The notion of a community of inquiry has been treated by many of its proponents as being an exemplar of democracy in action. We argue that the assumptions underlying this view present some practical and theoretical difficulties, particularly in relation to distribution of power among the members of a community of inquiry. We identify two presuppositions in relation to distribution of power that require attention in developing an educational model that is committed to deliberative democracy: (1) openness to inquiry and (...) readiness to reason, and (2) mutual respect of students and teachers towards one another. Our contention is that these presuppositions, presented as preconditions necessary to the creation of a community of inquiry, are not without ideological commitments and dependent upon the ability of participants to share power. Using group dynamic theories and the ideas of Hannah Arendt, we argue that behaviours commonly interpreted as obstacles to dialogue or reflective inquiry could provide opportunities for growth. (shrink)

This study focuses on the differences in the perception of business ethics across two groups of management students from France and Romania (n = 220). Data was collected via the ATBEQ to measure preferences for three business philosophies: Machiavellianism, Social Darwinism, and Moral Objectivism. The results show that Romanian students present more favorable attitudes toward Machiavellianism than French students; whereas, French students valued Social Darwinism and Moral Objectivism more highly. For Machiavellianism and Moral Objectivism the results are consistent with (...) the literature and our hypotheses. However, contrary to our expectations, we find that Social Darwinism is more important in France than Romania. The results indicate that religious practice does not influence preferences for the three business philosophies. In terms of gender differences, women have less favorable attitudes toward Machiavellianism and more favorable attitudes toward Moral Objectivism than men. (shrink)

Do university ethics classes influence students’ real-world moral choices? We aimed to conduct the first controlled study of the effects of ordinary philosophical ethics classes on real-world moral choices, using non-self-report, non-laboratory behavior as the dependent measure. We assigned 1332 students in four large philosophy classes to either an experimental group on the ethics of eating meat or a control group on the ethics of charitable giving. Students in each group read a philosophy article on their (...) assigned topic and optionally viewed a related video, then met with teaching assistants for 50-minute group discussion sections. They expressed their opinions about meat ethics and charitable giving in a follow-up questionnaire (1032 respondents after exclusions). We obtained 13,642 food purchase receipts from campus restaurants for 495 of the students, before and after the intervention. Purchase of meat products declined in the experimental group (52% of purchases of at least $4.99 contained meat before the intervention, compared to 45% after) but remained the same in the control group (52% both before and after). Ethical opinion also differed, with 43% of students in the experimental group agreeing that eating the meat of factory farmed animals is unethical compared to 29% in the control group. We also attempted to measure food choice using vouchers, but voucher redemption rates were low and no effect was statistically detectable. It remains unclear what aspect of instruction influenced behavior. (shrink)

This study focuses on the differences in the perception of business ethics across two groups of management students from France and Romania (n = 220). Data was collected via the ATBEQ to measure preferences for three business philosophies: Machiavellianism, Social Darwinism, and Moral Objectivism. The results show that Romanian students present more favorable attitudes toward Machiavellianism than French students; whereas, French students valued Social Darwinism and Moral Objectivism more highly. For Machiavellianism and Moral Objectivism the results are consistent with (...) the literature and our hypotheses. However, contrary to our expectations, we find that Social Darwinism is more important in France than Romania. The results indicate that religious practice does not influence preferences for the three business philosophies. In terms of gender differences, women have less favorable attitudes toward Machiavellianism and more favorable attitudes toward Moral Objectivism than men. (shrink)

Software piracy is older than the PC and has been the subject of several studies, which have found it to be a widespread phenomenon in general, and among university students in particular. An earlier study by Cohen and Cornwell from a decade ago is replicated, adding questions about downloading music from the Internet. The survey includes responses from 224 students in entry-level courses at two schools, a nondenominational suburban university and a Catholic urban college with similar student profiles. The (...) study found that there has been few if any changes in student opinions regarding the unauthorized duplication of copy- righted materials. Students generally felt that copying commercial software and downloading music from the Internet was acceptable and found that there was no significant correlation between student attitudes and their school’s religious affiliation or lack thereof. Additionally, the study found that a small but significant percentage of respondents considered the other questionable behaviors as ethically acceptable. Finally, the reasons for these attitudes are discussed as well as what colleges can do to correct the situation. (shrink)

In recent years, educational institutions have started using the tools of commercial data analytics in higher education. By gathering information about students as they navigate campus information systems, learning analytics “uses analytic techniques to help target instructional, curricular, and support resources” to examine student learning behaviors and change students’ learning environments. As a result, the information educators and educational institutions have at their disposal is no longer demarcated by course content and assessments, and old boundaries between information used for (...) assessment and information about how students live and work are blurring. Our goal in this paper is to provide a systematic discussion of the ways in which privacy and learning analytics conflict and to provide a framework for understanding those conflicts. -/- We argue that there are five crucial issues about student privacy that we must address in order to ensure that whatever the laudable goals and gains of learning analytics, they are commensurate with respecting students’ privacy and associated rights, including (but not limited to) autonomy interests. First, we argue that we must distinguish among different entities with respect to whom students have, or lack, privacy. Second, we argue that we need clear criteria for what information may justifiably be collected in the name of learning analytics. Third, we need to address whether purported consequences of learning analytics (e.g., better learning outcomes) are justified and what the distributions of those consequences are. Fourth, we argue that regardless of how robust the benefits of learning analytics turn out to be, students have important autonomy interests in how information about them is collected. Finally, we argue that it is an open question whether the goods that justify higher education are advanced by learning analytics, or whether collection of information actually runs counter to those goods. (shrink)

