_One World Now_ seamlessly integrates major developments of the past decade into Peter Singer's classic text on the ethics of globalization, _One World_. Singer, often described as the world's most influential philosopher, here addresses such essential concerns as climate change, economic globalization, foreign aid, human rights, immigration, and the responsibility to protect people from genocide and crimes against humanity, whatever country they may be in. Every issue is considered from an ethical perspective. This thoughtful and important study poses bold (...) challenges to narrow nationalistic views and offers valuable alternatives to the state-centric approach that continues to dominate ethics and international theory. Singer argues powerfully that we cannot solve the world’s problems at a national level, and shows how we should build on developments that are already transcending national differences. This is an instructive and necessary work that confronts head-on both the perils and the potentials inherent in globalization. (shrink)

Among measures tackling the impacts of the COVID‐19 pandemic, the selling of private insurance policies covering individual infection is overlooked by the ethics literature. To record the “COVID Claimania” in Taiwan and to assess its ethical implications, we collected 38 policies from 10 insurers sold between January 2020 and May 2022 and found that their risk calculation of the COVID‐19 prevalence ranged from 0.5% to 11.08%. In reality, the prevalence by the end of 2022 was 37% in Taiwan. Selling (...) private insurance policies is ethically problematic in three ways. First, it represents the insurance industry's irresponsible risk‐taking profit‐seeking behaviors. Second, it would jeopardize the effectiveness of the disease‐prevention measures by inducing uncontrollable moral hazards. Third, it would expose the insurance companies to unbearable financial risks and cause substantial negative external impacts. The government should intervene in the private insurance market in preparation for future public health emergencies. (shrink)

Should the idea of economic man-the amoral and self-interested Homo economicus-determine how we expect people to respond to monetary rewards, punishments, and other incentives? Samuel Bowles answers with a resounding "no." Policies that follow from this paradigm, he shows, may "crowd out" ethical and generous motives and thus backfire. But incentives per se are not really the culprit. Bowles shows that crowding out occurs when the message conveyed by fines and rewards is that self-interest is expected, that the employer thinks (...) the workforce is lazy, or that the citizen cannot otherwise be trusted to contribute to the public good. Using historical and recent case studies as well as behavioral experiments, Bowles shows how well-designed incentives can crowd in the civic motives on which good governance depends. (shrink)

The descriptions 'good' and 'bad' are examples of thin concepts, as opposed to 'kind' or 'cruel' which are thick concepts. Simon Kirchin provides one of the first full-length studies of the crucial distinction between 'thin' and 'thick' concepts, which is fundamental to many debates in ethics, aesthetics and epistemology.

Moral judgments attempt to describe a reality that does not exist, so they are all false. This troubling view is known as the moral error theory. Christopher Cowie defends it against the most compelling counter-argument, the argument from analogy: Cowie shows that moral error theory does not compromise the practice of making epistemic judgments.

The price for morality as the meaning of existence is the entrance of another kind of absurdity, a moral absurdity. Clearly, there is something absurd about life on The Good Place. Moral worth, both on The Good Place and in our real‐life existence, comes in degrees. Deontological views, most famously associated with Immanuel Kant, hold that the morality of an action is determined based on whether or not it adheres to a moral rule. Care requires being flexible in different situations (...) so as to best foster caring relationships with others. A care ethics approach would give some support to Eleanor's claims in The Good Place, insofar as a caring home life is essential to the development of the child in a variety of ways. The power of caring relationships is perhaps nowhere more salient than in the show's final few episodes. (shrink)

According to virtue theory, morality is about the person performing the actions. In The Good Place, Chidi Anagonye is characterized not by habitual moral action but by pained decision making and insecurity. One might say that Chidi can be forgiven for not having yet perfected his character because he is, after all, still acting voluntarily and making moral decisions most of the time. Chidi often wavers and changes his mind about what he should do. Even when he seems to have (...) a good moral intuition about what is right, he second‐guesses himself and overcomplicates things. Chidi falls in the category of incontinence. He has a generally good sense of what a moral person would do in a given situation and a generally reliable moral intuition. Because The Good Place requires near moral perfection, one can confidently say that Chidi deserves his spot in The Bad Place. (shrink)

