A textbook designed for the mandatory semester ethics course at the United States Naval Academy by USNA Ethics Section, with contributions by the Distinguished Chair in Ethics.

In this article we consider the value and effective use of ethics courses and case study pedagogy, analyze media ethics cases in 3 textbooks, support changing primary actors in many future text case studies, and call for the addition of ethical issues most relevant to the professional positions students will hold after graduation.

We content-analyzed sixteen business ethics textbooks to assess the extent to which small business and entrepreneurship concepts appear in these texts. We found that scenarios related to large corporations and executive level decision-making dominate discussions and applications. These texts have very little to no coverage of small business and entrepreneurship and relevant ethical issues. We discuss this missing link and implications for integrating small business,entrepreneurship, and ethics into business ethics education.

We content-analyzed sixteen business ethics textbooks to assess the extent to which small business and entrepreneurship concepts appear in these texts. We found that scenarios related to large corporations and executive level decision-making dominate discussions and applications. These texts have very little to no coverage of small business and entrepreneurship and relevant ethical issues. We discuss this missing link and implications for integrating small business,entrepreneurship, and ethics into business ethics education.

The Jewish Family Ethics Textbook guides teachers and students of all ages and backgrounds in mining classical and modern Jewish texts to inform decision making on hard choices.

This study examined representations of Kant’s theory of ethics in three applied ethics open textbooks. In two of the three textbooks, the concept of autonomy, which is the foundational concept in Kant’s theory, was generally missing. The three textbooks introduced and explained Kant’s emphasis on duty, but only one of them explicated the connection between duty and autonomy. All three textbooks introduced and explained Kant’s concept of universalizability. All of them also introduced the Formula (...) of Humanity (FH), however, none of them explained what Kant meant by “humanity” in that formula (Kant defined humanity as “the capacity to set ends”). The study concluded with recommendations for textbook authors on how to write valid and comprehensive introductions to Kant’s theory. The recommendations were the following: First, Kant’s theory should be introduced as a theory of both autonomy and duty. Second, the Formula of Universal Law (FUL) should be introduced as a tool that supports agents in practicing autonomy, not as a formula that should be blindly followed; blindly following formulas contradicts with Kant’s commitment to the unconditional respect of human autonomy. Finally, when introducing Kant’s command to treat humanity as an end-in-itself, it is important to explain what he meant by humanity and by end-in-itself. (shrink)

Contending that concern over the ethical dimensions of these and other like issues are no longer just in the domain of those involved in medical practice, the ...

In Medical Ethics, the editors have developed a completely different type book, focusing upon issues not ordinarily dealt with in texts on bioethics.

While tens of thousands of people across the United States serve on hospital and other healthcare ethics committees, almost no carefully prepared educational material exists for HEC members. Ethics by Committee is a one volume collection of chapters developed exclusively for this educational purpose. Experts in bioethics, clinical consultation, health law, and social psychology from across the country contribute chapters on ethics consultation, education, and policy development.

A new, updated third edition of the most successful and widely used textbook on Christian ethics.

Combining engaging discussions and stimulating new case studies, BUSINESS ETHICS: A TEXTBOOK WITH CASES gives students a comprehensive survey of business ethics that will guide them toward becoming ethical professionals, even if they have never studied philosophy before. Rich with real-world examples, BUSINESS ETHICS: A TEXTBOOK WITH CASES invites students to critically analyze and apply a broad range of philosophical concepts and principles to today's most important issues in business and beyond. BUSINESS ETHICS: A TEXTBOOK WITH (...) CASES is a concise (without readings) and updated version of the eleventh edition of MORAL ISSUES IN BUSINESS. BUSINESS ETHICS: A TEXTBOOK WITH CASES is also available in an eBook format. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. (shrink)

Background:Textbooks are central for the education of professionals in the health field and a resource for practitioners already in the field.Objectives:This article focuses on how 12 textbooks in psychiatric nursing and psychiatry, published in Norway between 1877 and 2012, describe and present people with psychosis.Research design:We used qualitative content analysis.Ethical considerations:The topic is published textbooks, made available to be read by students, teachers and professionals, and no ethical approval was required.Findings:The analysis shows that all 12 textbooks (...) describe and present people who are considered as psychotic from a ‘perspective from above’. In this perspective, the readers are learning about psychosis in the professional’s language and from the author’s viewpoint. Most often the textbooks communicate a universal image of people with psychosis, a description that fits with the diagnostic criteria. The analysis also shows that two textbooks in psychiatric nursing combined this perspective with a ‘perspective from within’. Here, the readers are learning about psychosis from the patients’ own viewpoint. The authors communicate a personal, psychotic universe that differs from various people, even if they have the same diagnosis, and the descriptions are focusing on the patient as a whole person.Discussion and conclusion:Drawing partly on Rita Charon’s writings about narrative knowledge in the health field, and partly on insights from Martha Nussbaum and her concept of narrative imagination, we argue that mental health professionals need to learn about, understand and fathom what patients go through by reading, listening to and acknowledging the patients’ own stories and experiences. Cultivating the capacity for empathy and compassion are at the very heart of moral performance in the mental health field. A valuable moral resource in that regard is leading textbooks and how they describe and present people with severe mental illness. (shrink)

Comprehensive in scope and research, this book will be a crucial resource for researchers in the medical sciences, as well as teachers and students alike.

