Abstract

Teaching medical ethics in practice, we often can not explain how to apply the theory of clinical ethics situations in order to make specific ethical decision-making problems. Similarly, the methodology of applied ethics in the current discussion, to illustrate how can the legitimacy of the moral requirements into concrete actions to implement the guiding principles of moral principles and case studies in between, respectively, has absolute rule doctrine, middle principles, casuistry a case of moral doctrine, and so no less than the competition between the theoretical attempt. Medical ethics teaching methods and methodology of applied ethics discussion, in fact, face the same problem. This article will attempt to deal with the latter to the former provide a theoretical basis for the solution. For the general principle can not be used in cases, and case decisions but often lack of objective principles to guide the dilemma. This paper will attempt to discuss the practice of ethics from the idea of dialogue, and propose solutions. This paper will first point out that in the methodology of applied ethics, casuistry particularly suitable for clinical ethical decision-making needs; Secondly, in order to train students with the use of casuistry the ability of specific moral judgments, I will point out to Kohlberg's moral development theory as a pedagogy based on dialogue, ethics, the cornerstone of its practice and application of models discussed, the most for the teaching of medical ethics and provide a theoretical basis. This paper explores the moral educational foundations of medical ethics. The difficulty how can we apply ethical theories to the clinical situation stimulating new perspectives on the methodology of applied ethics. My contribution intends first to show that, among contemporary theorizing about methodology of applied ethics, casuistry is more suitable than other theories in moral decision making of clinical praxis. I then, based on Kohlberg's development psychology as foundations of moral education, turn to discourse ethics and arguing that discourse ethics by its emphasis on "practical discourse" model will contributes significantly to the education of medical ethics.