The relative importance of intentions versus consequences is one of the vital philosophical questions the show, The Good Place, raises. This chapter discusses what the show has to say on the matter and shows that the context of The Good Place is much more tragic than comic. The chapter considers the evidence of morality itself to see if it might suggest a different outcome. Most people still think it's important to consider what makes actions right or wrong. This is the (...) arena of “normative ethics,” which has strains in the history of philosophy. Although Immanuel Kant is the philosopher best known for talking about the need for such correspondence between virtue and happiness, several thinkers before him recognized the connection. The Good Place either can't or won't imagine for its characters a source of unending bliss and eternal satisfaction. (shrink)

From the very first scene of The Good Place, monumental duplicity is at work. Everything is contrived and everyone is lying, both to themselves and to one another. The Good Place raises the issue of how to determine whether a person is ethical or not. Both Eleanor and Tahani struggle with significant feelings of inadequacy, compelling them to commit ethical infractions to land them in “The Good Place”. Although Tahani and Eleanor come from divergent social stations, they share a common (...) legacy of familial abuse that deeply affected their sense of self‐worth, causing them to relentlessly exploit and abuse others in their attempts to gain a positive self‐image. The Good Place reminds that in our lives we are constantly confronted by ethical dilemmas that challenge us to make choices, and all we have for guidance are flawed, often conflicting ideals that we pick up along the way. (shrink)

This chapter contains sections titled: The “Ur” Problem Respect Carnivores and Cannibals The Social Contract The Mini‐Beasts Compassion.

Ender's Game, at face value, is a story about a young yet mature and extraordinarily gifted boy manipulated into saving the world. At another level, though, Ender's story raises ethical questions about war, leadership, and character. Perhaps the most important thing about the story is what it says about the virtues that make for good leadership. This chapter looks at Ender's story through the eyes of Plato and Aristotle, two philosophers deeply concerned with the virtues of leadership. Plato's concept of (...) virtue rests on two ideas: his analogy between the three‐part human soul and the state, and his four cardinal virtues: wisdom, courage, temperance, and justice. Aristotle's virtues fall into two broad categories: intellectual and moral. Intellectual virtues sharpen our capacity to reason, whereas moral virtues order the “passive” part of the soul that only acts rationally by following the lead of others. (shrink)

For most pre‐modern philosophers, questions about the good life and the happy life were inseparable. Happiness is primarily a subjective notion. The Good Place suggests that relationships are key to the good life. It is a laboratory for testing moral theories, providing the show's writers opportunities to see which theories help the protagonists become better persons. An ethics of virtue is difficult and messy because it does not reduce morality to a simple formula. Instead, it involves an inner transformation (...) of character that leads to virtuous actions. In Aristotle's ethical system, true moral progress toward the good life is within reach. In spite of the verbal commitments made to Kant's ethics, the show ultimately proves to be a vindication of virtue ethics. A universe governed by Aristotelian morality is one in which moral development is possible. (shrink)

This chapter contains sections titled: Theoretical‐Explanatory Enquiries Moral Enquiries Brief Concluding Remarks Acknowledgments References.

