"Educating in Ethics for the Professions: A Compendium of Research, Theory, Practice, and an Agenda for the Future" offers a state-of-the-art discussion on the part of applied ("professional") ethics educators who describe the teaching of ethics for their professions and who collectively represent a wide-ranging array of professions. The volume begins with an overview of the topics, contested ideas, and challenges confronting applied ethics educators in any generation, providing a foundation from which the concept of (...) class='Hi'>ethics education as an integral formation frames each contributor's historical overview identifying how research, theory, and practice have evolved in each profession to this day. These discussions then turn to the topics, contested ideas, and challenges emerging in contemporary discourse. Each discussion then culminates with suggestions regarding what ethics educators must consider for the future. The volume closes with a synthesis of the commonalities among and differences between the discussions representing diverse professional perspectives, yet framing this history as well as identifying an agenda for teaching applied ethics in the future. (shrink)

EDITORS’ INTRODUCTION This volume is a collection of papers presented at the international workshop on “Buddhist Approach to Global Education in Ethics” which is being held on May 13, 2019, at International Conference Center Tam Chuc, Ha Nam, Vietnam on the occasion of the 16th United Nations Day of Vesak Celebrations 2019. The aim is to throw new light on the values of the global ethical system with a focus on the Buddhist approach in deepening our understanding of (...) how Buddhist ethics can deliver a social change in the globalized world. REVIEW OF CONTENTS Prof. P. D. Premasiri in his paper titled “Universally valid ethical norms of Buddhism applicable to global education in ethics” deals with hindrance in determining the basis for global education in ethics and providing undeniable facts about the diversity involved in ethical norms, principles and attitudes of various global communities. The author also discusses the characteristics of Buddhist teaching on a humanistic approach to the moral life with perceptions of enlightened humans, i.e. ‘Knowledgeable Persons’ (vi¤¤å purisà). The paper places further emphasis on the necessity to draw the attention of educators to train the minds of humans on ethical choices in accordance with such decisions. The paper entitled “Teaching Buddhist Ethics through the Life of the Buddha and Jesus” by Abraham Velez De Cea has proposed a new approach to the Buddhist ethical way of teaching and its application through interpretations of the Buddha’s life from the perspective of virtue ethics and meditation. The purpose is to heighten the Buddhist contribution being made to global education in ethical issues. The paper is divided into two parts, Buddhist ethics as a form of virtue ethics and secondly, interpretation of the Buddha’s teachings from the perspective of virtue ethics and meditation. (shrink)

This book presents a number of fundamentally challenging perspectives that have been brought to the fore by the national tests on religious education (RE) in Sweden. It particularly focuses on the content under the heading Ethics. It is common knowledge that many teachers find these parts difficult to handle within RE. Further, ethics is a field that addresses a range of moral and existential issues that are not easily treated. Many of these issues may be said to (...) belong to the philosophical context, in which "eternal questions" are gathered and reflected upon. The first chapters highlight the concepts of ethical competence and critical thinking. In the following chapters the concept of ethical competence is analyzed with regard to teachers' objectives and to students' texts, respectively. These chapters pursue a more practice-related approach and highlight specific challenges identified from both teacher and student perspectives. Next, the book raises the issue of global responsibility. What kind of critical issues arise when handling such matters at school? Further, can contemporary moral philosophers contribute to such a discussion? In turn, the book discusses the role of statistical analyses with regard to national tests, while the closing chapters present international perspectives on the book's main themes and concluding remarks. The book's critical yet constructive approach to issues regarding assessment in ethics education makes a valuable contribution to an ongoing debate among researchers as well as to the everyday communication on testing in schools and classrooms. As such, it will appeal to scholars in ethics education and researchers in the field of assessment, as well as educators and teachers interested and engaged in the task of testing ethics in school contexts where curricular demands for valid and authoritative evaluation may provide important guidelines, but may also pose challenges of their own. (shrink)

