For those who believe in the promise of higher education to shape a better future, this may be a time of unprecedented despair. Stories of students regularly cheating in their classes, admissions officers bending the rules for VIPs, faculty fudging research data, and presidents plagiarizing seem more rampant than ever before. If those associated with our institutions of higher learning cannot resist ethical corruption, what hope do we have for an ethical society? In this edited volume, (...) higher education experts and scholars tackle the challenge of understanding why ethical misconduct occurs in the academy and how we can address it. The volume editor and contributing authors use a systems framework to analyze ethical challenges in common functional areas (e.g., testing and admissions, teaching and learning, research, fundraising, spectator sports, and governance), highlighting that misconduct is shaped by both individuals and the contexts in which they work, study, and live. The volume argues compellingly for colleges and universities to make ethics a strategic, institutional priority. Higher education researchers, students, and practitioners will find this volume and its application of empirical research, real-life examples, and illustrative case studies to be an inspiring and applicable read. (shrink)

For those who believe in the promise of higher education to shape a better future, this may be a time of unprecedented despair. Stories of students regularly cheating in their classes, admissions officers bending the rules for VIPs, faculty fudging research data, and presidents plagiarizing seem more rampant than ever before. If those associated with our institutions of higher learning cannot resist ethical corruption, what hope do we have for an ethical society? In this edited volume, (...) higher education experts and scholars tackle the challenge of understanding why ethical misconduct occurs in the academy and how we can address it. The volume editor and contributing authors use a systems framework to analyze ethical challenges in common functional areas (e.g., testing and admissions, teaching and learning, research, fundraising, spectator sports, and governance), highlighting that misconduct is shaped by both individuals and the contexts in which they work, study, and live. The volume argues compellingly for colleges and universities to make ethics a strategic, institutional priority. Higher education researchers, students, and practitioners will find this volume and its application of empirical research, real-life examples, and illustrative case studies to be an inspiring and applicable read. (shrink)

Today's college students have more knowledge available to them than can be absorbed; mastery of a subject area creates siloes where nearly every course is tailored to comprehending subject matter that may be outdated before they graduate. But learning is more than subject-matter expertise. Our fast-paced environment requires instantaneous reactions to complex questions. Our instant-messaging age champions quick response over reflection or thought--even the president governs by Twitter. Yet the ethical dilemmas are no less complex than the subject matter; (...) cyber security, prison reform, labor rights, abortion, artificial intelligence, or gun laws are common table topics over lunch. Struggling through that complexity is central to understanding its implications for our culture. This book brings together some of the leading ethicists in the country to consider the rightful place of ethics in the university today. The authors make the case that higher education has a special duty to empower students to cultivate their character, ethically assess situations, and prepare them for an increasingly complex world. -- back cover. (shrink)

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Higher education serves many purposes, one of which is to prepare college and university students with the knowledge, skills and dispositions necessary for employment. Some would argue that this is the primary and even sole purpose of collegiate education. However, many also contend that university education is intended to broaden students' minds and enable them to question, investigate and think critically in order to be productive and engaged citizens. Regardless of the lens through which higher education is viewed, (...) within any of these purposes is the need for ethical practices in teaching, learning, student engagement, and overall operational structures. Truly, in every facet of university life, ethical practices exist. If institutions of higher education are the places where, in part, the global future is shaped, then it is imperative that these same organizations be the exemplars of ethical practices. Ethics in Higher Education includes chapters that explore and examine topics such as teaching of ethics, ethical practices on campus, ethics of clinical practices, ethics and leadership in the academy, ethics in hiring practices at colleges/universities, ethics and campus-sponsored research, as well as other topics relevant to higher education. In addition to drawing attention to the successes and challenges regarding ethical practices in higher education, this book aims to encourage future research initiatives and collaborations. (shrink)

_Ethics and the University_ brings together two closely related topics, the practice of ethics in the university and the teaching of practical or applied ethics in the university. This volume is divided into four parts: * A survey of practical ethics, offering an explanation of its recent emergence as a university subject, situating that subject into a wider social and historical context and identifying some problems that the subject generates for universities * An examination of research ethics, including the problem (...) of plagiarism * A discussion of the teaching of practical ethics. Michael Davis explores how ethics can be integrated into the university curriculum and what part particular cases should play in the teaching of ethics * An exploration of sexual ethics _Ethics and the University_ provides a stimulating and provocative analysis of academic ethics which will be useful to students, academics and practitioners. (shrink)

This book takes a unique organizational approach towards understanding the concept of ethics in educational systems. It provides a global perspective and connects theory and praxis through team-based simulations, case studies and scenarios, thus presenting an integrative approach towards tackling teachers' withdrawal behaviors.

