Results for ' Student ethics'

951 found
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  1. Improving Teacher Education Students’ Ethical Thinking Using the Community of Inquiry Approach.Mark Freakley & Gilbert Burgh - 1999 - Analytic Teaching and Philosophical Praxis 19 (1):38-45.
    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 (...)
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  2. Student attitudes on software piracy and related issues of computer ethics.Robert M. Siegfried - 2004 - Ethics and Information Technology 6 (4):215-222.
    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 (...)
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  3. Do ethics classes influence student behavior? Case study: Teaching the ethics of eating meat.Eric Schwitzgebel, Bradford Cokelet & Peter Singer - 2020 - Cognition 203 (C):104397.
    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 (...)
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  4. Management Students’ Attitudes Toward Business Ethics: A Comparison Between France and Romania.Daniel Bageac, Olivier Furrer & Emmanuelle Reynaud - 2011 - Journal of Business Ethics 98 (3):391-406.
    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 (...)
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  5. Management Students' Attitudes Toward Business Ethics: A Comparison Between France and Romania. [REVIEW]Daniel Bageac, Olivier Furrer & Emmanuelle Reynaud - 2011 - Journal of Business Ethics 98 (3):391 - 406.
    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 (...)
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  6. Student Privacy in Learning Analytics: An Information Ethics Perspective.Alan Rubel & Kyle M. L. Jones - 2016 - The Information Society 32 (2):143-159.
    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 (...)
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  7. Students’ views on ethical issues in Slovak education.Vasil Gluchman & Gluchmanova Marta - 2018 - Journal of Educational Sciences and Psychology (1):44-55.
    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 (...)
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  8. The Ethics of Faculty-Student Friendships.Rodger L. Jackson - 2001 - Teaching Philosophy 24 (1):1-18.
    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 (...)
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  9. Using a virtue ethics lens to develop a socially accountable community placement programme for medical students.Mpho S. Mogodi, Masego B. Kebaetse, Mmoloki C. Molwantwa, Detlef R. Prozesky & Dominic Griffiths - 2019 - BMC Medical Education 19 (246).
    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 (...)
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  10. Tinkering with Technology: How Experiential Engineering Ethics Pedagogy Can Accommodate Neurodivergent Students and Expose Ableist Assumptions.Janna B. Van Grunsven, Trijsje Franssen, Andrea Gammon & Lavinia Marin - 2024 - In E. Hildt, K. Laas, C. Miller & E. Brey (eds.), Building Inclusive Ethical Cultures in STEM. Springer Verlag. pp. 289-311.
    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 (...)
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  11. The role of ethics and social responsibility in achieving organizational effectiveness: Students versus managers. [REVIEW]Kenneth L. Kraft & Anusorn Singhapakdi - 1991 - Journal of Business Ethics 10 (9):679 - 686.
    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 (...)
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  12. Why Student Ratings of Faculty Are Unethical.Daryl Close - forthcoming - Journal of Academic Ethics.
    For decades, student ratings of university faculty have been used by administrators in high stakes faculty employment decisions such as tenure, promotion, contract renewal and reappointment, and merit pay. However, virtually no attention has been paid to the ethical questions of using ratings in employment decisions. Instead, the ratings literature is generally limited to psychometric issues such as whether a given student ratings instrument exhibits the statistical properties of reliability and validity. There is no consensus understanding of teaching (...)
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  13. The Virtues of Ethics Bowl: Do Pre-College Philosophy Programs Prepare Students for Democratic Citizenship?Michael Vazquez & Michael Prinzing - 2023 - Journal of Philosophy in Schools 10 (1):25-45.
    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.
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  14. Teachers' perceptions of their role in cognitive awareness, health protection and the promotion of ethical value aspects among students with the Corona Corvid 19 virus pandemic via the distance learning system.Amani M. Al-Hosan, Nawal M. A. L. Rajeh & Ahmed Hamza - manuscript
    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 (...)
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  15. Students’ and lecturers’ perceptions of the ideal English Language teacher (4th edition).Alexander Timothy & Vincent Uguma - 2021 - Prestige Journal of Education 4 (1):172-191.
    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 (...)
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  16. Faculty of responsibility: a key concept to cope with the ethical challenges medical students face.Orhan Onder & Aasim I. Padela - 2020 - Journal of the British Islamic Medical Association 4 (2):23-26.
    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 (...)
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  17. Addressing Students Learning Gaps in Mathematics through Differentiated Instruction.Hernalyn Aguhayon, Roselyn Tingson & Jupeth Pentang - 2023 - International Journal of Educational Management and Development Studies 4 (1):69-87.
    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 (...)
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  18. Developing Engineering Students’ Moral Reasoning Skills Using Problem-Based Learning.Mara Harrell - 2019 - American Association of Philosophy Teachers Studies in Pedagogy 5:123-143.