Ethics education in the professions has become close to compulsory with continuing education following suit. What is the de facto as opposed to the de jure function of an ethics education program? Have they increased compliance with laws and codes of conduct? Is that the goal? What would an ethics education program look like that was not primarily concerned with compliance with relevant laws or professional codes and not merely an exercise in good (...) public relations? I argue that, ultimately, ethics education is about happiness… not happiness as we generally think of it today, but in the Aristotelian sense of “fulfillment” and the collateral good that is generated for clients and the profession. As a result of this point of view I argue that ethics is not a subject in the normal sense of the term but a meta-subject which implies that teaching ethics as a class or stand alone module in a law, policy or practice management course is usually ineffective. Another implication is that the richest source for moral reflection within a profession are case studies generated by students in clinical assignments, despite the inherent risks associated with making these cases prominent. (shrink)

At the start of the twenty-first century, warnings have been raised in some quarters about how - by intent or by mishap - advances in biotechnology and related ...

While education in ethics and the responsible conduct of research is widely acknowledged as an essential component of graduate education, particularly in the STEM disciplines, little consensus exists on how best to accomplish this goal. Recent years have witnessed a turn toward the use of games in this context. Drawing from two NSF-funded grants, this paper takes a critical look at the use of games in ethics and RCR education. It does so by: setting the (...) development of research and engineering ethics games in wider historical and theoretical contexts, which highlights their promise to solve important pedagogical problems; reporting on some initial results from our own efforts to develop a game; and reflecting on the challenges that arise in using games for ethics education. In our discussion of the challenges, we draw out lessons to improve this nascent approach to ethics education in the STEM disciplines. (shrink)

Prof. Berna Arda, is a graduate of Ankara University Faculty of Medicine 1987, has medical specialty and PhD degrees in History of Medicine and Ethics and, teaches at the Department of Medical Ethics and History of Medicine in Ankara University Faculty of Medicine, Ankara, Turkey. Her main research and publication fields are science ethics, human rights, woman and bioethics, medical law, ethics education and disease concept in history of medicine. She was a visiting scientist at (...) Boston Children’s Hospital and Harvard Medical School, between February - July 2015 and a guest professor at the University College of London, History of Medicine Center, between January and June 2008. She is the founder chairperson of Turkish Bioethics Society, Member of High Disciplinary Committee of Turkish Medical Association. Governor, Vice President and Executive Committee member of World Association for Medical Law, one of the founders and the first president of International Association for Education in Ethics. (shrink)

Using the history classroom as a context for ethics and moral education is a long, but also contested, tradition. Recently, more emphasis has been put on how to incorporate ethics education, with this paper exploring the spaces of ethics and moral education in the history classroom. It is argued here that insights from moral philosophy and theories of historical consciousness, but – importantly – also moral psychology and the study of moral emotions, are needed (...) to realise the potential of history teaching and learning to support ethics education. Following this line, three spaces of ethics education in the history classroom are identified in this paper, including: reasoning about the moral quality of historical actors’ conduct; the use of historical empathy ; and reflection of the past’s moral meaning to the present and the future. As an example of how to implement this, a set of stimulus activities is presented that is designed for the classroom and a qualitative analysis of students’ responses that explicate expressions of students’ moral reasoning, perspective-taking, and historical consciousness. (shrink)

The book will primarily be of interest to military officers and others directly involved in ethics education in the military, as well as to philosophers and ...

Ethics in accounting and ethical education have seen an increase in interest in the last decade. However, despite the renewed interest some important shortcomings persist. Generally, rules, principles, values and virtues are presented in a fragmented fashion. In addition, only a few authors consider the role of the accountants character in presenting relevant and truthful information in financial reporting and the importance of practical reasoning in accounting. This article holds that rules, values and virtues are interconnected. This provides (...) a sound approach to ethics in accounting, in which character and practical reasoning are crucial. Consequently, ethical education in accounting has to simultaneously include the knowledge of proper rules and principles and their correct application; values (understood as moral goods) and virtues, whose acquisition, in the view of the author, should be encouraged. (shrink)