The Critical Graduate Experience is a collection of scholarly reflections on the possibilities of a new vision for critical studies. It is a remarkable book that provides daring analyses from the vantage of the graduate student experience. Drawing from individual knowledge and research, the authors invite you to re-imagine education for justice. Barry Kanpol opens the work with a brilliant meditation on joy and cynicism in university classrooms and educational theory. The book continues to unfold as an open and honest (...) conversation with doctoral students and recent graduates concerning the ethics of higher education. In a true critical approach, each chapter problematizes a new facet of academic assumptions and practices as they touch the lives of students. The authors explore the ethical implications of acknowledging student spirituality and expanding the role of critical education studies. The book concludes with a transparent self-critique on the process and ethics of graduate students writing for publication. This is a wonderful text, guiding students and professors as they enter into dialogue on the ethics of an authentic critical education studies. Classes on practical ethics, educational spirituality, student voice, collaborative publishing, and critical pedagogy could benefit from the insights offered here. Daring to believe that student experience and knowledge have a place in the world of academic publishing, this book is both a prophetic proclamation of and humble invitation to a new future in the field. (shrink)

This book examines leadership strategies that allow administrators to be proactive, visionary, and flexible while increasing collaboration, open communication, and closely integrating theory and practice to ensure successful administration in higher education settings.

Every business and organization today needs to impress stakeholders with its ethics policy. Universities, Ethics and Professions examines how this emphasis on ethics by the professional world is impacting universities, institutions that have long been key contributors to ethical reflection and debate, and shapers of ethical discourse. Changing objectives, globalization, and public concerns continue to bring professionalism, and commercialization, into the dialogue about what ethics mean on campus. Universities, Ethics and Professions offers an in-depth examination of the changing (...) landscape of academic ethics, with case-study analysis from sociologists, educationalists, management specialists and philosophers. As professionalism becomes an integral part of university teaching, training, and research, this book considers the impact on the ethical practices of academics, and explores the importance of universities remaining sites of open discourse on ethics in the future. (shrink)

This book explores the issues that are faced every day by those managing seats of learning.

This book is an invitation to academic administrators, at every level, to engage in reflection on the ethical dimensions of their working lives.

This book examines leadership strategies that allow administrators to be proactive, visionary, and flexible while increasing collaboration, open communication, and closely integrating theory and practice to ensure successful administration in higher education settings.

This valuable resource provides academic and student affairs practitioners with the tools to make informed legal and ethical decisions in their college and university contexts. Law is constantly changing and is interpreted differently from campus to campus based on institutional culture and history. This text provides higher education practitioners with tools to anticipate practical and responsible action, engaging readers in anticipatory and reflective practice. In this text, Boettcher and Salinas introduce the Institutional Intelligence Model, a helpful framework that (...) guides practitioners in examining a wide variety of campus issues. Throughout the book, readers can explore perspectives from current practitioners and utilize case studies to examine specific topics including admissions, academics, student living, confidential resources, and graduate student experiences. By using the strategies in this book, practitioners will be equipped to successfully navigate legal and ethical issues on their campuses. This text is ideal for graduate students, student and academic affairs professionals, and those in leadership positions responsible for working with and supporting students and staff teams. (shrink)