“The Ethics of Belief,” by W.K. Clifford, explains the potential harm of believing just anything. In this chapter Stan Marsh shows off his critical thinking skills as he takes on TV psychics, various cults, and unsupported religious beliefs in a way that would've made Clifford proud. The chapter examines how Stan exposes the frauds and harms they bring, while defending scientific thinking and a healthy skepticism. Beliefs are acquired in various ways, most notably by observation and authority. Many people (...) say their beliefs, especially their religious beliefs, are based on faith. Stan realizes it's wrong to dismiss someone with unsupported beliefs as being stupid. He reminds us of Clifford's point that settling for easy answers not only weakens the mind, it prevents from finding real answers. In science, philosophy, and every rational pursuit where we require answers to questions, the spirit of inquiry—combined with hard work—is what leads to progress. (shrink)

This chapter talks about ethics (the branch of philosophy concerned with what we ought to do and how we ought to live) in general, and about vegetarian and animal suffering claims in particular. The chapter explains why many people are outraged over the torture and killing of a “cute” animal, but have no problem with the pain, suffering, and death caused to animals like cows, pigs, and chickens that are, admittedly, considerably less cute and cuddly than puppies, kittens, dolphins, (...) and baby cows. It further discusses why we draw a line between different kinds of animals and concludes that some of them deserve to be protected, while some of them do not. An important part of many ethical deliberations is the decision where to draw lines concerning whose interests need to be taken into account in moral decision making. (shrink)

From beginning to end, the ethical vision of The Good Place is shaped by creator Mike Schur's reading of T.M. Scanlon's What We Owe to Each Other. The characters on The Good Place become better people not because they have figured out a system for getting along with each other. Rather, the moral journey of the characters on The Good Place changes them into fundamentally different people. Levinasian ethics focuses on the encounter with other people and the response to (...) that encounter. For Emmanuel Levinas, the act of preserving an understanding of the world or self is always done at the expense of other people. Contrary to Scanlon, on The Good Place the responsibility for the other is not met in agreement or in respecting disagreement. It is met in the willingness to cede one's place to the other. (shrink)

Even without Alzheimer's or dementia, most of us are prone to “ordinary forgetting”. The Good Place and careful philosophical reflection can help us think through memory loss, relationships, and making a place for each other as we live through the human condition. Throughout The Good Place, Chidi and Eleanor help each other develop and sustain their moral selves as well as their relationship. Stories are fundamental to our sense of self, right and wrong, and the kind of people we are. (...) To understand memory as a construction, we must understand the three stages of individual memory: encoding, storage, and retrieval. How we scaffold each other's identities and how we hold space for each other in the real world are ethical issues that have everything to do with memory and the stories we tell ourselves and each other. The Good Place can help us grapple with this. (shrink)

This chapter discusses nine ways to bias open‐source artificial general intelligence (AGI) toward friendliness. There is no way to guarantee that advanced AGI, once created and released into the world, will behave according to human ethical standards. The primary objective of the chapter is to suggest some potential ways to do so. First it discusses an engineer the capability to acquire integrated ethical knowledge, and provides rich ethical interaction and instruction, respecting developmental stages. The chapter creates stable, hierarchy‐dominated goal systems, (...) and ensures that the early stages of recursive self‐improvement occur relatively slowly and with rich human involvement. It tightly links AGI with the Global Brain, and focuses on foster deep, consensus‐building interactions and commensurability between divergent viewpoints. The chapter creates a mutually supportive community of AGIs, and encourages measured co‐advancement of AGI software and AGI ethics theory. Finally it develops advanced AGI sooner. (shrink)

A world in which atheism has replaced religion is the dream of Oxford evolutionary biologist and “New Atheist” activist, Richard Dawkins. He thinks that religious belief is irrational superstition that leads to violence (like the inquisition), intolerance (like homophobia), ignorance (like creationism), and corruption (like red hot Catholic love). In fact, in the episode “Go God Go,” it is the cartoon version of Dawkins himself who pioneered the efforts culminating in religion's demise. First, one has to understand what science is. (...) Science is a method for discovering the truth about the world. Many philosophers argue that science and religion are perfectly compatible. Religion is about ethics and meaning, but science is about explaining the way the world works. Religion has led to a lot of violence—the Crusades, the Spanish Inquisition, witch trials, 9/11, and more. And it's certain that the end of religion wouldn't eliminate all violence. (shrink)

