, as well as university students, often make claims that seem to imply that they subscribe to some form of business ethics denial. This paper fills a gap by making explicit both the (...)
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  12. Admiration and Education: What Should We Do with Immoral Intellectuals?Alfred Archer & Benjamin Matheson - 2019 - Ethical Perspectives 26 (1):5-32.
    How should academics respond to the work of immoral intellectuals? This question appears to be one that is of increasing concern in academic circles but has received little attention in the academic literature. In this paper, we will investigate what our response to immoral intellectuals should be. We begin by outlining the cases of three intellectuals who have behaved immorally or at least have been accused of doing so. We then investigate whether it is appropriate to admire an immoral person (...)
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  13. Science Studies in a Liberal Arts Curriculum.Sean F. Johnston & Mhairi Harvey - 2005 - In Carol Hill & Sean F. Johnston (eds.), Below the Belt: The Founding of a Higher Education Institution. Dumfries, UK: pp. 73-86.
    On the differing practices and assumptions in the academic specialisms of environmental studies and STS.
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  14. Isaac Newton Vs. Robert Hooke on the Law of Universal Gravitation.Nicolae Sfetcu - manuscript
    One of the most disputed controversy over the priority of scientific discoveries is that of the law of universal gravitation, between Isaac Newton and Robert Hooke. Hooke accused Newton of plagiarism, of taking over his ideas expressed in previous works. In this paper I try to show, on the basis of previous analysis, that both scientists were wrong: Robert Hooke because his theory was basically only ideas that would never have materialized without Isaac Newton's mathematical support; and the latter was (...)
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  15. Києво-могилянські трактати «Про виникнення і зникнення» у контексті теологічних дискусій XVII — початку XVIIІ століть.Mykola Symchych - 2017 - Kyivan Academy:70-93.
    Стаття присвячена трактатам «Про виникнення і зникнення» викладеними у Києво-Могилянській академії у XVII–XVIIІ ст. як складова філософського курсу. Ці трактати мають історичну і тематичну прив’язку до однойменної книги Аристотеля і зосереджені на обговоренні виникнення, субстанційної і якісної зміни та зникнення. Однак деякі могилянські професори, як Стефан Яворський і Теофан Прокопович, включили сюди і теологічні питання. Яворський обговорює питання про транссубстанціацію св. Євхаристії, намагаючись з’ясувати, як ця субстанційна зміна відбувається і коли вона має місце на Божественній Літургії Східного обряду. Він доводить, (...)
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  16. Should Educators Accommodate Intolerance? Mark Halstead,1 Homosexuality, and the Islamic Case.Michael S. Merry - 2005 - Journal of Moral Education 34 (1):19-36.
    In this article, I will challenge the idea that Islam allows no place for homosexuality, and further explore the educational implications of this.
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  17. Intention Involvement in the Nature of Plagiarism.Hossein Atrak - 2019 - International Journal of Ethics and Society (IJES) 2 (1):1-7.
    Background: This article addressed one of the issues of research ethics that is called the nature of plagiarism coupled with involvement of intention. By definition, plagiarism is the attribution of others’ works to one’s own. This may be done intentionally and/or unintentionally. Some researchers believe that intention is not involved in the nature of plagiarism and an author who forgets to make references to the used sources has committed plagiarism since this forgetfulness has led to the attribution of others’ work (...)
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  18. “Many People Are Saying…”: Applying the Lessons of Naïve Skepticism to the Fight Against Fake News and Other “Total Bullshit”.Jake Wright - 2020 - Postdigital Science and Education 2 (1):113-131.
    ‘Fake news’ has become an increasingly common refrain in public discourse, though the term itself has several uses, at least one of which constitutes Frankfurtian bullshit. After examining what sorts of fake news appeals do and do not count as bullshit, I discuss strategies for overcoming our openness to such bullshit. I do so by drawing a parallel between openness to bullshit and naïve skepticism—one’s willingness to reject the concept of truth on unsupported or ill-considered grounds—and suggest that this parallel (...)
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  19. A Phenomenology of Professional Failure.Ben Sheredos - manuscript
    This is a (likely incomplete) transcendental phenomenology of professional failure. You can read it, if you like. Or don't.
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  20. Tunnel Vision.Lavinia Marin - 2018 - In Laboratory for Society and Education (ed.), Sketching a Place for Education in Times of Learning. Dordrecht: Springer. pp. 91-94.
    When Wittgenstein was young, he wrote a small book intended to solve all of philosophy’s problems with language, called Tractatus Logico-Philosophicus (1922). As an intellectual piece, the Tractatus is a strange beast, written by a student with the voice of a professor. Its process of creation resembles that of a fictional piece: the author is struck by inspiration, labours in solitude, and then translates the vision onto paper. Yet the Tractatus was not meant to be a work of fiction, rather (...)
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  21. Professional Philosophy, “Diversity,” and Racist Exclusion: On Van Norden’s Taking Back Philosophy: A Multicultural Manifesto.Grant Joseph Silva - 2018 - Expositions 2 (12):39-53.