Over the last decade there has been a noticeable increase in attention, on the part of public health scholars and professionals, to the important ethical challenges that arise in the context of public health policy, practice and research. This has arguably been a driver for the development of public health ethics as both a specialized field of study in bioethics and a subject for professional education. But how is PHE taught in public health programs and schools? Are current (...) educational approaches sufficient to provide future professionals with the necessary tools to address the diverse ethical challenges they will encounter? In this article, we examine the international public health and bioethics literatures regarding PHE education in public health programs and schools. Specifically, we 1) summarize the results from studies that describe PHE education in the United States, Europe, Canada and in some developing countries, 2) explore current attitudes and educational approaches toward ethics curricula in public health, and 3) identify and discuss reported barriers to PHE education. We conclude with some general recommendations and a research agenda to guide future work on implementing PHE into different public health programs. (shrink)

BackgroundA special characteristic of nursing education is that professional teaching takes place in various locations. The learning locations involved (such as learning in theory, learning in clinical practice, or learning in third facilities, which are becoming increasingly popular, such as the skills lab) have an impact on and promote the development of ethical competences among prospective nursing professionals in various ways. Furthermore, it has become evident that the structural conditions that are specific to teaching and learning in nursing (...) class='Hi'>education programs shape the organization of ethics education and the promotion of ethical competence development among nurse trainees over the course of their education.ObjectivesThe aim of this article is to discuss the following key question: What are the specific pedagogical and didactical requirements and educational frameworks that arise in view of the various learning locations in nursing education in order to facilitate ethics education and ethical competence development among prospective nursing professionals?DiscussionThis article emphasises the importance of a systematic, methodically reflected and learning-location-coordinated approach to ethics education in the field of nursing education. Moreover, it highlights the relevance of the conscious promotion of settings for ethical reflection within the process of ethical competence development in the different locations of learning. The unique quality of ethics education in nursing emerges from the professional requirements that are characteristic to nursing care and the individual experiences of trainees at the various locations of learning throughout their nursing education program. (shrink)

ABSTRACT Using a five-point Likert scale survey and a follow-up open-ended questionnaire, this study examined Chinese participants’ perceptions of their ethical responsibilities as educational researchers as well as their ethical awareness as human subjects. The participants were 418 faculty and graduate students from two specific Chinese schools, where the first two educational research ethics committees were recently established in Chinese higher education. Results indicate that participants demonstrate basic understanding of their ethical responsibilities as educational researchers and develop their (...) general sense of ethical awareness as human subjects. Further, there are significant gender, faculty versus graduate student status, and research experience effects on their perceptions of general ethical issues in educational research. Important implications for research ethics education in China are discussed. (shrink)

This paper reflects on the establishment of an Ethics Education Programme for school pupils aged between five and sixteen years who opt out of Catholic Religious Education in Malta. It needs to be seen in the light of the changing demography of Malta and the increasing secularisation of the country, as well as to the growing racism, islamophobia and rejection of the Other to be found all over Europe. We question if the Ethics Education Programme, (...) in its commitment to ‘totalising’ western ideals of rationality, autonomy, and universal values, is itself rooted in discomfort with the Other and constitutes a form of ethical violence. The work of Emmanuel Levinas on Otherness, sameness and violence is central to this paper. (shrink)

Introduction The Brazilian national curriculum guidelines for undergraduate medicine courses inspired and influenced the groundwork for knowledge acquisition, skills development and the perception of ethical values in the context of professional conduct. Objective The evaluation of ethics education in research involving human beings in undergraduate medicine curriculum in Brazil, both in courses with active learning processes and in those with traditional lecture learning methodologies. Methods Curricula and teaching projects of 175 Brazilian medical schools were analyzed using a retrospective (...) historical and descriptive exploratory cohort study. Thirty one medical schools were excluded from the study because of incomplete information or a refusal to participate. Active research for information from institutional sites and documents was guided by terms based on 69 DeCS/MeSH descriptors. Curriculum information was correlated with educational models of learning such as active learning methodologies, tutorial discussions with integrated curriculum into core modules, and traditional lecture learning methodologies for large classes organized by disciplines and reviewed by occurrence frequency of ethical themes and average hourly load per semester. Results Ninety-five medical schools used traditional learning methodologies. The ten most frequent ethical themes were: 1 – ethics in research (26); 2 – ethical procedures and advanced technology (46); 3 – ethic-professional conduct (413). Over 80% of schools using active learning methodologies had between 50 and 100 hours of scheduled curriculum time devoted to ethical themes whereas more than 60% of traditional learning methodology schools devoted less than 50 hours in curriculum time to ethical themes. Conclusion The data indicates that medical schools that employ more active learning methodologies provide more attention and time to ethical themes than schools with traditional discipline-based methodologies. Given the importance of ethical issues in contemporary medical education, these findings are significant for curriculum change and modification plans in the future of Brazilian medical education. (shrink)