Phenomenology, a philosophical movement that takes the firsthand, conscious experience of individuals as its focal point, is a philosophy of the mundane: it reveals ordinary, everyday experience. What makes The Good Place phenomenological is its attention to the banality of space. The appeal to depth is a mainstay of philosophical thinking. Shallowness has been understood as a fault, failure, and deficiency in aesthetics, epistemology, and ethics. The portrayal of Chidi as the philosopher who is unable to commit is the (...) driving comedic force in The Good Place. Ethics turns out to be about the messy details of life more than about the universal truths of humankind. The Good Place uses the postmodern strategy of gazing at surfaces to articulate a critique of philosophy. It is effective as a piece of “serious” art precisely because it offers an effective critique of moral seriousness. (shrink)

Introduced by the British philosopher Philippa Foot, the trolley problem asks us to imagine a runaway trolley heading toward five unfortunate workmen. They can only be saved from being crushed and killed if the trolley is diverted to a side track, occupied by a sixth unfortunate workman who would meet the same fate. For the early Michael, a demon torturer and architect of the human afterlife, the 'problem' here is how we could manage to kill all six workmen. But, in (...) line with what may be The Good Place's most dominant moral theme, even an immortal demon torturer can learn human ethics. After he has learned what it means to face a moral dilemma, Michael claims to have solved the (real) trolley problem: you should sacrifice yourself. Although self-sacrifice is not an available option in the set up of the original trolley problem, this article argues that self-sacrifice might still have normative implications for our judgements about different kinds of trolley cases. (shrink)

The Good Place is about moral philosophy. But one reason everyone hates moral philosophers is that they think everything is about ethics. When it comes to the Good Place versus Bad Place hypothesis, the big giveaway is simplicity. The Good Place hypothesis doesn't require a grand deception and all the planning that would be necessary to keep it afloat. The Bad Place hypothesis does. The biggest worry about an eternal life in something like The Good Place was made famous (...) by the philosopher Bernard Williams: boredom. Although it might take a while, The Good Place would eventually, and inevitably, turn into The Bad Place. Immortality would become torture. As Williams points out, even though a desire for immorality is irrational, the state of being dead is itself nothing to dread—it's still perfectly rational to want to live a longer life rather than a shorter life. (shrink)

This chapter provides an introduction to The Ultimate South Park and Philosophy. South Park is one of the most important series on TV, because the show isn't afraid to lampoon the extremist fanatics that are associated with any social, ethical, economical, or religious position. This is extremely important and necessary in our diverse society of free and autonomous persons who hold a plurality of beliefs and values. Fanatics usually stop thinking issues through and, ultimately, they're primed to cause harm to (...) others through their actions. Religious fanatics get hit pretty hard by the creators of South Park and rightly so. Philosophy deals with the love and pursuit of wisdom, and this quest makes us ask what kinds of things really exist, what we're justified in believing, what we ought to do, and how we ought to be living, among other things. (shrink)

Given the portion of his life spent at military schools, it is striking that Ender and his peers apparently never study military ethics. The ethical lessons Ender and his peers might have learned are so obviously relevant to operations against the buggers that you cannot help but ask how the I.F.'s leadership could have failed to teach military ethics at all. This chapter presents some highlights of Western thinking on the ethics of war and analyzes Ender's education (...) and actions in light of those moral traditions. Ender's Game teaches powerful lessons for students of just war theory and the just war tradition because it asks questions that matter to everyone, from national decision‐makers all the way down to individual soldiers. Genocide and xenocide are extreme in their quantity of killing, but not necessarily in their moral magnitude. (shrink)

Ender's tortured conscience is an illustration of the moral importance of following principles of just war theory—the “unspoken rules of manly warfare”—and their apparent tension with the demands of war and survival. This chapter talks about the ethics of conflict in Ender's various games—his battles and wars. It asks, was justice served in the Third Invasion and destruction of the bugger worlds, the event that came to be called the xenocide. Ender's life is actually a testimony to the just (...) war axiom that all people desire peace. In the tradition of just war theory, there are five principles that lay out the requirements of jus ad bellum, or how to go to war in an ethical way. They include just cause, legitimate authority, right intention, probability of success, and last resort. Ender's strategy is always to use devastating force to incapacitate the enemy. (shrink)

This chapter contains sections titled: Pride and Prejudice People and Chickens Weighing Lives Animal Lives A Painful Question People and People Choosing Equality.