    A critical review essay, this work explains the methodological, material, and ideological reasons for why "diversity" initiatives in philosophy face an up-hill battle.
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  22. “How Did Researchers Get It so Wrong?” The Acute Problem of Plagiarism in Vietnamese Social Sciences and Humanities.Quan-Hoang Vuong - 2018 - European Science Editing 44 (3):56-58.
    This paper presents three cases of research ethics violations in the social sciences and humanities that involved major educational institutions in Vietnam. The violations share two common points: the use of sophistry by the accused perpetrators and their sympathisers, and the relative ease with which they succeeded unpunished. The strategies the violators used to avoid punishment could be summarised as: (i) relying on people not paying enough attention when asked to do something relatively quickly, (ii) asking for the benefit of (...)
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  23. Tell-Tale Signs of Pseudoskepticism (Bogus Skepticism).Marcoen J. T. F. Cabbolet - manuscript
    Pseudoskepticism, which typically is portraying someone's work as despicable with scientifically unsound polemics, is a modern day threat to the traditional standard of discussion in science and popular science. This essay gives seven tell-tale signs by which pseudoskepticism can be recognized.
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  24. In Defense of the Progressive Stack: A Strategy for Prioritizing Marginalized Voices During in-Class Discussion.Jake Wright - 2018 - Teaching Philosophy 41 (4):407-428.
    Progressive stacking is a strategy for prioritizing in-class contributions that allows marginalized students to speak before non-marginalized students. I argue that this strategy is both pedagogically and ethically defensible. Pedagogically, it provides benefits to all students (e.g., expanded in-class discourse) while providing special benefits (e.g., increased self-efficacy) to marginalized students, helping to address historic educational inequalities. Ethically, I argue that neither marginalized nor non-marginalized students are wronged by such a policy. First, I present a strategy for self-disclosure that reduces the (...)
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  25. The Limits of Deontology in Dental Ethics Education.Parker Crutchfield, Lea Brandt & David Fleming - 2016 - International Journal of Ethics Education 1 (2):183-200.
    Most current dental ethics curricula use a deontological approach to biomedical and dental ethics that emphasizes adherence to duties and principles as properties that determine whether an act is ethical. But the actual ethical orientation of students is typically unknown. The purpose of the current study was to determine the ethical orientation of dental students in resolving clinical ethical dilemmas. First-year students from one school were invited to participate in an electronic survey that included eight vignettes featuring ethical conflicts common (...)
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  26. Observed Altruism of Dental Students: An Experiment Using the Ultimatum Game.Parker Crutchfield, Justin Jarvis & Terry Olson - 2017 - Journal of Dental Education 81 (11):1301-1308.
    PURPOSE: The conventional wisdom in dental and medical education is that dental and medical students experience "ethical erosion" over the duration of dental and medical school. There is some evidence for this claim, but in the case of dental education this evidence consists entirely of survey research, which doesn't measure behavior. The purpose of this study was to measure the altruistic behavior of dental students, in order to fill the significant gap in knowledge of how students are disposed to behave, (...)
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  27. Introduction.Filippo Contesi & Enrico Terrone - 2018 - Philosophical Papers 47 (1):1-20.
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  28. Educational Equipoise and the Educational Misconception; Lessons From Bioethics.Gil Hersch - 2018 - Teaching and Learning Inquirey 6 (2):3-15.
    Some advances in bioethics regarding ethical considerations that arise in the context of medical research can also be relevant when thinking about the ethical considerations that arise in the context of SoTL research. In this article, I aim to bring awareness to two potential ethical challenges SoTL researchers might face when playing a dual role of teacher and researcher that are similar to the challenges physicians face in their dual role of physician and researcher. In this article, I argue that (...)
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  29. Why Do We Need to Employ Bayesian Statistics and How Can We Employ It in Studies of Moral Education?: With Practical Guidelines to Use JASP for Educators and Researchers.Hyemin Han - 2018 - Journal of Moral Education 47 (4):519-537.
    ABSTRACTIn this article, we discuss the benefits of Bayesian statistics and how to utilize them in studies of moral education. To demonstrate concrete examples of the applications of Bayesian statistics to studies of moral education, we reanalyzed two data sets previously collected: one small data set collected from a moral educational intervention experiment, and one big data set from a large-scale Defining Issues Test-2 survey. The results suggest that Bayesian analysis of data sets collected from moral educational studies can provide (...)
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  30. Is the Use of Modafinil, a Pharmacological Cognitive Enhancer, Cheating?Sebastian Porsdam Mann, Pablo de Lora Deltoro, Thomas Cochrane & Christine Mitchell - 2018 - Ethics and Education 13 (2):251-267.
    Drugs used to provide improvement of cognitive functioning have been shown to be effective in healthy individuals. It is sometimes assumed that the use of these drugs constitutes cheating in an academic context. We examine whether this assumption is ethically sound. Beyond providing the most up-to-date discussion of modafinil use in an academic context, this contribution includes an overview of the safety of modafinil use in greater depth than previous studies addressing the issue of cheating. Secondly, we emphasize two crucial, (...)
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