The authors of the contribution closely follow the published results of their sociological research regarding views of Slovak teachers at primary and secondary schools in the area of relationships with students, parents, colleagues and superiors (Gluchman, & Gluchmanová, 2016). The present contribution analyses views of students at the second level of primary school and at secondary schools by means of evaluating their relationship to teachers, as well as relationships between parents and teachers while students’ views regarding the presence of violence (...) and bullying at school are also addressed. The research results indicate that almost a third of students do not perceive their teachers as ethical models of behaviour and actions; moreover, they have also witnessed instances of corrupt behaviour on the part of teachers. On the other hand, almost two thirds of students appreciate that teachers, when addressing problems at school, proceed in accordance with ethical principles and norms. Unlike teachers, students do not believe serious problems are present when it comes to the behaviour of parents toward teachers. They, however, believe the behaviour of students towards teachers is a more problematic area. (shrink)

Friendship between professors and students have the potential for hurting those involved and can be hurtful to the larger society in which they occur. This paper examines what sort of boundary lines can be drawn for appropriate faculty-student relationships by considering three arguments against faculty-student friendships. After rejecting these arguments on the grounds that they rely upon a flawed conceptualization of friendship, the paper, drawing on William Rawlins’s theory of friendship, argues that faculty-student relationships are neither desirable (...) nor undesirable per se. However, if such relationships do arise, it is possible that they can be conducted in an ethically responsible and professionally appropriate way. (shrink)

Background: Community-based education (CBE) involves educating the head (cognitive), heart (affective), and the hand (practical) by utilizing tools that enable us to broaden and interrogate our value systems. This article reports on the use of virtue ethics (VE) theory for understanding the principles that create, maintain and sustain a socially accountable community placement programme for undergraduate medical students. Our research questions driving this secondary analysis were; what are the goods which are internal to the successful practice of CBE in (...) medicine, and what are the virtues that are likely to promote and sustain them? -/- Methods: We conducted a secondary theoretically informed thematic analysis of the primary data based on MacIntyre’s virtue ethics theory as the conceptual framework. -/- Results: Virtue ethics is an ethical approach that emphasizes the role of character and virtue in shaping moral behavior; when individuals engage in practices (such as CBE), goods internal to those practices (such as a collaborative attitude) strengthen the practices themselves, but also augment those individuals’ virtues, and that of their community (such as empathy). We identified several goods that are internal to the practice of CBE and accompanying virtues as important for the development, implementation and sustainability of a socially accountable community placement programme. A service-oriented mind-set, a deep understanding of community needs, a transformed mind, and a collaborative approach emerged as goods internal to the practice of a socially accountable CBE. The virtues needed to sustain the identified internal goods included empathy and compassion, connectedness, accountability, engagement [sustained relationship], cooperation, perseverance, and willingness to be an agent of change. -/- Conclusion: This study found that MacIntyre’s virtue ethics theory provided a useful theoretical lens for understanding the principles that create, maintain and sustain CBE practice. (shrink)

This paper discusses the rationale for, and efforts to quantify the success of, philosophy outreach efforts at the University of North Carolina at Chapel Hill, with a focus on the National High School Ethics Bowl (NHSEB). We explore the program's democratic foundations and its potential to promote civic and intellectual virtues. After describing pioneering efforts to empirically access the impact of NHSEB, we offer recommendations to empower publicly and empirically-engaged philosophers to conduct further studies in the future.

This paper investigates the differences in perceptions between business students and service-sector managers regarding the role that ethics and social responsibility serve in determining organizational effectiveness. An organizational effectiveness instrument containing business ethics and social responsibility items served as a questionnaire for a sample of 151 senior business undergraduates and 53 service-sector managers. The results indicated that while students acting as managers rate some social responsibility issues as more important than do managers, they also rate ethical conduct and (...) a few dimensions of social responsibility lower than do managers. The findings have direct implications for both business practitioners and educators. (shrink)

The guiding premise of this chapter is that we, as teachers in higher education, must consider how the content and form of our teaching can foster inclusivity through a responsiveness to neurodiverse learning styles. A narrow pedagogical focus on lectures, textual engagement, and essay-writing threatens to exclude neurodivergent students whose ways of learning and making sense of the world may not be best supported through these traditional forms of pedagogy. As we discuss in this chapter, we, as engineering ethics (...) educators, designed and implemented a new engineering ethics exercise with which we aimed to promote inclusivity at the levels of form and content. At the content level, students were invited to critically engage with inclusivity-undermining ableist assumptions in technology development. This took shape, at the form level, through a hands-on ‘material tinkering’ workshop in which students collaboratively and creatively altered (or ‘hacked’) artifacts used in contexts of disability and healthcare, so as to operationalize values of inclusivity and accessibility. Our hunch was that this hands-on tinkering workshop would simultaneously encourage a meaningful way of engagement with these ethical issues and values, while also enacting a more inclusive learning environment by enriching the range of pedagogical activities and learning formats available to our students.As we aim to show in this chapter, we believe this hunch largely panned out – though there are clear areas for future improvement pertaining to the pilot exercise itself and the research we conducted on the exercise. We begin by offering a description of our tinkering exercise. We discuss the exercise’s source of inspiration (Sect. 16.2.1) and its implementation (Sect. 16.2.2), which is visually captured via photographic documentation. We then discuss (Sect. 16.3) how we utilized a triangulated research method to assess the pedagogical value of the exercise. After we discuss our findings, we conclude by identifying areas for future improvement (Sect. 16.4). (shrink)