Le commentaire constitue, outre une synthèse, un éclaircissement méthodique de la métaphysique et de la mystique plotinienne.

The coastal zone of Bangladesh is endowed with dynamic ‘Terrestrial’ and ‘Coastal and Marine ecosystem’. The zone confronts with declined environmental quality owing to unethical anthropogenic interventions. Few studies regarding ethical attitudes of local communities to conserve the coast were conducted earlier. Two objectives, such as (i) heavy metal concentration, and (ii) physio-chemical quality of sample soil and water were selected to reveal the environmental state of study area. Five heavy metals like- Cadmium, Copper, Iron, Lead, and Zinc; and four (...) physio-chemical parameters such as, the pH, Electrical Conductivity, Temperature, and Turbidity of sample soil and water were measured. The average concentration of Pb in soil is 10 times higher than world average (0.03 mg/g), while Cd concentration in soil is two times more than world average (0.11 mg/L). The concentration of Fe at Inani beach water is 1.54 mg/g more than world average (3.4 mg/g). The physio-chemical parameters are within standard range. Unethical discharge of toxic effluents from shrimp hatcheries, and municipal garbage are main sources of pollution, which ensue into environmental degradations. Concentration of five heavy metals and Calcium Carbonate (CaCO3) in sample mollusk shells exhibit biodiversity deterioration. The mollusk shells from Inani beach contains 0.04 mg/L Cd,0.08 mg/L Cu, 0.42 mg/L Fe, 0.38 mg/L Pb, and 0.07 mg/L Zn. The CaCO3 content in mollusk shells at Inani beach is 49.5%, which indicates the degradation of the mollusks, as shells normally are made with 95% - 97% Calcium Carbonate. Hence, the Department of Environment (DOE), Bangladesh (GoB) declared the area as an ‘Ecologically Critical Area’ (ECA). The concerned stakeholders, like- CPP volunteers and officials, Forest Division, Fisheries Research Institute, Bangladesh Water Development Board, Union Chairman and Journalists of Cox’s Bazar recommended insertion of moral values among local stakeholders through trainings, motivational lectures, demonstrations and dramas, as well as, incorporation of lessons about consequences of unethical activities upon geo-environment into text books. Though least practice has been found regarding moral values during survey, the present research advocates in developing ‘Knowledge pool’ about coastal environment, creating awareness, and developing moral ethics among the local, regional and national stakeholders. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.1 (2004) 89-104 [Access article in PDF] The Ethical Power of Music:Ancient Greek and Chinese Thoughts Yuhwen Wang Both the ancient Chinese and Greeks from around the fifth century B.C. to around third century A.D. recognized the immense impact that music has on the development of one's personality, and both regarded it as crucial in cultivation for the proper disposition in youth. Music's power (...) over one's ethos 1 — that is, human disposition — was emphasized by Plato and by Chinese authors of various documents. 2 As will become clear, music in both cultures was considered an important means for a proper education and a powerful tool for cultivating and controlling the people of a nation-state. In both cases, the power of music was further connected to the way the universe works. Yet despite their similar views about music, the reasoning strategies used in the two cultures differ enormously. Observing how the two remote cultures conceived the relationship between music and the ethos may give us some insight to music's role in aesthetic education among us modern listeners.In this essay, I investigate how the power of music was understood and explained in these two ancient cultures, and the similarities and differences in their explanations and reasoning strategies. What mechanisms were thought to be at work behind this musical power? How close are ancient Greeks and Chinese in their conceptions of musical power upon the ethos? In particular, the Yue Ji (Record of Music, from the Li Ji) and the Yue Shu (Book of Music, from the Shi Ji) from ancient China, and Plato's writings from ancient Greece will be taken as the foci of the comparison.The Yue Ji and Yue Shu are two of the most important documents in ancient Chinese musical philosophy, respectively included as individual sections in the Li Ji (Record of Rituals) and Shi Ji (Records of the Grand Historian). Both are believed to be later versions of the same source document, which has never been found. In the Chinese textual tradition, the Yue Ji is the earliest fully developed treatise on music that has come down to us. Its authorship has been debated for centuries, but scholars generally agree that [End Page 89] it was completed prior to the middle of the Western Han dynasty (second and first centuries B.C.) The entire contents of the Yue Ji are included in the Yue Shu. The latter contains additional material, is organized in a more logical way, and is also thought to have been compiled during the Western Han dynasty. 