Ethics education is an important goal in higher education overall. It is not clear how well psychology programs are meeting this goal. The American Psychology Association’s Guidelines for the Undergraduate Psychology Major (APA 2013) were created to support high-quality education in psychology. The Guidelines focus on five goals including Ethical and Social Responsibility in a Diverse World. This study is a review of ethics information available online from Franciscan Colleges and Universities. We accessed 24 Franciscan (...) institutions and reviewed the available information provided by 22 of them. We asked several questions: Whether the psychology department provided a mission statement and was ethics addressed in it? What courses focused on ethics or mentioned ethics in their description? Were there other institutional ethics courses required for psychology majors? Was ethics mentioned in the institution mission? The results of this study indicate a need for more intentional inclusion of ethics in university and program mission statements as well as specific courses for the undergraduate psychology major. (shrink)

ABSTRACTFew would argue against the importance of ethics in early childhood teacher preparation and practice. However, arguing for something in principle does not always lead to action. The purpose of this paper is to bring attention to the need for a sharper applied focus on ethics in early childhood education than that which currently exists. A context for professional ethics in early childhood education is outlined, a case highlighting specific ethical considerations is presented, and, finally, (...) concerns and insights are discussed. The discussion is anchored in professional ethical codes and the literature on teacher preparation and ethics education. (shrink)

Philosophy departments in the United States have a relatively long history of teaching ethics as part of a philosophy curriculum. Further, some innovative programs have instituted “Ethics across the Curriculum,” incorporating ethics into discipline-specific courses in the sciences, in law, in medicine, engineering, and in the humanities (see Davis, Hildt, and Kelly “Twenty-five Years of Ethics Across the Curriculum: An assessment”). In contrast, the teaching of ethics in China, particularly outside medical schools and the recent (...) focus on international business, is extremely rare. This is slowly changing as faculty from both Chinese and non-Chinese universities are increasingly recruited to help teach ethics and to give advice on incorporating ethics into existing professional programs; this is especially true in disciplines where recent public scandals have demonstrated a pressing need. This work addresses some of the difficulties related to both access to technology and issues with censorship as possible impediments when developing and implementing ethics education and training in China, as well as suggesting pedagogical approaches that limit such effects. (shrink)

The expansion of ethics review, beyond its origins in medical research, is the subject of growing critical analysis internationally, especially from social science researchers. Our study builds on this analysis by considering ethics review specifically within tertiary-based educational research. As a foundation for a larger study, we explore the reporting of ethics review within articles from a snapshot of education journals. A cross-sectional review considered 125 articles from 24 journals spanning medical and nurse education, the (...) Scholarship of Teaching and Learning, and educational technology. Among similar types of research our findings highlight variation in institutional ethical review processes and outcomes. Despite most journals providing guidelines for reporting ethics review, adherence to these guidelines by authors or editors was not always evident, but more likely in health-related education journals. We argue that identified areas of variation may reflect the differing influence and proximity of biomedical values. This influence has been under examined in tertiary-based educational research but may contribute to inequitable learning, researching and publishing experiences, potentially adding to negative sentiment about ethics review. (shrink)