    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 (...)
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  19. The Ethics of Expectations.Rima Basu - 2023 - In Oxford Studies in Normative Ethics, vol 13. Oxford University Press. pp. 149-169.
    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 (...)
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    Ethical Leadership in Institutions of Higher Education.Eutychus Gichuru - 2023 - Kiu Journal of Education 3 (2):87-97.
    A study was conducted on ethical leadership in institutions of higher education. Objectives of the study were: (i). Illustrate theories of ethical leadership in higher education institutions; (ii) Determine importance of ethical leadership in higher education institutions; and (iii) Determine challenges facing ethical leadership in institutions of higher learning. The total number of written texts sampled was 32. The researcher employed non-probability sampling. The type employed was online convenience sampling using web scraping. The interpretivism philosophical assumption led this investigation, and (...)
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  21. Rethinking Student-Centredness: the role of Trust, Dialogue and Collective Praxis.Alya Khan & John Gabriel - 2022 - Investigations in University Teaching and Learning 13 (Summer):1-8.
    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, (...)
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  22. Virtue Ethics, Positive Psychology, and a New Model of Science and Engineering Ethics Education.Hyemin Han - 2015 - Science and Engineering Ethics 21 (2):441-460.
    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 (...)
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  23. Introducing the Medical Ethics Bowl.Allison Merrick, Rochelle Green, Thomas V. Cunningham, Leah R. Eisenberg & D. Micah Hester - 2016 - Cambridge Quarterly of Healthcare Ethics 25 (1):141-149.
    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 (...)
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  24. The Ethics of Attention: Engaging the Real with Iris Murdoch and Simone Weil.Silvia Caprioglio Panizza - 2022 - New York, NY, USA: Routledge Studies in Ethics and Moral Theory.
    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 (...)
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  25. Pandemic Ethics: 8 Big Questions of COVID-19.Ben Bramble - 2020 - Sydney: Bartleby Books.
    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 (...)
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  26. Privacy, Ethics, and Institutional Research.Alan Rubel - 2019 - New Directions in Institutional Research 2019 (183):5-16.
    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 (...)
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  27. 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 (...)
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  28. A dialogue on the ethics of science: Henri Poincaré and Pope Francis.Nicholas Matthew Danne - 2021 - European Journal for Philosophy of Science 11 (3):1-12.
    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 (...)
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  29. Ethical relationships in the teaching profession in Slovakia.Marta Gluchmanova - 2016 - Journal of Educational Sciences and Psychology 6 (2):1-20.
    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 (...)
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  30. Roleplaying Game–Based Engineering Ethics Education: Lessons from the Art of Agency.Trystan S. Goetze - 2024 - Proceedings of the 2024 American Society for Engineering Education St. Lawrence Section Annual Conference.
    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 (...)
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  31. How to Teach Engineering Ethics?: A Retrospective and Prospective Sketch of TU Delft’s Approach to Engineering Ethics Education.J. B. van Grunsven, L. Marin, T. W. Stone, S. Roeser & N. Doorn - 2021 - Advances in Engineering Education 9 (4).
    This paper provides a retrospective and prospective overview of TU Delft’s approach to engineering ethics education. For over twenty years, the Ethics and Philosophy of Technology Section at TU Delft has been at the forefront of engineering ethics education, offering education to a wide range of engineering and design students. The approach developed at TU Delft is deeply informed by the research of the Section, which is centered around Responsible Research and Innovation, Design for Values, and Risk (...)
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  32. Ethical Competence for Teachers: A Possible Model.Roxana-Maria Ghiațău - 2015 - Symposion: Theoretical and Applied Inquiries in Philosophy and Social Sciences 2 (3):387–403.
    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 (...)
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  33. For students, why are video games so tempting?Ruining Jin - 2023 - Sm3D.
    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.
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  34. Doing Practical Ethics: A Skills-Based Approach to Moral Reasoning.Jason Swartwood & Ian Stoner - 2021 - New York, NY, USA: Oxford University Press. Edited by Jason Swartwood.
    Doing Practical Ethics supports the deliberate practice of philosophical skills relevant to understanding, evaluating, and developing arguments in forms commonly used in the field of practical ethics. Each chapter includes an explanation of a specific moral reasoning skill, demonstration exercises with sample solutions that offer students immediate feedback on their initial practice attempts, and extensive sets of practice exercises. It is suitable for any ethics course that centrally features argument from principle, argument from analogy, or inference to (...)
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  35. Developing Engineering Students’ Moral Reasoning Skills Using Problem-Based Learning.Maralee Harrell - 2019 - American Association of Philosophy Teachers Studies in Pedagogy 5:123-143.
    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 (...)