3In the first part of this essay, I will use the Yue Ji, the Yue Shu, and Plato's writings to show how the concept of music's power over the ethos evolved in the two ancient cultures. This is closely related to their views on music's effect in regulating human behavior, its educational value, its benefits for governing a state, and its close association with Nature and the universe. Then in the second part, I will focus on the ways that Plato and the authors of the Yue Ji and Yue Shu explained this power, and the reasoning strategies that they used. Essential Belief in Music's Power The close relationship between music and the ethos is explicitly announced in the Yue Ji and the Yue Shu. Both documents state approvingly that "music represented (made clear) virtue" for the ancient rulers (SSJ, 5, 678). 4 Various kinds of music are then pointed out as having different effects upon human ethos and emotion: Men have powers of the body and powers of the mind but they cannot remain stable with regard to grief, pleasure, joy, and anger. They are moved by external causes. Thus originates the appearance of the various affections. Therefore, if feeble, trivial, and rushed music prevails, people will be sad. If harmonious, peaceful, varied but simple music prevails, people will be gratified and happy. If vigorous, violent, and forceful music prevails, which arouses people to... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.1 (2004) 89-104 [Access article in PDF] The Ethical Power of Music:Ancient Greek and Chinese Thoughts Yuhwen Wang Both the ancient Chinese and Greeks from around the fifth century B.C. to around third century A.D. recognized the immense impact that music has on the development of one's personality, and both regarded it as crucial in cultivation for the proper disposition in youth. Music's power (...) over one's ethos 1 — that is, human disposition — was emphasized by Plato and by Chinese authors of various documents. 2 As will become clear, music in both cultures was considered an important means for a proper education and a powerful tool for cultivating and controlling the people of a nation-state. In both cases, the power of music was further connected to the way the universe works. Yet despite their similar views about music, the reasoning strategies used in the two cultures differ enormously. Observing how the two remote cultures conceived the relationship between music and the ethos may give us some insight to music's role in aesthetic education among us modern listeners.In this essay, I investigate how the power of music was understood and explained in these two ancient cultures, and the similarities and differences in their explanations and reasoning strategies. What mechanisms were thought to be at work behind this musical power? How close are ancient Greeks and Chinese in their conceptions of musical power upon the ethos? In particular, the Yue Ji (Record of Music, from the Li Ji) and the Yue Shu (Book of Music, from the Shi Ji) from ancient China, and Plato's writings from ancient Greece will be taken as the foci of the comparison.The Yue Ji and Yue Shu are two of the most important documents in ancient Chinese musical philosophy, respectively included as individual sections in the Li Ji (Record of Rituals) and Shi Ji (Records of the Grand Historian). Both are believed to be later versions of the same source document, which has never been found. In the Chinese textual tradition, the Yue Ji is the earliest fully developed treatise on music that has come down to us. Its authorship has been debated for centuries, but scholars generally agree that [End Page 89] it was completed prior to the middle of the Western Han dynasty (second and first centuries B.C.) The entire contents of the Yue Ji are included in the Yue Shu. The latter contains additional material, is organized in a more logical way, and is also thought to have been compiled during the Western Han dynasty. 3In the first part of this essay, I will use the Yue Ji, the Yue Shu, and Plato's writings to show how the concept of music's power over the ethos evolved in the two ancient cultures. This is closely related to their views on music's effect in regulating human behavior, its educational value, its benefits for governing a state, and its close association with Nature and the universe. Then in the second part, I will focus on the ways that Plato and the authors of the Yue Ji and Yue Shu explained this power, and the reasoning strategies that they used. Essential Belief in Music's Power The close relationship between music and the ethos is explicitly announced in the Yue Ji and the Yue Shu. Both documents state approvingly that "music represented (made clear) virtue" for the ancient rulers (SSJ, 5, 678). 4 Various kinds of music are then pointed out as having different effects upon human ethos and emotion: Men have powers of the body and powers of the mind but they cannot remain stable with regard to grief, pleasure, joy, and anger. They are moved by external causes. Thus originates the appearance of the various affections. Therefore, if feeble, trivial, and rushed music prevails, people will be sad. If harmonious, peaceful, varied but simple music prevails, people will be gratified and happy. If vigorous, violent, and forceful music prevails, which arouses people to... (shrink)