Education is a fundamental process of human life with ethics having an important place in all areas of our life. It is thus important to incorporate ethics into education as a subject. Reports have indicated in how “teaching philosophy can enhance people’s capacity for critical thinking, encourage critical engagements with ideas of self, and improve interpersonal skills, with these being important transferable skills that could help prisoners to prosper once released”. This is in line with the (...) South African prison system’s mandate, which is to maintain and promote a just, peaceful and safe society by correcting offending behaviour in a safe, secure and human environment, thus facilitating optimal rehabilitation and reduced repeat offending. Therefore, for the system to fulfil some of its mandate; ethics education in prison for the purpose of rehabilitating offender’s moral thinking and reasoning in order to correct their behaviour before being released is vital. Ethics training was done at the Johannesburg Correctional Service, with a maximum of 40 voluntary participants. Training was dived into three categories: 1. Tutorials. 2. Practical application of moral values of Ubuntu. 3. Discussion and debating another set of moral values as well as writing of assignments. Participants reported to have gained and learned to respect themselves as well as others, identify their faults and gained self-confidence. Application of this method in ethics education proved to be well received by the participants, as well as how ethics training in prison might be used as an effective tool for moral development and reasoning, thereby rehabilitation. (shrink)

This paper investigates how ethics is incorporated in the qualification process for prospective professional accountants across Australia and New Zealand. It does so by examining the structure of these qualification processes and by analysing the learning objectives and summarised content for ethics courses that prospective accountants take either at university or through the post-degree programs provided by CPA Australia and Chartered Accountants Australia and New Zealand. We do this to understand how the ‘sandwich’ approach to teaching ethics (...) :77–92, 1993) is implemented. This approach advocates a standalone ethics course, followed by ethical cases that are integrated across accounting courses, and subsequently a capstone course that combines ethics and professionalism. We test the extent to which this approach is adopted and examine how its application relates to the components of moral behaviour. The results provide three significant contributions. The first is that the ‘sandwich’ approach is not in place for most prospective accountants as only a minority of programs include a mandatory course with a substantial ethics component, and this is more likely in undergraduate rather than postgraduate programs. The second contribution is that although moral sensitivity and moral judgement are widely considered, little attention is given to issues of moral motivation and moral character. We suggest that change is unlikely without explicit ethical education requirements from the professional accounting bodies. The paper also makes a final contribution by proposing a more nuanced typology characterising the degree to which ethics is incorporated in particular courses. (shrink)

Do continuing education (CE) mandates increase participation in ethics programs and enhance their perceived outcomes? In a study of 5,198 North American psychologists, significant differences were found between mandated and nonmandated psychologists in relation to their participation in ethics programs but not in the perceived outcomes associated with those trainings. Although 64.3% of those psychologists operating under ethics mandates reported completing at least one ethics training within the previous year, only 40.7% of those without such (...) mandates reported doing likewise. Overall, both groups tended to view their ethics training quite favorably in relation to its perceived outcomes, though they differed in relation to their endorsement of CE mandates. Results are discussed in relation to the ongoing development of evidence-based CE and its role in developing critical professional competencies. (shrink)

Teaching ethics is crucial to health sciences education. Doing it well requires a willingness to engage contentious social issues. Those issues introduce conflict and risk, but avoiding them ignores moral diversity and renders the work of ethics education irrelevant. Therefore, when (not if) contentious issues and moral differences arise, they must be acknowledged and can be addressed with humility, collegiality, and openness to support learning. Faculty must risk moments when not everyone will “feel safe,” so the (...) candor implied in psychological safety can emerge. The deliberative and social work of ethics education involves generous listening, wading into difference, and wondering together if our beliefs and arguments are as sound as we once thought. By forecasting the need for candid engagement with contentious issues and moral difference, establishing ground rules, and bolstering due process structures for faculty and students, a riskier and more relevant ethics pedagogy can emerge. Doing so will prepare everyone for the moral diversity they can expect in our common life and in practice. (shrink)