& A college development officer is offered a generous gift by a donor whose identity would embarrass the institution. Should the development officer accept? & A volunteer lies about his level of giving, but classmates believe him and match his "gift." Should donors be told the truth? & A development officer must explain to a donor the difference between naming an endowed chair and selecting the person to fill the chair. Where is the line between reasonable donor expectations and intrusion? (...) "There was a time, barely a generation ago, when most college fund raising was a placid, back-porch operation... That pattern, like so much in higher education, began to change dramatically... On the heels of all this change comes this splendid volume by Deni Elliot. The new fund-raising environment raises a host of ethical questions that were largely unknown or unrecognized by earlier generations of fund raisers... The great value of this book is that it provides some clear-eyed guidance through the ethical thicket that is modern higher education fund raising. The great charm of the book is that it provides this important service with such eloquence and good taste... Anyone involved in modern fund raising will find something of value in this book." -- G. Calvin MacKenzie, Academe "This volume provides college and university development officers and administrators practical help with recognizing difficult ethical situations and discerning the correct ethical response. It can also serve as a guide for donors who wonder what's reasonable for them to expect from fund raisers." -- Resources in Education Contributors: Allen Buchanan, James A. Donahue, Marilyn Batt Dunn, Deni Elliott, Bernard Gert, Judith M. Gooch, Bruce R. Hopkins, Frank Logan, Mary Lou Siebert, Holly Smith, and Eric B. Wentworth. (shrink)

The goal of this book is to help the reader gain knowledge on ethical and legal issues in the field of student affairs and develop competency to follow the profession’s principles and standards of conduct. The significance of the book is due to its focus on the practical value of ethics and legal issues and its aim to address the knowledge, skills, and dispositions required of student affairs educators to develop and maintain integrity in their life and work as (...) described by the ACPA/NASPA. The text offers readers a number of major unique features: It offers multiple ethical decision-making models to guide student affairs educators in their ethical decision-making process. It proposes that ethics is not an individual but an organizational responsibility. It offers that ethical decision making is a professional skill that can be practiced and applied in student affairs educators’ day-to-day practice. It presents the reader with the most current legal issues in student affairs and higher education. Finally, it reflects three themes: integration of ACPA/NASPA competency areas; development of professional identity; and application of knowledge and theory to practice. The book is critical and timely. A book that focuses on ethical and legal issues in student affairs is needed for faculty in preparation programs, new professionals navigating their identity as student affairs educators, and a resource for mid- and senior-level professionals facilitating ongoing professional development. The book begins to address what it means to have a professional identity, which is ground in the shared ethical and legal values espoused within the profession and academia. Each chapter uniquely contributes to the complexity embedded in the study of ethics and how that is applied to practice. Additionally, the volume is a balance of procedural knowledge, case illustrations, and guided practice exercises to facilitate the reader’s ability to translate the theory and research discussed into professional decision making and application. (shrink)

Ringing throughout this volume is a deep commitment to the fundamental values of the academy.

Provision of education for children under five has recently become a political concern. At the same time, this relatively small field has been attracting increased research attention, with many early years practitioners seeking routes to initial and higher degrees. This book offers essential guidance for researchers and newcomers to the field, outlining opportunities in research as well as useful, sensitive and appropriate methods for researching childhood education.

University Ethics not only highlights the ethical shortfalls of colleges today on topics ranging from sexual violence to the treatment of adjuncts but also proposes solutions based on best practices. Essential reading for anyone connected to higher education, the book proposes creating an integrated culture of ethics university-wide.

If cultures are always in the making, this book catches one kind of culture on the make. Academics will be familiar with audit in the form of research and teaching assessments - they may not be aware how pervasive practices of 'accountability' are or of the diversity of political regimes under which they flourish. Twelve social anthropologists from across Europe and the Commonwealth chart an influential and controversial cultural phenomenon.

The absence of ethics at American universities -- Ethics -- How the literature on the university is moving slowly but surely toward university ethics -- A first case for university ethics: the adjunct faculty -- The cultural landscape of the university without ethics -- Cheating -- Undergraduates behaving badly -- Gender -- Diversity and race -- Commodification -- A conclusion : class, athletics, and other university matters.