The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and (...) the profession) through discussion and analysis of real-life moral dilemmas that educational leaders face in their schools and communities. Second, it addresses some of the practical, pedagogical, and curricular issues related to the teaching of ethics for educational leaders. Third, it emphasizes the importance of ethics instruction from a variety of theoretical approaches. Finally, it provides a process that instructors might follow to develop their own ethics unit or course. * Part I provides an overview of why ethics is so important, especially for today's educational leaders, and describes a multiparadigm approach essential to practitioners as they grapple with ethical dilemmas. * Part II deals with the dilemmas themselves. Ethical dilemmas written by the authors' graduate students bring readers face-to-face with the kinds of dilemmas faced by practicing administrators in urban, suburban, and rural settings in an era full of complexities and contradictions. * Part III focuses on pedagogy and provides teaching notes for the instructor. The authors discuss the importance of self-reflection on the part of both instructors and students, and model how they thought through their own personal and professional ethical codes as well as reflected upon the critical incidents in their lives that shaped their teaching and frequently determined what they privileged in class. (shrink)

The study aimed to determine if differentiated instruction effectively addresses learning gaps in mathematics. In particular, it explored how it can improve the student’s learning gaps concerning mathematical performance and confidence. The study employed a quasi-experimental design with 30 purposively-selected Grade 10 participants divided into differentiated (n = 15) and control groups (n = 15), ensuring the utmost ethical measures. The mean and standard deviation were used to describe the participants’ performance and confidence. Independent samples t-tests were used to (...) determine the significant differences in the performance and confidence between the two groups. In contrast, dependent samples t-tests were used to determine the significant differences in each group’s pre and posttest performance and confidence. Findings bared that the differentiated instruction successfully addressed students’ performance in mathematics even in a short period. It also increased the participants’ confidence when answering fundamental problems. Continuing differentiated instruction activities are recommended since it benefits students who struggle in mathematics, particularly in answering fundamental operations. Differentiated teaching activities in mathematics can boost academic achievement and engagement and prepare students for future success while fostering a positive and inclusive classroom culture that values individual learning needs and preferences. (shrink)

This chapter asks two questions about the ethics of expectations: one about the nature of expectations, and one about the wrongs of expectations. On the first question, expectations involve a rich constellation of attitudes ranging from beliefs to also include imaginings, hopes, fears, and dreams. As a result, sometimes expectations act like predictions, like your expectation of rain tomorrow, sometimes prescriptions, like the expectation that your students will do the reading, sometimes like proleptic reasons like the hope that your (...) mentee will flourish, and sometimes expectations are peremptory in that they carry the force of moral law. Turning to the second question, given the multiple roles played by expectations it shouldn’t be surprising that there are also multiple ways expectations can be wrong to hold. Sometimes they wrong as beliefs do, e.g., doxastic wronging, and sometimes they result in alienation because of who holds that expectation of us. The upshot of this chapter is that getting clear on these potential ways expectations can wrong not only delivers an ethics of expectations that mirrors familiar discussions of the ethics of belief, but an ethics of expectations further opens the door for taking seriously an ethics of mental attitudes more generally. (shrink)

This study was conducted by an academic research team at PRINCESS NOURAH BINT ABDULRAHMAN UNIVERSITY with the purpose of promoting the levels of healthy, value and ethical awareness among the students to limit the effects of covid-19. The study applied the descriptive, analytic survey approach to document the conceptions 0f the public education instructors throughout KSA concerning their role in raising the cognitive aspects and healthy and ethical skills for encountering coronavirus pandemic (COVID-19). The study population included all the instructors (...) of public education (male & female) in all the Kingdom governorates with its both public and private sectors amounting (525,610) instructors as per the MINISTRY OF EDUCAYION statistics for the school year (1441 H ) . The sample contained 357 instructors (male& female). For this purpose, the researchers designed a questionnaire. The study concluded that there is a high level of conceptions of the instructors about their cognitive skills, healthy and ethical responsibility for providing awareness about coronavirus pandemic (COVID-19) . The study proposes some supporting and effective strategies to achieve such online learning under this pandemic. (shrink)

This article explores ideas of a student-centred curriculum through an oral history project undertaken with minoritised students on an undergraduate health ethics module at a UK HEI. It analyses oral history interviews about student expereinces, reflects on the co-creation of knowledge via collective praxis, and re-thinks what it is to 'centre' students in a socially just classroom, institution, and wider HE sector. Furthermore, it discusses conceptualisations of trustful and dialogic classroom conditions and considers issues of intersectionality, decolonising, (...) resisting the 'mythical norm' and addressing epistemic injustice in HE. (shrink)

During their educational life, medical students encounter several challenges, the origins and causes of which vary. This paper explores and attempts to scrutinize two of these challenges, before eventually introducing the concept of responsibility. First, this paper describes the general characteristics of medical schools, medical students, and medical education. Second, two different ethical challenges that medical students confront are then delineated: the anxiety of continuously questioning ‘while being trained, do I cause patients to receive suboptimal health care?’ and occasionally feeling (...) obligated, consequently, to breach the ethical boundaries to practice procedures on patients. Finally, the faculty of responsibility and its components are introduced and discussed as a model that can overcome these ethical challenges. (shrink)