As a result of in-house discussions stimulated by previous Gonzaga engineering ethics conferences, Coffman Engineers began the implementation of what is to be a company-wide ethics training program. While preparing a curriculum aimed at consulting engineers, we found very little guidance as to how to proceed with most available literature being oriented towards the academic environment. We consulted a number of resources that address the teaching of engineering ethics in higher education, but questioned their applicability for (...) the Consulting Engineering environment. This lack of guidance led us to informal research into the ethical knowledge and attitudes of both consulting engineers and engineering students. Some of our findings were unexpected, and suggest that a simpler approach to teaching ethics to working professionals might be preferred to that typically promoted in higher education. (shrink)

Among the various contemporary schools of moral thinking, consequence-based ethics, as opposed to rule-based, seems to have a good acceptance among professionals such as software engineers. But naïve consequentialism is intellectually too weak to serve as a practical guide in the profession. Besides, the complexity of software systems makes it very hard to know in advance the consequences that will derive from professional activities in the production of software. Therefore, following the spirit of well-known codes of ethics such (...) as the ACM/IEEE’s, we advocate for a more solid position in the ethical education of software engineers, which we call ‘moderate deontologism’, that takes into account both rules and consequences to assess the goodness of actions, and at the same time pays an adequate consideration to the absolute values of human dignity. In order to educate responsible professionals, however, this position should be complemented with a pedagogical approach to virtue ethics. (shrink)

Philosophy departments in the United States have a relatively long history of teaching ethics as part of a philosophy curriculum. Further, some innovative programs have instituted “Ethics across the Curriculum,” incorporating ethics into discipline-specific courses in the sciences, in law, in medicine, engineering, and in the humanities (see Davis, Hildt, and Kelly “Twenty-five Years of Ethics Across the Curriculum: An assessment”). In contrast, the teaching of ethics in China, particularly outside medical schools and the recent (...) focus on international business, is extremely rare. This is slowly changing as faculty from both Chinese and non-Chinese universities are increasingly recruited to help teach ethics and to give advice on incorporating ethics into existing professional programs; this is especially true in disciplines where recent public scandals have demonstrated a pressing need. This work addresses some of the difficulties related to both access to technology and issues with censorship as possible impediments when developing and implementing ethics education and training in China, as well as suggesting pedagogical approaches that limit such effects. (shrink)

Within the rough ground that is the field of education there is a complex web of ethical obligations: to prepare our students for their future work; to be ethical as educators in our conduct and teaching; to the ethical principles embedded in the contexts in which we work; and given the Southern context of this work, the ethical obligations we have to this land and its First Peoples. We put out a call to colleagues whose work has been concerned (...) with the pedagogies of professional ethics, the ethical burdens of institutional injustice, and the application of ethical theory to education’s applied fields. In the responses we received it can be seen that ethical concerns in education are broad ranging, covering terrain varying from the preparation of preservice teachers, ethics in higher education, early childhood and care, educational leadership, relational and communicative ethics. Perhaps it could also be argued that this paper demonstrates Gibbon’s observation that ‘Assumptions about the particularity of this time as new and ripe with opportunity to make a difference through philosophy of education are not new and there’s much to learn from the persistence of wanting to imagine that they are’. However, while the field of ethics is perennially concerned with human relations and pedagogical interventions to improve these, the responses collected here show that educational ethics is far from static. Educational ethics is a field that continues to develop in response to changing contexts. (shrink)

The attention being paid to ethics education in accounting has been increasing, especially after the corporate accounting scandals at the turn of the century. This paper provides a comprehensive overview of the existing research in the field of ethics education in accounting. To synthesize past research, a bibliometric analysis that references 134 primary studies is performed and three bibliometric methods are applied. First, we visualize the historical evolution of ethics education in accounting research through (...) historiography. Second, we use bibliographic coupling to identify clusters of ethics education in accounting research before, during, and after major corporate scandals. Third, we perform a co-word analysis to connect the identified patterns into a map of a contextual space. The results reveal, in each decade, not only an increasing academic focus on this field of research, but also an increasing number of different research clusters. While the clusters Factors affecting moral judgement, Perception of ethics, and Lack of ethics topics in the last research period develop further from the respective clusters in the previous periods, Accounting beyond technical skills, Integration of ethics in accounting education, Use of developed ethics frameworks, and Professional values on the contrary develop anew in the last decade, as a consequence of a growing demand for teaching ethics. Overall, the paper presents the development patterns of ethics education in accounting research and sets up a research agenda that encourages future research. (shrink)