Despite the ongoing consideration of the ethical nature of human resource management (HRM), little research has been conducted on how morality and ethics are represented in the discourse, activities and lived experiences of human resource (HR) professionals. In this paper, we connect the thinking and lived experiences of HR professionals to an alternative ethics, rooted in the work of Bauman (Modernity and the Holocaust, Polity Press, Cambridge, 1989; Theory, Culture and Society 7:5-38, 1990; Postmodern Ethics, Blackwell, Oxford, (...) 1991; Approaches to Social Enquiry, Polity Press, Cambridge, 1993; Life in Fragments, Blackwell, Oxford, 1995) and Levinas (Otherwise than Being, or, Beyond Essence, Duquesne University Press, Pittsburgh, PA, 1998). We argue that the study of HRM and ethics should be contextualized within the discourses used, the practices and activities of HR professionals. Through the analysis of interview data from 40 predominantly Canadian HR practitioners and managers we experiment with Bauman's notion of 'moral impulse' to help us understand how HRM is both a product and perpetuator of moral neutralization in organizations. We suggest that HRM as it is practiced is concerned with distancing, depersonalizing, and dissembling, and acts in support of the 'moral' requirements of business, not of people. However, we also recognize that HR practitioners and managers are often confronted with and conflicted by actions and decisions that they are required to take, therefore opening possibilities and hope for an alternative ethical HRM. (shrink)

A discussion of ethical decision-making literature is overdue. In this article, we summarize the current literature of ethical decision-making models used in mental health professions. Of 1,520 articles published between 2001 and 2020 that met initial search criteria, 38 articles were included. We report on the status of empirical evidence for the use of these models along with comparisons, limitations, and considerations. Ethical decision-making models were synthesized into eight core procedural components and presented based on the composition of steps present (...) in each model. This taxonomy provides practitioners, trainers, students, and supervisors relevant information regarding ethical decision-making models. (shrink)

"Kantian Ethics," published in Ready Reference: Ethics, Revised Edition, pages 806-08, reprinted by permission of the publisher Salem Press. Copyright, ©, 2004 by Salem Press.