Despite widespread agreement that privacy in the context of education is important, it can be difficult to pin down precisely why and to what extent it is important, and it is challenging to determine how privacy is related to other important values. But that task is crucial. Absent a clear sense of what privacy is, it will be difficult to understand the scope of privacy protections in codes of ethics. Moreover, privacy will inevitably conflict with other values, and understanding (...) the values that underwrite privacy protections is crucial for addressing conflicts between privacy and institutional efficiency, advising efficacy, vendor benefits, and student autonomy. -/- My task in this paper is to seek a better understanding of the concept of privacy in institutional research, canvas a number of important moral values underlying privacy generally (including several that are explicit in the AIR Statement), and examine how those moral values should bear upon institutional research by considering several recent cases. (shrink)

A clear and provocative introduction to the ethics of COVID-19, suitable for university-level students, academics, and policymakers, as well as the general reader. It is also an original contribution to the emerging literature on this important topic. The author has made it available Open Access, so that it can be downloaded and read for free by all those who are interested in these issues. Key features include: -/- A neat organisation of the ethical issues raised by the pandemic. An (...) exploration of the many complex interconnections between these issues. A succinct case for a continued lockdown until we develop a vaccine. An original account of the Deep Moral Problem of the Pandemic, and a Revolutionary Argument for how we should change society post-pandemic. References to, and engagement with, many of the best writings on the pandemic so far (both in popular media and academic journals). -/- ISBN: 978-0-6489016-0-0. (shrink)

This book examines the role of military virtues in today's armed forces. -/- Although long-established military virtues, such as honor, courage and loyalty, are what most armed forces today still use as guiding principles in an effort to enhance the moral behavior of soldiers, much depends on whether the military virtues adhered to by these militaries suit a particular mission or military operation. Clearly, the beneficiaries of these military virtues are the soldiers themselves, fellow-soldiers, and military organizations, yet there is (...) little that regulates the behavior of soldiers towards civilian populations. As a result, troops trained for combat in today's missions sometimes experience difficulty in adjusting to the less aggressive ways of working needed to win the hearts and minds of local populations after major combat is over. It can be argued that today's missions call for virtues that are more inclusive than the traditional ones, which are mainly about enhancing military effectiveness, but a convincing case can be made that a lot can already be won by interpreting these traditional virtues in different ways. -/- This volume offers an integrated approach to the main traditional virtues, exploring their possible relevance and proposing new ways of interpretation that are more in line with the military tasks of the 21st century. -/- The book will be of much interest to students of military ethics, philosophy, and war and conflict in general. (shrink)

Introduction to Engineering Ethics provides the background for discussion of the basic issues in engineering ethics. Emphasis is given to the moral problems engineers face in the corporate setting. It places those issues within a philosophical framework, and it seems to exhibit both their social importance and their intellectual challenge. The primary goal is to stimulate critical and responsible reflection on moral issues surrounding engineering practice and to provide the conceptual tools necessary for pursuing those issues. As per (...) new ABET 2000 guidelines, more and more introductory engineering courses cover engineering ethics as part of their instruction. Students preparing to function within the engineering profession need to be introduced to the basic issues in engineering ethics. This book places those issues within a wider philosophical framework than has been customary in the past and aims to stimulate critical and responsible reflection on the moral issues surrounding engineering practice and to provide the conceptual tools necessary for pursuing those issues. (shrink)

Today, the Internet is a rich source of study materials, and Google Scholar offers free access to a large number of scientific articles. There are excellent research publications available in many more databases. Students have the option of easily copying the material. Reusing, paraphrasing, patchwriting, and ghostwriting without citing the original documents are plagiarism. Plagiarism is increasing in academics, particularly in research. This study aims to study the awareness of plagiarism and to analyze the reasons for plagiarism. The study samples (...) are the student teachers in India. For this study, we used a survey method, and the author prepared a questionnaire to collect data from the student teachers. Study respondents are the student teachers of the Regional Institute of Education Mysore; Purposive sampling was used to select samples. The total number of study respondents is 207. The findings of the study revealed that over 70 per cent of respondents mentioned reasons for plagiarism as lack of relevant literature studying, lack of preparation and time, difficulty checking every piece of work, do not know the manual citation style, lack of knowledge about bibliographic management software and also they stated that getting easily available materials on the internet is also a reason for plagiarism. The study recommends that teachers teach or conduct awareness programs on plagiarism, avoiding plagiarism, citation style, and software. (shrink)

Many students at the secondary and even tertiary levels of education in Nigeria still perform lamentably poor in English both in examinations and even in daily usage. This has queried the quality of teachers of English and their teaching. Many teachers of English have the requisite qualifications and, possibly, experience to teach English in public schools, at least. However, students still perform poorly in English. Therefore, there is a need to examine other qualities, which teachers are expected to have from (...) the perspective of teacher educators, and post-secondary school students. Using the survey research design, data were collected through a semi-structured questionnaire. The participants were 33 purposively selected secondary school graduates and 24 College of Education lecturers. The lecturers were participants at a UNICEF-sponsored workshop for teacher trainers in Nigeria. They were from five states in South-Western Nigeria. A thematic analysis and frequency counts showed that the most frequent qualities participants expected of teachers of English Language were professional and pedagogical skills, relational skills, communication skills and ethical behaviour. (shrink)

This is a mini-research regarding the use of mobile phones at ACTS Academy.

However, people might wonder, did all Chinese students engage in school learning before the creation of electronic games? The answer is definitely no, and apart from gaming, students back in the day would skip classes to attend other activities perceived as “irrelevant” to school learning.