This text provides a unique collection of case studies across a wide range of organizations (higher education, K-12 education, military, state and local government administration, non-profit institutions, and agency management, etc.). These cases examine ethical decision-making and organizational and leadership behavioral concepts that are practiced in these organizations. The cases cover topics facing our workforce today and ask the reader to solve the dilemma. Through a discussion of these cases, students apply decision making and organizational and leadership strategies (...) to analyze each case and therefore gain a better understanding of how to effectively lead and manage within their organizations. This text challenges students to think critically and analytically. Students are encouraged to reflect on options a practitioner could use to solve the problem. All of the cases end with an open scenario and a set of questions, allowing students to offer a wide range of opinions and participate in reflective and robust discussions. (shrink)

This volume seeks to improve an understanding of and conversations about the nature, meaning and significance of higher education's public service within the scope of a democratic society. Contributors offer educators and students a praxis-oriented, hope-infused, contemplative approach to conceiving, developing and in some cases, returning to public service and public identity in the twenty-first century.

From sex abuse scandals to the treatment of adjunct professors, universities are mired in thorny ethical questions. In this book, Keenan exposes the problems that arise from the lack of professional ethics in the college environment, then proposes concrete solutions for issues ranging from athletics and adjuncts to tuition and salaries.

While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities. Bruce Macfarlane analyzes the pros and cons of prescriptive professional codes of practice employed by many universities and proposes the active development of professional virtues over bureaucratic recommendations. The material is presented in a scholarly yet accessible style and case examples are used throughout to encourage a practical, reflective approach.

This book is based on papers presented at Wake Forest University, where three forums co-sponsored by the Center for Creative Leadership were held to address the ...

This book explores an undeveloped area in postmodern thought: organizational ethics. Ethical debates and analyses usually focus on a particular act or action, an actor, and/or how a secular society should address any of those particular persons or events. In the Post Modern age, ethical decisions and policies are characterized by moral and cultural pluralism. However, there is a second factor that complicates ethical and policy decisions even further. This book argues that in the postmodern age (...) ethical decisions often need to be understood as part of the decision making of organizations and bureaucracies. Organizational decisions often have direct bearing on the choices made by individuals. Two areas that exemplify postmodern issue are the areas of health care and education. For example the decision making of Admissions Officers in American higher education, are influenced by decisions that have been made by the university about the size of the class and the diversity of the class. Health Care organizations make policy decisions that affect every aspect of a patient’s care from admission to treatment and the types of care that are or are not offered. Both education and health care are the object of the significant investment of resources, both areas are value laden in postmodern, pluralistic societies, and yet we do not have a comprehensive method to understand them or evaluate them. This book is of interest to bioethicists, physicians, nurses, health care policy students, educational policy experts, students and government regulators. (shrink)

Part of education as interactive exercise is related to a community of practitioners, a dialogue based philosophy of morals which supposes ethical normative characteristics of the discourse. This normative layer can be interpreted either in relation to the lifeworld, i. e. to the understanding of the good life. Alternatively, it can be realized in relation to some cultural rights, since a mutual recognition based ethics, aiming at highlighting culture as necessary feature of human dignity, can explain an ultimate goal (...) of higher education as global and universal education. Since the whole set of human rights should be seen as an indivisible system of basic limits to individual and collective freedom, a right based approach would be the other main perspective, certainly relevant in the context of the African continent, as it is worldwide. Furthermore a right based understanding is a much ignored aspect of human rights, although intimately related to basic interests of the higher education system from either the point of view of the national education systems, or as private universities and it is also related to non-governmental organisations understanding of the general aim of higher education development, where international organizations could help in the implementation of these cultural rights based good practices. In the first section we first develop briefly a normative ethical model of education based on the transformative model of the ethics of discourse compared to other possible classical models based on merit, then we will present cultural rights, reminding us some aspects of cultural rights related to higher education, and address the relevance for the African context of a contextual reflection on these rights. (shrink)

What is the role of colleges and universities in forming the character of students? Should universities even attempt to cultivate virtue? If so, how can they do so effectively in a pluralistic context? Cultivating Virtue in the University seeks to answer these questions by gathering diverse perspectives on character education within twenty-first century universities. Bringing together experts from a variety of academic disciplines, this volume catalyzes a critical debate about the possibilities and limits of character education in the university while (...) offering theoretical and practical perspectives on what such education could look like in increasingly global, pluralistic, and intercultural institutions. Ultimately, by engaging insights from education, history, literature, philosophy, psychology, sociology, and theology, the volume encourages faculty, staff, and administrators to embrace the opportunities and challenges of cultivating virtue in the university. (shrink)

This book suggests that the umbrella academic organizations step forward and draft a model code of ethics for the profession of higher education.