How can African philosophy of education contribute to contemporary debates in the context of complexities, dilemmas and uncertainties in African higher education? The capacity for self-reflection, self-evaluation and self-criticism enables African philosophy of higher education to examine and re-examine itself in the context of current issues in African higher education. The reflective capacity is in line with the Socratic dictum 'know thy self.' African Higher Education in the 21st Century: Epistemological, Ontological and Ethical Perspectives responds (...) to the demands for reflection and self-knowledge by drawing from ontology, epistemology and ethics in an attempt to address issues that affect African higher education as they connect with the past, present and future. (shrink)

In introducing the works included in this special issue, this essay identifies some general ways that these and other narratives can function in ethical explorations in the field of education. The essay not only articulates ways that narratives can be useful to education scholars, but it also provides pedagogical reasons to connect stories with ethics in classrooms. It concludes with a brief nod to the dangers that Plato, contemporary scholars and teachers have about combining narratives with ethical (...) inquiry, and touches upon some ways to temper them. (shrink)

Purpose: to characterize ethics course content, structure, resources, pedagogic methods, and opinions among academic administrators and course directors at U.S. medical schools. Method: An online questionnaire addressed to academic deans and ethics course directors identified by medical school websites was emailed to 157 Association of American Medical Colleges member medical schools in two successive waves in early 2022. Descriptive statistics were utilized to summarize responses. Results: Representatives from 61 (39%) schools responded. Thirty-two (52%) respondents were course directors; 26 (...) (43%) were deans of academic affairs, medical education, or curriculum; and 3 with other roles also completed the survey (5%). All 61 schools reported some form of formal ethics education during the first year of medical school, with most (n = 54, 89%) reporting a formal mandatory introductory course during preclinical education. Schools primarily utilized lecture and small-group teaching methods. Knowledge-based examinations, attendance, and participation were most commonly used for assessment. A large majority regarded ethics as equally or more important than other foundational courses, but fewer (n = 37, 60%) provided faculty training for teaching ethics. Conclusions: Despite a response rate of 39 percent, the authors conclude that medical schools include ethics in their curricula in small-group and lecture formats with heterogeneity regarding content taught. Preclinical curricular redesigns must innovate and implement best practices for ensuring sound delivery of ethics content in future curricula. Additional large-scale research is necessary to determine said best practices. (shrink)

The article discusses education as a phenomenon of European culture. The author argues that education becomes inalienable component of European culture and largely determines its development trends. Thus, education traditionally was an important component of religious culture, despite that the methodological rationalism of scholasticism came into conflict with the postulation of the fundamental non-objectivity of God. Teaching theology as an academic discipline considered as a form of the comprehension of God. Since education turns out to be (...) one of the basic elements of European culture, that form of education, which dominates in a particular period of history, plays a determinative role in the development of various cultural phenomena. This is demonstrated by the example of ethics and morality. Thus, the interpretation of education as studying leads to the formation of deductive thinking, which, when applied to the sphere of morality, presupposes the submission of specific situations under the learned universal rules of standardized moral code. In contrast, modern moral consciousness understands moral choice as creative modeling of behavior in specific situations, idiographically understood as unique. This is possible only on the basis of the reception of deep general human values, which means the connection between the modern type of morality and education. Therefore, education should include not only studying but also cultivation of personality, and the latter should be in focus. (shrink)