This essay develops a new conceptual framework of science and engineering ethics education based on virtue ethics and positive psychology. Virtue ethicists and positive psychologists have argued that current rule-based moral philosophy, psychology, and education cannot effectively promote students’ moral motivation for actual moral behavior and may even lead to negative outcomes, such as moral schizophrenia. They have suggested that their own theoretical framework of virtue ethics and positive psychology can contribute to the effective promotion of motivation (...) for self-improvement by connecting the notion of morality and eudaimonic happiness. Thus this essay attempts to apply virtue ethics and positive psychology to science and engineering ethics education and to develop a new conceptual framework for more effective education. In addition to the conceptual-level work, this essay suggests two possible educational methods: moral modeling and involvement in actual moral activity in science and engineering ethics classes, based on the conceptual framework. (shrink)

How do we prepare engineering students to make ethical and responsible decisions in their professional work? This paper presents an approach that enhances engineering students’ engagement with ethical reasoning by simulating decision-making in a complex scenario. The approach has two principal inspirations. The first is Anthony Weston’s scenario-based teaching. Weston’s concept of a scenario is a situation that changes in response to choices made by participants, according to an inner logic. Scenarios can dynamically explore open-ended complex problems without imposing predetermined (...) results, allowing students to apply their ethical reasoning in a more realistic fashion. The second inspiration is Thi Nguyen’s theory of games. According to Nguyen, games are the “art of agency,” meaning that they provide a structure under which some result is agreed to be valuable, along with prescribed ways of achieving that result, in a relatively low-stakes and temporary social arrangement. By playing many games, Nguyen argues, we can develop a “library of agency,” that is to say, a set of values and means to achieving them that can inform how we make high-stakes decisions in real life. Engaging with carefully designed game scenarios, then, can enable students to practice making ethical decisions within a structured framework, which unfolds in response to their choices, while their decisions are driven by some defined goal. This roleplaying game–based approach thus allows students to build their own ethical libraries of agency, in preparation for professional decision-making. The approach is illustrated using a specific example recently deployed in a seminar on engineered living materials (building materials that incorporate living tissues). The scenario uses techniques from tabletop roleplaying games (e.g. Dungeons & Dragons) for outcome resolution, adventure design, and character creation. Through the game, students practice making difficult decisions in a humanitarian context. (shrink)

This short article provides an overview of "care ethics" for students who are new to moral theory.

Ethics education in post-graduate philosophy departments and professional schools involves disciplinary knowledge and textual analysis but is mostly unconcerned with the ethical lives of students. Ethics or values education below college aims at shaping students’ ethical beliefs and conduct but lacks philosophical depth and methods of value inquiry. The «values transmission» approach to values education does not provide the opportunity for students to express doubt or criticism of the proffered values, or to practice ethical inquiry. The «inquiry» approach (...) to values education recognizes the need and the capacity of young people to grapple with moral ambiguity and pluralism, to confront their own moral doubts, to criticize conventional norms and to engage in ethical inquiry. Values clarification, critical thinking and Philosophy for Children are inquiry approaches to values education, with important differences. Five wisdom practices common among early Greek and Roman philosophical schools should inform ethics education at all levels. First, philosophy was understood as the disciplined study and practice of living well. Second, knowledge and discursive thinking played a limited role in relation to the life worth living. Third, these schools taught certain contemplative or «spiritual» exercises, including meditation, examination of one’s conscience, fraternal correction, contemplation of the cosmos, practicing present-moment awareness and reflection on death. Fourth, many of these schools established philosophical communities that practiced collaborative research, dialogue, mutual correction, and the cultivation of philosophical friendship. Fifth, the primary aim of intellectual and contemplative practices in these schools was self-transformation, from states of confusion, restlessness, egotism, and craving, to states of temperance, compassion, and tranquility. (shrink)

Universities seeking to provide modern education face a constant need to update their courses. This study was conducted to collect and analyze empirical data to help philosophy course designers consider the views of Ukrainian students about effective ways to learn this subject. A survey was conducted among 40 humanities students and 34 social science students to determine participants’ views on a number of key issues related to the organization of the learning process in the Philosophy course. Most of the students (...) surveyed said that of the types of skills and knowledge that can be acquired during the course, they will find critical thinking skills and the skills needed to build and argue their own positions on ethical, social and worldview issues most valuable in their future professional activities. The majority of respondents named traditional lectures and discussions of lecture videos as their preferred forms of learning philosophy. Their preferred forms of assessment of students’ knowledge and skills in philosophy were essays, as well as reports and participation in the discussion during practical lessons. The study also identified three significant differences in the responses of the surveyed humanities and social science students. First, socio-scientific students valued the opportunity to develop their communication skills in the framework of the Philosophy course significantly more than humanities students. Second, humanities students included thought experiments among the most desirable ways of learning philosophy, unlike social science students, who included case studies. Third, in contrast to humanities students, social science students considered quizzes to be one of the best forms of assessment for the course. In addition to the above, this study also compared the data on the opinions of social sciences and humanities students with the results of the previous survey of 60 STEM students about their thoughts on the course. The comparative analysis revealed five common features and two significant differences in the responses of students from these three fields of knowledge. The common belief among surveyed students in all three groups is that learning philosophy can provide them with the skills and knowledge they will need in their professional activities after graduation from university. Moreover, they prefer skills to knowledge. In all three groups of respondents, a large number of students named critical thinking and argumentation skills as the ultimate achievements in the learning of philosophy. Another finding was that surveyed students from all three groups do not give priority to learning the concepts of modern philosophers over learning the ideas of ancient philosophers. In addition, respondents from all three fields showed the least interest in those forms of knowledge and skills that are difficult to use outside of highly specialized philosophical activities. As for the differences, the study showed that STEM students are significantly less likely to believe that they will need the historico-philosophical components of the Philosophy course in their further professional activities than students in the humanities and social sciences. They are also more interested in developing communicative skills in the process of learning philosophy than the surveyed humanities students. (shrink)

