Disparate attempts exist to identify the key components that make an ethics pedagogy more effective and efficient. To integrate these attempts, a review of 408 articles published in leading journals is conducted. The key foci of extant literature are categorized into three domains labeled as approach, content, and delivery, and a comprehensive framework for ethics pedagogy developed. Within each of these domains, binaries that reflect two alternatives are identified. Approach, the philosophical standpoint, can be theory-laden or real-world connected. Content, the (...) constituencies addressed, can have a focus on breadth or depth. Delivery, the execution of the adopted pedagogy, can be traditional or innovative. The review of articles also identifies the lack of pedagogies that comprehensively focus on all the binaries across domains. The other substantive contribution of this article addresses this gap by developing a generic pedagogy—Integrative Live Case—based on the ACD framework. Based on an incident that is currently unfolding, this pedagogy allows integration of binaries across the three domains. It also allows for a modular course plan that can accommodate varied pedagogical preferences. Volkswagen Dieselgate is presented as a stylized example to showcase the significant advantages of using this pedagogy. (shrink)

Tentative conclusions from this study of readers' responses to a series of "You Be The Editor" features suggest that divergences in ethical attitudes and values may be due to differences in moral sensitivity and motivation, as outlined in James R. Rest's "Four Component Model." In the majority of cases in which editors and readers were on opposing sides, many readers seemed unaware of the professional and institutional considerations that motivated the editors. The editors, on the other hand, were much less (...) disposed than readers to be guided by their human sympathies and sensitivities. (shrink)