Liu Shipei received an outstanding classical education and obtained the juren degree in 1902. After failing the metropolitan exam in the following year, however, he went to Shanghai where he became involved in revolutionary activities and wrote a number of political, ethical, and historical treatises, including the Textbook on Ethics. In his Textbook, Liu sets out a more systematic presentation of an ethical theory than any we find in earlier centuries. His goal is a complete reworking of Confucian (...) class='Hi'>ethics, and his methods and conclusions merit comparison to the similar objectives of Liang Qichao in the more popularized On the New People of three years earlier. Like Liang's "new ethics," Liu's ethical theory is shorn of much of the metaphysical apparatus that accompanied earlier neo-Confucian ethical teachings, and, like Liang, Liu is to some extent familiar with Western philosophical trends and concepts. Finally, like Liang, Liu finds "rights" to be centrally important to his new ethics, as the following chapters from the Textbook make clear. (shrink)

Prima facie, Christian ethics will be centred on Jesus Christ, but to what extent can and should textbooks for academic study of the field have this focus? Perhaps the two most influential Anglophone Christian ethicists of recent decades are Stanley Hauerwas and Oliver O’Donovan. Their introductory volumes were both very Christocentric although in different ways. Yet recent textbooks in the discipline generally do not manifest such a strong focus on Jesus Christ. This generates one criterion by which (...) we might assess such books. This article reviews six textbooks, four by UK and two by US authors. It suggests that other criteria for assessment include whether they give appropriate prominence to the Pauline vision of ‘life by the Spirit’, whether they manifest such pastoral responsibility as Christian ethicists have for students, and whether they are alert to overlapping concerns in Christian ethics and missiology. (shrink)

While tens of thousands of people across the United States serve on hospital and other healthcare ethics committees , almost no carefully prepared educational material exists for HEC members. Ethics by Committee is a one volume collection of chapters developed exclusively for this educational purpose. Experts in bioethics, clinical consultation, health law, and social psychology from across the country contribute chapters on ethics consultation, education, and policy development.

Research ethics is a core component of undergraduate psychology curricula, typically first encountered in introductory textbooks. Previous analyses of introductory textbooks focused on human research ethics. Given growing concerns about animal research—particularly among college students—we analyzed discussions of animal research ethics in 18 introductory psychology textbooks. Our results revealed that while most textbooks address this topic, defenses of animal use and mentions of oversight account for a majority of content, while discussions of (...) class='Hi'>ethics were lacking. We discuss implications of these results and suggest improvements for engaging students to think critically about animal research ethics. (shrink)

Thinking about ethics -- Philosophical ethics -- Why not do wrong? -- Is the ethical a human construct or a factual realm? -- Do you just do what is right or do you try to predict the outcomes? -- Natural law and virtue ethics -- Ethics and the bible -- Learning from the wisdom of the world -- Humanism : do we need god to realize that people just matter? -- Ethical dilemmas -- Dilemmas in bed (...) -- Dilemmas in business -- Dilemmas in medicine -- Dilemmas involving violence and power -- Dilemmas in government and leadership -- Dilemmas and the future : the environment, animals, and plants -- Dilemmas in the cyber world -- Making a decision -- Becoming a morally serious person -- Taking an ethical position. (shrink)

It is a guilty secret that many college professors sell the complimentary desk copies that they receive from textbook publishers for cash. This article attempts to shed light on the undercover practice by looking at the resale of complimentary textbooks by faculty from four perspectives. Part One provides an overview of the college textbook industry, the business reasons that motivate publishers to provide complimentary desk copies to faculty, and the economic consequences of the entry of the textbooks into (...) the used book market. Part Two examines the legal characteristics of complimentary desk copies in terms of their ownership and any contractual duties that may arise from their receipt. Part Three looks at legislative efforts to curb the practice, and Part Four reviews university policies addressing the issue. In Part Five, the ethical implications of faculty selling desk copies are examined, with a special focus on this practice in a business school. The Conclusion considers the future of the sale of complimentary copies in light of the move to e-books and other initiatives by authors and textbook publishers to circumvent the practice. (shrink)

An a l y s e s of more than 300 textbooksfound that the development of lessons on ethics in news reporting and writing textbooks clearly mirrored the development of scholarship in media ethics. Substantial discussion of ethics did not appear in textbooks until the 1920s and 1930s, and after a 40-year absence, returned in the 1970s, 1980s, and 1990s. However, the author argues, the potentialforfurther advancement of ethics lessons among news reporting and writing (...) textbooks remains n question mark. Text discussions of ethics are still not prominent, and important moral and intellectual questions in journalism are overlooked. (shrink)

The syllabus presented here is designed for use in the training of researchers and research ethics committee members throughout the European Union and beyond. It is intended to be accessible to scientific and lay readers, including those with no previous experience of ethical theory and analysis. The syllabus will cover key issues in the ethics of research involving human participants, including the ethical issues associated with new technologies.