This book draws on Iris Murdoch's philosophy to explore questions related to the importance of attention in ethics. In doing so, it also engages with Murdoch's ideas about the existence of a moral reality, the importance of love, and the necessity but also the difficulty, for most of us, of fighting against our natural self-centred tendencies. Why is attention important to morality? This book argues that many moral failures and moral achievements can be explained by attention. Not only our (...) actions and choices, but the possibilities we choose among, and even the meaning what we perceive, are to a large extent determined by whether we pay attention, and what we attend do. In this way, the book argues that attention is fundamental, though often overlooked, in morality. While the book's discussion of attention revolves primarily around Murdoch's thought, it also engages significantly with Simone Weil, who introduced the concept of attention in a spiritual context. The book also engages with contemporary debates concerning moral perception and motivation, empirical psychology, animal ethics, and Buddhist philosophy. The Ethics of Attention will be of interest to researchers and advanced students working on Iris Murdoch, Simone Weil, ethics and moral psychology, and the philosophy of attention. (shrink)

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 various forms that business ethics denial can take, and the reasons why such views are ultimately implausible. The paper argues that this type of serious engagement with business ethics denial should be an important part of the job description for teachers of business ethics. (shrink)

Virtue ethics has now well and truly established itself as one of the main normative theories. It is now quite common, and indeed, expected, for virtue ethics to be included, alongside deontology and consequentialism, in any Moral Philosophy syllabus worth its salt. Students are typically introduced to virtue ethics only after studying the other two normative theories, and this often sets the scene for various sorts of misunderstandings, with students expecting virtue ethics to be based on (...) the same set of rules and assumptions as its rivals. Or at least, that is my experience. In this paper I want to focus on one such misunderstanding, which arises when trying to apply virtue ethics to our judgments of other people’s actions and behaviour. Although there are countless ways in which a theory can be misunderstood, it is worth guarding against this one in particular, given that it can lead someone who takes virtue ethics seriously to act in ways that are not virtuous, or even vicious. I begin by making a few remarks about the role of normative theory, and then go on to give four examples of how applying virtue ethics can lead to poor behaviour. In the final section I identify the mistake in question and conclude by noting how it can be avoided. (shrink)

Are there such things as moral truths? How do we know what we should do? And does it matter? Constructivism states that moral truths are neither invented nor discovered, but rather are constructed by rational agents in order to solve practical problems. While constructivism has become the focus of many philosophical debates in normative ethics, meta-ethics and action theory, its importance is still to be fully appreciated. These new essays written by leading scholars define and assess this new (...) approach in ethics, addressing such questions as the nature of constructivism, how constructivism improves our understanding of moral obligations, how it accounts for the development of normative practices, whether moral truths change over time, and many other topics. The volume will be valuable for advanced students and scholars of ethics and all who are interested in questions about the foundation of morality. (shrink)

Competitive negotiators frequently use tactics which others view as "unethical", in that these tactics either violate standards of truth telling or violate the perceived rules of negotiation. This paper sought to determine how business students viewed a number of marginally ethical negotiating tactics, and to determine the underlying factor structure of these tactics. The factor analysis of these tactics revealed five clear factors which were highly similar across the two samples, and which parallel (to a moderate degree) categories of tactics (...) proposed by earlier theory. Data from one sample also permitted comparisons of the appropriateness of certain tactics across gender, nationality, ethnic origin and perception of one's negotiating style. (shrink)

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, (...) rather than how they are disposed to think. -/- METHODS: To test the altruistic behavior of dental students, we conducted a field experiment using the Ultimatum Game, which is a game commonly used in economics to observe social behavior. Students from each of the four years of dental school played the game in standardized conditions with real money. -/- RESULTS: Students exhibited greater levels of altruism than the general population typically does. Students' altruism peaked in year four. Students' altruism was associated with the socioeconomic status of responder. -/- CONCLUSION: The results suggest that that dental students are more altruistic than the population average and that altruism increases during their education. Thus, if a decreasing ability to behave altruistically is observed during dental school, it is not likely due to a general disposition of students, but rather some factor specific to the educational environment in which the decrease is observed. (shrink)

Raquel Cascales and Luis Echarte focus on the development of practical wisdom and what they call ‘seeing with the heart’ for science students by means of reading science fiction literature. They argue that literature can bring the student into contact with the reality of moral life as moral dilemmas are made concrete by the characters and circumstances in a novel. They provide an analysis of how Aldous Huxley’s Brave New World can be read in the classroom and show how (...) the novel invites students to think about the role of science in society, the evolutionary paradigm, advances in genetic and psychological manipulation, as well as questions concerning human emotions,suffering, and friendship. (shrink)