Because doping is becoming more and more of a problem in elite sports, anti-doping and prevention programs are receiving more attention. However, current doping prevention programs that primarily involve pedagogical education in youths have not been shown to be very effective. In sports philosophy there is a discourse about ethics and morality in sports in connection with doping. So far, however, the aspect of ethics has been neglected in anti-doping prevention programs. This article discusses a new approach to doping prevention (...) for young athletes and a way to improve conventional doping prevention by focusing on the process of decision-making. The article argues that ethical decision-making programs based on ethical training programs developed in business offer a large potential for prevention programs in sport. The article concludes with a presentation of training possibilities for ethical decision-making in connection with doping. (shrink)

Despite the importance of engineering and technology in economic, social, and other aspects of our lives what it means to develop as an engineer, and how this is to occur, is not widely discussed. Becoming a Human Engineer explores the moral and ethical challenges of educating engineers through the philosophical lens of personalism, a branch of philosophy that puts the person first, seeing human growth and development as central to good. Building from the philosophy of the 20th century (...) philosopher John Macmurray, this book explores how ethics and education intersect through a continuous cycle of action and reflection. By pulling together disparate and wide-ranging topics across engineering education, several promising areas of future work are identified. Engineering methods and ways of reflection are deeply embedded in engineering education to the extent that they may interfere with becoming a person. A focus on specific knowledges must complement rather than distract from developing the habits of mind necessary for engineers to adapt to a changing world. Providing meaningful experiences and explicitly focusing on developing multiple ways to reflect on these experiences are shown to be critical for the holistic development of engineers as persons. (shrink)

Pese a que las publicaciones sobre el tema de la universidad se cuentan por centenares, ninguna denuncia los principales vicios universitarios, en exceso persistentes. En este trabajo se describen doce de ellos, tal vez los más relevantes y asiduos: la retórica sofistica, el culturalismo, la democracia intelectual, la libertad sin verdad, el escepticismo, emotivismo y relativismo, la ética sin religión, la soberbia o suficiencia engreída, la rivalidad envidiosa, el fideísmo y la pereza mental. Tras su exposición y ejemplificación se ofrecen (...) pautas para superarlos. (shrink)

This book sets out to generate new ways of reflecting ethically about the purposes and values of contemporary higher education in relation to agency, learning, public values and democratic life, and the pedagogies which support these.

Emerging from the confusion and chaos of neoliberal economic systems around the world, this book brings together a collection of major philosophical ideas from previous centuries and applies them to the practice of education. The book argues that pragmatist philosophy is the most appropriate to guide the organisation of curriculum, pedagogy and assessment. It outlines a number of philosophical dilemmas, exploring these in relation to particular philosophers and offers philosophical insights for educational practice. Further, the book proposes Critical Praxis Bricolage, (...) an epistemological framework articulating a view that education practices are embedded in a social context. This reshapes formal education from being dominated by the market forces of neoliberalism, into a way of ethical life that respects the dignity and knowledgeability of each person and community regardless of background. Written in a narrative style, Pragmatist Philosophy for Critical Knowledge, Learning and Consciousness provides a philosophical paradigm of experience, culture and inquiry that actively connects with human interests of the everyday and with the distinctiveness of being human. This work will be of interest to researchers and higher degree students of education and philosophy of education. (shrink)

A growing trend toward knowledge workers and more highly educated employees has made effective human resource management a key metric separating the corporate wheat from the chaff. Studies confirm that the way people are managed and developed delivers a higher return on investment than new technology, R&D, competitive strategy or quality initiatives. In this book, the authors contend that the broader management models of Management by Instructions and Management by Objectives fail to position organizations for competitive success. What is (...) needed is a strategic leadership tool whose practical application will mine market potential through its relevance to individual organizational members. With a step by step guide to implementation, Managing by Values is just such a tool. (shrink)