This paper investigates how deans and directors at the top 50 global MBA programs (as rated by the "Financial Times" in their 2006 Global MBA rankings) respond to questions about the inclusion and coverage of the topics of ethics, corporate social responsibility, and sustainability at their respective institutions. This work purposely investigates each of the three topics separately. Our findings reveal that: (1) a majority of the schools require that one or more of these topics be covered in their (...) MBA curriculum and one-third of the schools require coverage of all three topics as part of the MBA curriculum, (2) there is a trend toward the inclusion of sustainability-related courses, (3) there is a higher percentage of student interest in these topics (as measured by the presence of a Net Impact club) in the top 10 schools, and (4) several schools are teaching these topics using experiential learning and immersion techniques. We note a fivefold increase in the number of stand-alone ethics courses since a 1988 investigation on ethics, and we include other findings about institutional support of centers or special programs; as well as a discussion of integration, teaching techniques, and notable practices in relation to all three topics. (shrink)

This book critically analyses experiences with bioethics education in various countries across the world and identifies common challenges and interests. It presents ethics teaching experiences in nine different countries and the basic question of the goals of bioethics education. It addresses bioethics education in resource-poor countries, as the conditions and facilities are widely different, and set limits and provide challenges to bioethics educators. Further, the question of how bioethics education can be improved is explored by (...) the contributors. Despite the volume of journal publications agreement on bioethics education is rather limited. There are only few examples of core curricula, demonstrating consensus on the contents, goals, methods and assessment of teaching programs. We need ask: How can agreement on the best modalities of bioethics education be promoted? (shrink)

Increased investment in ethics education has prompted a variety of instructional objectives and frameworks. Yet, no systematic procedure to classify these varying instructional approaches has been attempted. In the present study, a quantitative clustering procedure was conducted to derive a typology of instruction in ethics education. In total, 330 ethics training programs were included in the cluster analysis. The training programs were appraised with respect to four instructional categories including instructional content, processes, delivery methods, and (...) activities. Eight instructional approaches were identified through this clustering procedure, and these instructional approaches showed different levels of effectiveness. Instructional effectiveness was assessed based on one of nine commonly used ethics criteria. With respect to specific training types, Professional Decision Processes Training and Field-Specific Compliance Training appear to be viable approaches to ethics training based on Cohen’s d effect size estimates. By contrast, two commonly used approaches, General Discussion Training and Norm Adherence Training, were found to be considerably less effective. The implications for instruction in ethics training are discussed. (shrink)

:This article describes the well-developed and long-standing medical ethics teaching programs in both of New Zealand’s medical schools at the University of Otago and the University of Auckland. The programs reflect the awareness that has been increasing as to the important role that ethics education plays in contributing to the “professionalism” and “professional development” in medical curricula.

This book takes a major step in the philosophy of education by moving back past the Enlightenment and reinstating Aristotelian Virtue at the heart of moral education.

In this research, we review the current level of ethics education prior to college and the emphasis of the Association to Advance Collegiate Schools of Business (AACSB) on business ethics education in college using an ‘across the curriculum’ approach. We suggest that business schools and accounting practitioners can forge a more meaningful partnership than what currently exists through the traditional business advisory council prevalent at most schools of business. Ethical conduct is inherent in the practice of (...) public accounting and a hallmark of the accounting profession. Accounting practitioners can play a significant and positive role in helping business schools to reexamine their obligations to society and their students by actively engaging in the exchange of views by academics on the necessity for ethics education as well as those of professional accounting bodies.1. (shrink)

In order to solve a series of problems brought about by rapid development of science and technology, it is necessary not only to conduct in-depth research on science and technology ethics, but also to strengthen ethics education in science and technology. China’s five technical universities exemplify the specific situation and characteristics of ethics at Chinese technical universities, and can be compared to the situation in South Africa. China’s ethics education in the 5TU emphasizes the (...) use of traditional ideological and cultural resources, and practical cases. The teaching methods focus on combining traditional Chinese ethics with foreign experience and teaching methods, aiming at cultivating students’ ability to solve specific problems in the real world. This paper also evaluates and reflects on the short-term and long-term effects of China’s ethics education in science and technology, revealing some special problems. Ethics education in science and technology at the 5TU is based on the principle of “unity of knowledge and behaviour”. It is hoped that China’s ethics education founded on traditional Chinese thought, can make a valuable contribution to the development of global engineering ethics. (shrink)