To teach the ethics of science to science majors, I follow several teachers in the literature who recommend “persona” writing, or the student construction of dialogues between ethical thinkers of interest. To engage science majors in particular, and especially those new to academic philosophy, I recommend constructing persona dialogues from Henri Poincaré’s essay, “Ethics and Science”, and the non-theological third chapter of Pope Francis’s encyclical on the environment, Laudato si. This pairing of interlocutors offers two advantages. The (...) first is that science students are likely to recognize both names, since Poincaré appears in undergraduate mathematics and physics textbooks, and because Francis is an environmentalist celebrity. Hence students show more interest in these figures than in other philosophers. The second advantage is that the third chapter of Laudato si reads like an implicit rebuttal of Poincaré’s essay in many respects, and so contriving a dialogue between those authors both facilitates classroom discussion, and deserves attention from professional ethicists in its own right. In this paper, I present my own contrived dialogue between Francis and Poincaré, not for assigning to students as a reading, but as a template for an effective assignment product, and as a crib sheet for educators to preview the richly antiparallel themes between the two works. (shrink)

Authors deal with theoretical and social contexts of the teaching profession as a starting point for empirical research into ethical relationships among Slovak primary and secondary school teachers. They surveyed the opinions of teachers at that level regarding their relationship with students, parents, colleagues and superiors. According to the research results, more than 80% of respondents positively rate the behaviour of teachers towards their students and parents from the viewpoint of realising ethical values, based on which they could be an (...) ethical model for their students. The level of relationships among colleagues received a less optimistic rating. They were, however, much more critical in evaluating their superiors. Only approximately 60% of the members of school management could be an ethical model for other teachers. (shrink)

The purpose of this paper is to consider the ethical, political, and epistemological dimensions of upward mobility, through higher education, from a personal perspective. I explore some of the contradictions exposed in my experience pursuing aphilosophy Ph.D., in light of scholarship highlighting challenges for low socio-economic status (SES) undergraduate students. I evaluate the proposal from the philosopher Jennifer M. Morton (2019) that low-SES students need ‘clear-eyed ethical narratives’ to navigate higher education. I argue that, in order to develop these narratives, (...) low-SES graduate students must self-conceive in a way that incorporates ‘oppositional consciousness’. (shrink)

Following neo-Aristotelians Alasdair MacIntyre and Martha Nussbaum, we claim that humans are story-telling animals who learn from the stories of diverse others. Moral agents use rational emotions, such as compassion which is our focus here, to imaginatively reconstruct others’ thoughts, feelings and goals. In turn, this imaginative reconstruction plays a crucial role in deliberating and discerning how to act. A body of literature has developed in support of the role narrative artworks (i.e. novels and films) can play in allowing us (...) the opportunity to engage imaginatively and sympathetically with diverse characters and scenarios in a safe protected space that is created by the fictional world. By practising what Nussbaum calls a ‘loving attitude’, her version of ethical attention, we can form virtuous habits that lead to phronesis (practical wisdom). In this paper, and taking compassion as an illustrative focus, we examine the ways that students’ moral education might usefully develop from engaging with narrative artworks through Philosophy for Children (P4C), where philosophy is a praxis, conducted in a classroom setting using a Community of Inquiry (CoI). We argue that narrative artworks provide useful stimulus material to engage students, generate student questions, and motivate philosophical dialogue and the formation of good habits which, in turn, supports the argument for philosophy to be taught in schools. (shrink)

Problem-Based Learning has become an increasingly popular instructional method for a variety of disciplines at all levels. Many studies and meta-analyses of these studies have shown the efficacy of this method for developing knowledge and skills. I adopted this method for teaching Engineering Ethics at Carnegie Mellon University, which has as its main course objectives the development of moral reasoning skills, as well as collaboration and communication skills, with special attention given to ethical dilemmas that may arise in the (...) normal course of an engineer’s professional career. In the most recent iteration of the course, I used the Engineering and Science Issues Test as a pretest and posttest to test the development of my students’ moral reasoning skills over the course of the semester. Based on the results of these tests, I argue that the students in my Engineering Ethics course did in fact significantly develop their moral reasoning skills. (shrink)

Ethics dumping is an ongoing practice in collaborative research. Despite the existence of ethical review boards, some notable discrepancy in governance and integration persists. This paper is a chronological book review of a 15-chapter book titled, "Ethics Dumping: Case Studies from North-South Research Collaborations," compiled from individual authors and edited by Schroeder, Cook, Hirch, Fenet, and Muthuswami in 2018. This book review aims to ensure ever-increasing attention to the numerous ways of ethics dumping and incite further research (...) into the matter. The book is a must-read for researchers, ethicists, policymakers in research institutions, and students (especially graduate students). (shrink)