School leaders must navigate multiple education reform issues while remaining focused on the daily commitment of providing a quality education to all students. In many cases, the education reforms enacted by policy makers lack empirical support and/or result in potentially unwelcome or unethical practices, yet they are cloaked in rhetoric that makes it difficult for school leaders to accurately decipher the potential impacts on students and teachers. The lack of a practical framework from which to critique reforms such as using (...) standardized test score to make important decisions about students and teachers, merit pay, and standardized curricula products can leave some school leaders in the position of supporting reforms that have long-term negative effects on students or educators. This book fills a void in the literature through a practical approach to (a) provide school leaders with methods they can use to interpret and critique education reforms within an action-oriented framework grounded in ethics and empirical evidence; (b) offer strategies school leaders can use to creatively comply with reforms that lack an evidence base or violate basic principles of ethics, in ways that lessen the negative aspects of education reforms at the point of contact with students; and (c) model the use of a critique framework through example cases of four empirically and ethically dubious education reforms commonly faced by K-12 school leaders. We will ask Yong Zhao to write a Foreword. (shrink)

Analyzes the varied discourse on values and ethics. Addresses the need for self-scrutiny and explores leadership, the professoriate, and campus culture. Also examines academic integrity, freedom of speech, and the conflict between individual rights and the needs of the academic community.

Medical students’ concerns during clinical clerkships may not always be addressed with mentors who work under significant time constraints. This study examined 3rd year students’ survey responses regarding patient encounters to elucidate what may be hidden aspects of their learning environment. We analyzed results to an 18-item survey completed during a required ethics and professionalism course in third-year medicine clerkships over a period of 18 months. The survey covered types of concerns elicited by patient encounters, interactions with mentors about concerns, (...) perceptions of mentors, and level of moral distress. We also examined results of a 7-item evaluation of small group discussions during the study period. 1210 surveys and 195 evaluations constituted the study samples. Students’ concerns related primarily to ethics (36.4%, n = 441) and quality of care (34.5%, n = 418). Concerns had not been raised with a mentor in 535 (44.2%) instances. Students experienced moral distress in connection with 35.4% (n = 324) of cases; this was particularly common when a concern applied to a mentor. Higher levels of moral distress were associated with a lower likelihood of wishing to emulate the mentor (r = -0.27, p <.001). Two thirds of students, 66.9% (n = 107), stated that small group discussions where concerns were discussed lowered their stress levels. We suggest that clinical mentors be made aware of students’ learning needs and that structured discussions be available for students to articulate concerns with peers and facilitators in efforts to uncover elements of the hidden curriculum with the goal of optimizing students’ well-being, learning and professional development. (shrink)

The German philosopher, writer, and statesman Wilhelm von Humboldt (1767–1835) has played a key role in the transformation and development of education in Prussia and beyond its borders. If time is change and can be measured as progress towards social transformation, then time serves some concrete utility transposed in the field of education. For the purpose of social transformation and development of education, Humboldt has used various strategies, among which ethics or morals had a certain impact on education. Despite the (...) importance of this aspect, the ethical understanding of the philosopher has not been researched deeply yet. The following paper analyses this question according to Humboldt’s writings and shows its relevance for education. The aim of this research is to reveal insights that have the potential to serve the development of education even now. (shrink)

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

In Science and Ethics, Bernard Rollin examines the ideology that denies the relevance of ethics to science. Providing an introduction to basic ethical concepts, he discusses a variety of ethical issues that are relevant to science and how they are ignored, to the detriment of both science and society. These include research on human subjects, animal research, genetic engineering, biotechnology, cloning, xenotransplantation, and stem cell research. Rollin also explores the ideological agnosticism that scientists have displayed regarding subjective experience (...) in humans and animals, and its pernicious effect on pain management. Finally, he articulates the implications of the ideological denial of ethics for the practice of science itself in terms of fraud, plagiarism, and data falsification. In engaging prose and with philosophical sophistication, Rollin cogently argues in favor of making education in ethics part and parcel of scientific training. (shrink)