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  36. Ethical and Unethical Bargaining Tactics: An Empirical Study.Roy J. Lewicki & Robert J. Robinson - 1998 - Journal of Business Ethics 17 (6):665-682.
    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 (...)
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  37. Augmenting Morality through Ethics Education: the ACTWith model.Jeffrey White - 2024 - AI and Society:1-20.
    Recently in this journal, Jessica Morley and colleagues (AI & SOC 2023 38:411–423) review AI ethics and education, suggesting that a cultural shift is necessary in order to prepare students for their responsibilities in developing technology infrastructure that should shape ways of life for many generations. Current AI ethics guidelines are abstract and difficult to implement as practical moral concerns proliferate. They call for improvements in ethics course design, focusing on real-world cases and perspective-taking tools to immerse (...)
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    Ethical Standards in Higher Education.Eutychus Gichuru - 2023 - Kiu Journal of Education 3 (2):98-114.
    A study was conducted regarding ways in which higher education institutions can improve ethics. Theoretical frameworks used included: Virtue ethics, deontological and environmental ethics theories. The total sampled written texts were 94. Non-probability sampling was used. The type that was used was online convenience sampling through web scraping. Philosophical assumption that guided this study was interpretivism and the approach was Qualitative. Case study was used as a design and content analysis as a method of data analysis. Some (...)
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  39. Students' Opinions on Philosophy Courses.Oleksandr Kulyk - 2020 - Granì 23 (6-7):111-118.
    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 (...)
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  40. Military ethics and virtues: an interdisciplinary approach for the 21st century.Peter Olsthoorn - 2010 - New York: Routledge.
    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 (...)
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  41. Ethical Problems in the Regional Quota Systems of Japanese Medical Schools.Kiichi Inarimori - 2023 - Annals of the Japanese Association for Philosophical and Ethical Researches in Medicine 41:20-28.
    This paper outlines ethical problems with the regional quota systems used in Japanese medical schools from the perspective of the autonomous choice of doctors and medical students. “Regional quotas” have been established in university medical schools in Japan to cultivate doctors for rural areas, and the percentage of such quotas has been significantly increasing in recent years. This study mainly focuses on the regional quota systems for medical schools whereby medical students receive scholarships on the condition that they work in (...)
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  42. BORDERS: The attitudes of students at the University of Split on immigration, immigrants, and refugees.Marita Brčić Kuljiš, Toni Popović, Renata Relja & Anita Lunic - 2021 - Split: Sveučilište u Splitu, Filozofski fakultet.
    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 (...)
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  43. Ethics and Neuroscience: Protecting Consciousness.Arran Gare - 2022 - In P. López-Silva & L. Valera (eds.), Protecting the Mind. Ethics of Science and Technology Assessment. Springer. pp. 31-40.
    The Hippocratic Oath is a code of ethics defining correct behaviour by physicians they are required to commit themselves to before being accepted into the profession. It was the first code of ethics for any profession. While originating in Ancient Greece, it subsequently evolved, but the current code still embodies many of the core injunctions of the original code. The most widely accepted current form is the 2006 The Declaration of Geneva by the World Medical Association to be (...)
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  44. (1 other version)Ethical leadership and decision making in education: applying theoretical perspectives to complex dilemmas.Joan Poliner Shapiro - 2001 - Mahwah, N.J.: L. Erlbaum Associates. Edited by Jacqueline Anne Stefkovich.
    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 (...)
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  45. Technology Ethics: Responsible Innovation and Design Strategies.Steven Umbrello - 2024 - Cambridge, UK: Polity.
    Technologies cannot simply be understood as neutral tools or instruments; they embody the values of their creators and may unconsciously reinforce systematic patterns of inequality, discrimination, and oppression. -/- Technology Ethics shows how responsible innovation can be achieved. Demonstrating how design and philosophy converge, the book delves into the intricate narratives that shape our understanding of technology – from instrumentalist views to social constructivism. Yet, at its core, it champions interactionalism as the most promising and responsible narrative. Through compelling (...)
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  46. Introduction to engineering ethics.Roland Schinzinger - 2000 - Boston: McGraw Hill. Edited by Mike W. Martin.
    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 (...)
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  47. Awareness of Plagiarism among Student Teachers of Indian Teacher Educational Institutions.Subaveerapandiyan A. & R. Nandhakumar - 2023 - Indian Journal of Educational Technology 5 (2):44-54.
    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 (...)
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  48. 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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  49. The Ethics of Narrative Art: philosophy in schools, compassion and learning from stories.Laura D’Olimpio & Andrew Peterson - 2018 - Journal of Philosophy in Schools 5 (1):92-110.
    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 (...)
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  50. Ethical Narratives and Oppositional Consciousness.John Proios - 2021 - Apa Newsletter on Feminism and Philosophy 20 (3):11-15.
    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, (...)
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