Migration has, in recent years, been one of the most current topics both in Croatia and worldwide. We have witnessed increased emigration (i.e. out-migration) of Croatian citizens, as well as attempts to cross the Croatian state border by citizens of other countries. This book focuses on migration in the context of the so-called migrant and refugee crisis, which is considered from a philosophical and sociological perspective. Any gender-specific terms, irrespective of the gender in which they are used here, refer equally (...) to both men and women. The book came into being as part of a study conducted by the authors in 2019 among students at the University of Split. This was one of the activities carried out within the project entitled Creating welcoming communities, which was coordinated by the Association "MI" – Split, with the support of the UNHCR’s (United Nations High Commissioner for Refugees) Representation in Croatia. The main objective of the project was to improve the conditions for better integration of asylum seekers at the local and regional level, with a special emphasis on local stakeholders and the community. The objective and activities of the project reflect and anticipate relocation policies and work towards analysing, valorising, and developing recommendations for the preparation of the local community and self-government to provide support. In this regard, we can say that the aim of the project is a contribution of sorts to creating a welcoming atmosphere and better conditions for integration through cooperation with institutions, and especially with the academic community. The project activities were intended to include relevant scientific findings that would enable the interested public to gain a more systematic understanding of the current social situation as well as to promote the idea of the possibilities of achieving a higher integration standard. In the complex social circumstances of today, which require understanding and adaptation, in addition to adequate access to accurate information, it is also crucial to ensure and facilitate the forming of inter-sectoral networks that would respond more readily to existing challenges. This primarily requires knowledge exchange, but also cooperation between different stakeholders such as public institutions, local and state government, civil society organisations, the academic community, media, etc. All these stakeholders play an equally important role in establishing a support network for a multitude of beneficiaries within the integration process. The establishment of a support network for the reception and integration of asylum seekers depends on the support of the local population in the broadest sense. One of the aims of the study was to analyse the relationship between the respondents’ identity features and their attitudes on accepting immigrants and refugees. The structure of the survey is based on the following objectives within which we sought to identify: 1) students’ attitudes on immigration, immigrants, and refugees, 2) the perceived sociodemographic profiles of immigrants and refugees, 3) the eventual presence of social distance towards immigrants and refugees. For the sake of clarity and better presentation, the second and third research objectives are analytically separated from the first one, although, in fact, a connection exists between them. How students perceive migration, immigrants, and refugees plays a role in shaping their attitudes towards them, as well as in potential behaviours reflected in the degree of social distance. From the sociological perspective, identity is seen as the way we perceive ourselves and others, as well as the way we are perceived by others. It involves sameness, similarity and difference concerning various groups of individuals (Abercrombie, Hill & Turner, 2006:190). Identity is associated with the meanings individuals and groups attach to their social reality, resulting in different forms of action. As such, it becomes one of the central political, scientific, and social topics in general. The book is structured in six chapters. Following the introduction, the first chapter presents the theoretical framework on which the conducted research is based. It goes on to elaborate on the concepts significant for a better understanding of the covered topic, in particular the concept of identity, the differences between the concepts of immigrant and refugee, as well as the frameworks of philosophical reflection on migration (the philosophy of politics and ethics). As confirmed both by our study and by numerous others, the discussion on the topic of identity represents an important element in understanding modern migrations. The third and fourth chapters lay out the research methodology, followed by the results and their interpretation. Chapter 5 provides conclusions and recommendations for further research and the establishment of a support network for the reception and integration of asylum seekers. The final chapter includes references to the literature used. (shrink)

Trigger warnings captured national attention in 2014 when students from several U.S. universities called for inclusion of the warnings on course syllabi and in classrooms. Opinions spread through news outlets across the spectrum, and those weighing in were quick to pronounce trigger warnings as either unnecessary coddling and an affront to free speech, or as a responsible pedagogical practice that treats students with respect and minimizes harm. Put simply, the debate about trigger warnings has followed the trajectory of many debates (...) in the public sphere: The issue has largely been framed by highly committed opponents and proponents whose positions represent the extremes of the spectrum. Lost has been the nuance that an issue like trigger warnings necessarily requires. This article examines trigger warnings—particularly the call for trigger warnings on university campuses—from a pluralistic ethical perspective and addresses the question: When, if ever, are trigger warnings ethically appropriate? (shrink)

[First paragraph]: On Wednesday, June 8, 2011, UK’s The Guardian reported that numerous US universities including Harvard and Vanderbilt were invested in companies that were buying large tracts of African farmland and kicking off the indigenous farmers in order for their employees (mostly non-Africans) to grow cash crops to sell to Europe.1 Harms associated with this land-grabbing include, in addition to the evictions themselves, corruption among African governments and among absentee African land owners, increased food prices, and accelerated climate change.

Problem-Based Learning has become an increasingly popular instructional method for a variety of disciplines at all levels. Many studies and meta-analyses of these studies have shown the efficacy of this method for developing knowledge and skills. I adopted this method for teaching Engineering Ethics at Carnegie Mellon University, which has as its main course objectives the development of moral reasoning skills, as well as collaboration and communication skills, with special attention given to ethical dilemmas that may arise in the (...) normal course of an engineer’s professional career. In the most recent iteration of the course, I used the Engineering and Science Issues Test as a pretest and posttest to test the development of my students’ moral reasoning skills over the course of the semester. Based on the results of these tests, I argue that the students in my Engineering Ethics course did in fact significantly develop their moral reasoning skills. (shrink)

Although ethics is an essential component of undergraduate medical education, research suggests current medical ethics curricula face considerable challenges in improving students’ ethical reasoning. This paper discusses these challenges and introduces a promising new mode of graduate and professional ethics instruction for overcoming them. We begin by describing common ethics curricula, focusing in particular on established problems with current approaches. Next, we describe a novel method of ethics education and assessment for medical students that we (...) have devised, the Medical Ethics Bowl. Finally, we suggest pedagogical advantages to MEBs when compared to other ethics curricula. (shrink)

In Education Sciences, the notion of ‘competence’ is widely used, both as an aim to be reached with students and as performance in teachers’ education. This article advances a type of competence that is highly relevant for teachers’ work, namely the ‘ethical competence.’ Ethical competence enables teachers to responsibly deal with the daily challenges arising from their professional roles. In this study, I put forward a definition of ethical competence and I propose a conceptual structure, both meant to support the (...) illustration, description, and development of ethical competence for teachers. (shrink)