The purpose of this paper is to investigate the attitudes and orientations of Hispanic business students regarding ethical and unethical actions as well as what rewards or punishments are considered appropriate for specific scenarios. A survey was developed using a 2 × 2 randomized experimental design to measure students’ ethical orientations and 38 items were developed to measure students’ attitudes regarding factors that can influence the decision to cheat or not to cheat. The results suggest that Hispanic business students are (...) predominantly concerned with the ethical dimension of an act relative to the outcome of the act. Also, contrary to previous studies findings, some Hispanic business students are likely to cheat on any type of graded work based on the reason for cheating rather than the type of graded work. The paper utilizes an established framework for measuring ethical attitudes and orientations. The study offers a preliminary inductive path towards a more in depth understanding of Hispanic business students which is a rapidly growing population segment whose influence will become more widespread in the coming decades. Some of the findings are not consistent with previous research that examined student bodies as a whole. This might suggest that student ethics researchers may be missing valuable information regarding differences between student body segments that can further inform our understanding of students’ ethical views. Further, this insight may provide an avenue for a more effective approach to guiding the ethical development of students. (shrink)

To promote ethical practices, healthcare managers must understand the ethical challenges encountered by key stakeholders. To characterize ethical challenges in Veterans Administration (VA) facilities from the perspectives of managers, clinicians, patients, and ethics consultants. We conducted focus groups with patients (n = 32) and managers (n = 38); semi-structured interviews with managers (n = 31), clinicians (n = 55), and ethics committee chairpersons (n = 21). Data were analyzed using content analysis. Managers reported that the greatest ethical challenge (...) was fairly distributing resources across programs and services, whereas clinicians identified the effect of resource constraints on patient care. Ethics committee chairpersons identified end-of-life care as the greatest ethical challenge, whereas patients identified obtaining fair, respectful, and caring treatment. Perspectives on ethical challenges varied depending on the respondent's role. Understanding these differences can help managers take practical steps to address these challenges. Further, ethics committees seemingly, are not addressing the range of ethical challenges within their institutions. (shrink)

Despite the ongoing consideration of the ethical nature of human resource management (HRM), little research has been conducted on how morality and ethics are represented in the discourse, activities and lived experiences of human resource (HR) professionals. In this paper, we connect the thinking and lived experiences of HR professionals to an alternative ethics, rooted in the work of Bauman (Modernity and the Holocaust, Polity Press, Cambridge, 1989; Theory, Culture and Society 7:5–38, 1990; Postmodern Ethics, Blackwell, Oxford, (...) 1991; Approaches to Social Enquiry, Polity Press, Cambridge, 1993; Life in Fragments, Blackwell, Oxford, 1995) and Levinas (Otherwise than Being, or, Beyond Essence, Duquesne University Press, Pittsburgh, PA, 1998). We argue that the study of HRM and ethics should be contextualized within the discourses used, the practices and activities of HR professionals. Through the analysis of interview data from 40 predominantly Canadian HR practitioners and managers we experiment with Bauman’s notion of ‘moral impulse’ to help us understand how HRM is both a product and perpetuator of moral neutralization in organizations. We suggest that HRM as it is practiced is concerned with distancing, depersonalizing, and dissembling, and acts in support of the ‘moral’ requirements of business, not of people. However, we also recognize that HR practitioners and managers are often confronted with and conflicted by actions and decisions that they are required to take, therefore opening possibilities and hope for an alternative ethical HRM. (shrink)

Environmental ethicists and experts in human health have raised concerns about the effects of hydraulic fracking to access natural oil and gas resources found deep in shale rock formations on surrounding ecosystems and communities. In this study, we analyzed the prevalence of discourse on brain and mental health, and ethics, in the peer-reviewed and grey literature in the five-year period between 2016 and 2022. A total of 84 articles met inclusion criteria for analysis. Seventy-six percent (76%) mentioned impacts on (...) brain (e.g., neural tube defects, neurological symptoms), and mental health (e.g., negative psychological effects, stress, depression) briefly; 11 reports dedicated substantive discourse to either or both together. References to safety (77%) dominated the ethics context. Discussion of environmental injustices as fracking sites disproportionately affect vulnerable communities appeared in 38% of the papers. We examine the findings through the lens of environmental neuroethics that brings human-made changes to the environment, brain and mental health, and ethics together into three interwoven lines of inquiry. (shrink)