When is clinical research ethical? The difficulty in answering this question lies in the dual nature of research on human subjects, which yields two somewhat conflicting sets of obligations. On the one hand, there is the traditional view of science that includes the idea of an obligation to learn about the world. On the other hand, there is the obligation of care on the part of researchers towards individual participants in the research ...

논자는 이 글에서 한국의 현행 고교 윤리(도덕) 및 철학 교과서에 나타난 반철학적·비철학적 교화의 흔적들을 적시하며 그것들을 극복하는 올바른 방향성의 윤곽을 시론적으로 제시해 보았다. 『고등학교 생활과 윤리』, 『고등학교 윤리와 사상』, 『고등학교 고전과 윤리』, 『고등학교 철학』 등 네 종의 검인정 교과서를 검토한 결과, 논자는 각각 ‘평면적·나열적 내용 구성’, ‘윤리의 도구적 합리화’, ‘동아시아 전통의 특권화’, ‘의사소통의 수직적 왜곡’으로 요약되는 네 가지 문제점이 그러한 교화의 흔적으로 교과서에 나타남을 발견할 수 있었다. 맨 먼저 논자는 ‘평면적·나열적 내용 구성’에 대해 향후 교과서의 내용 구성을 단순히 평면적이고 나열적인 (...) 방식에서 보다 더 입체적이고 문제 제기적인 방식으로 바꿔 나가야 한다고 주장했다. 둘째로 ‘윤리의 도구적 합리화’에 대해서는 교과서가 도덕적인 양심을 자양하는 밑거름이 되어야지 단순히 유불리에 따라서만 행동하는 타산성의 배양토가 되어선 안 된다고 주장했다. 셋째로 ‘동아시아 전통의 특권화’에 대해서는 동아시아 사상을 단순히 그것이 ‘우리 것’이란 이유로 윤리책에 싣기 전에 그중에서 윤리와 관련 있는, 그래서 윤리책에 실릴 만한 요소들을 가려내는 ‘윤리적 여과’가 선행되지 않으면 안 된다고 주장했다. 넷째로 ‘의사소통의 수직적 왜곡’에 대해서는 수업에서 행해지는 토론이 무리한 다수결로 결론을 급조하는 형식적 의결의 절차가 아니라 모두가 자신의 생각을 충분히 드러내고 타인의 생각을 충분히 경청하며 ‘함께하는 발견’에 도달하는 합리적 의사소통의 절차로 재정립되어야 한다고 주장했다. (shrink)

Mental health research and care in the twenty first century faces a series of conceptual and ethical challenges arising from unprecedented advances in the neurosciences, combined with radical cultural and organisational change. The Oxford Textbook of Philosophy of Psychiatry is aimed at all those responding to these challenges, from professionals in health and social care, managers, lawyers and policy makers; service users, informal carers and others in the voluntary sector; through to philosophers, neuroscientists and clinical researchers. Organised around a series (...) of case studies in five key topic areas - concepts of disorder, the philosophical history of psychopathology, philosophy of science, ethics and philosophical value theory, and philosophy of mind - the book provides a detailed introduction to the field and a framework for study and skill development. Each case study is supported by selected readings from both philosophy and mental health, thinking skills exercises, self-test questions, key learning points and detailed guides to further reading. There is an introduction for philosophers to classification and descriptive psychopathology, and for practitioners to philosophical methods (including logic). The philosophical topics covered include philosophical methods (analytic and Continental); phenomenology, hermeneutics and existentialism, logical empiricism and its successors; idealism and realism; reasons and causes; and modern theories of mind and brain, free will and personal identity. Topics from mental health include psychiatry and 'anti-psychiatry'; Jaspers' psychopathology and the new neurosciences; the future of psychiatric classifications; strengths-based approaches, recovery practice, social inclusion and diversity; and key topics in psychopathology, such as delusion, autism, disorders of volition, thought insertion and other experiences in schizophrenia. The Oxford Textbook of Philosophy of Psychiatry aims to secure the skills-base of the discipline by bringing philosophers closer to the realities of practice in mental health, and mental health practitioners closer to the resources of philosophy as a partner to the sciences in responding to the challenges of twenty-first century mental health and social care. (shrink)