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Michael S. Pritchard [75]Michael Pritchard [18]Michael Scott Pritchard [1]MichaelS Pritchard [1]
  1.  47
    Engineering ethics: concepts and cases.Charles Edwin Harris, Michael S. Pritchard & Michael Jerome Rabins - 2009 - Boston, MA: Cengage. Edited by Michael S. Pritchard, Ray W. James, Elaine E. Englehardt & Michael J. Rabins.
    Packed with examples pulled straight from recent headlines, ENGINEERING ETHICS, Sixth Edition, helps engineers understand the importance of their conduct as professionals as well as reflect on how their actions can affect the health, safety and welfare of the public and the environment. Numerous case studies give readers plenty of hands-on experience grappling with modern-day ethical dilemmas, while the book's proven and structured method for analysis walks readers step by step through ethical problem-solving techniques. It also offers practical application of (...)
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  2.  47
    Social Constructivism, Mental Models, and Problems of Obedience.Patricia H. Werhane, Laura P. Hartman, Dennis Moberg, Elaine Englehardt, Michael Pritchard & Bidhan Parmar - 2011 - Journal of Business Ethics 100 (1):103 - 118.
    There are important synergies for the next generation of ethical leaders based on the alignment of modified or adjusted mental models. This entails a synergistic application of moral imagination through collaborative input and critique, rather than "me too" obedience. In this article, we will analyze the Milgram results using frameworks relating to mental models (Werhane et al., Profitable partnerships for poverty alleviation, 2009), as well as work by Moberg on "ethics blind spots'' (Organizational Studies 27(3): 413-428, 2006), and by Bazerman (...)
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  3.  32
    Ethics Across the Curriculum—Pedagogical Perspectives.Elaine E. Englehardt, Michael S. Pritchard, Robert Baker, Michael D. Burroughs, José A. Cruz-Cruz, Randall Curren, Michael Davis, Aine Donovan, Deni Elliott, Karin D. Ellison, Challie Facemire, William J. Frey, Joseph R. Herkert, Karlana June, Robert F. Ladenson, Christopher Meyers, Glen Miller, Deborah S. Mower, Lisa H. Newton, David T. Ozar, Alan A. Preti, Wade L. Robison, Brian Schrag, Alan Tomhave, Phyllis Vandenberg, Mark Vopat, Sandy Woodson, Daniel E. Wueste & Qin Zhu - 2018 - Cham: Springer Verlag.
    Late in 1990, the Center for the Study of Ethics in the Professions at Illinois Institute of Technology (lIT) received a grant of more than $200,000 from the National Science Foundation to try a campus-wide approach to integrating professional ethics into its technical curriculum.! Enough has now been accomplished to draw some tentative conclusions. I am the grant's principal investigator. In this paper, I shall describe what we at lIT did, what we learned, and what others, especially philosophers, can learn (...)
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  4.  84
    Human dignity and justice.Michael S. Pritchard - 1972 - Ethics 82 (4):299-313.
  5. On Becoming Responsible.Michael S. PRITCHARD - 1991 - Ethics 102 (2):390-392.
     
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  6.  59
    Engineering Ethics: Looking Back, Looking Forward.Richard A. Burgess, Michael Davis, Marilyn A. Dyrud, Joseph R. Herkert, Rachelle D. Hollander, Lisa Newton, Michael S. Pritchard & P. Aarne Vesilind - 2013 - Science and Engineering Ethics 19 (3):1395-1404.
    The eight pieces constituting this Meeting Report are summaries of presentations made during a panel session at the 2011 Association for Practical and Professional Ethics (APPE) annual meeting held between March 3rd and 6th in Cincinnati. Lisa Newton organized the session and served as chair. The panel of eight consisted both of pioneers in the field and more recent arrivals. It covered a range of topics from how the field has developed to where it should be going, from identification of (...)
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  7.  7
    Philosophical Adventures with Children.Michael S. Pritchard - 1985
  8.  31
    Philosophy for children.Michael Pritchard - 2008 - Proceedings of the Heraclitean Society.
  9.  42
    Reason and Passion.Michael S. Pritchard - 1978 - The Monist 61 (2):283-298.
    Although Hume’s theory of the passions has been vigorously criticized by contemporary philosophers, Hume’s immediate successors are seldom credited with serious criticisms of that theory. In fact, insofar as their views are considered at all, they typically are summarily dismissed. Alasdair MacIntyre’s treatment is a good illustration.
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  10.  82
    Bribery: The concept.Michael S. Pritchard - 1998 - Science and Engineering Ethics 4 (3):281-286.
    The aim of this paper is to clarify the concept of bribery, and to do this in a way that reveals its underlying normative features. Bribery, like lying is not a value neutral concept. It has a negative connotation and is regarded by most as generally, although not necessarily universally, wrong. At the very least, those who resort to bribery bear a burden of justification for what they do. This is no small point, as no such burden must be borne (...)
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  11.  77
    Justice and the treatment of animals: A critique of Rawls.Michael S. Pritchard & Wade L. Robison - 1981 - Environmental Ethics 3 (1):55-61.
    Although the participants in the initial situation of justice in John Rawls’ Theory of Justice choose principles of justice only, their choices have implications for other moral concerns. The only check on the self-interest of the participants is that there be unanimous acceptance of the principles. But, since animals are not participants, it is possible that principles will be adopted which confiict with what Rawls calls“duties of compassion and humanity” toward animals. This is a consequence of the initial situation’s assumption (...)
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  12.  23
    Justice and the Treatment of Animals: A Critique of Rawls.Michael S. Pritchard & Wade L. Robison - 1981 - Environmental Ethics 3 (1):55-61.
    Although the participants in the initial situation of justice in John Rawls’ Theory of Justice choose principles of justice only, their choices have implications for other moral concerns. The only check on the self-interest of the participants is that there be unanimous acceptance of the principles. But, since animals are not participants, it is possible that principles will be adopted which confiict with what Rawls calls“duties of compassion and humanity” toward animals. This is a consequence of the initial situation’s assumption (...)
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  13. Professional standards in engineering practice.Michael S. Pritchard - 2009 - In Anthonie W. M. Meijers (ed.), Handbook of the Philosophy of Science. pp. 953--971.
     
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  14.  59
    Responsibility, Understanding, and Psychopathology.Michael S. Pritchard - 1974 - The Monist 58 (4):630-645.
    Philosophical discussions of the conditions of moral agency typically are confined to various aspects of the age-old free will-determinism controversy. Important as the issues raised in the controversy are, they will not be my concern. Instead, I will try to show that, quite apart from whether moral agents must have “free will,” they must meet two other conditions. First, moral agents must have a minimal understanding of the moral concepts applicable to them. I will refer to this as “moral understanding.” (...)
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  15.  38
    Service-learning and engineering ethics.Michael S. Pritchard - 2000 - Science and Engineering Ethics 6 (3):413-422.
    This paper explores ways in which service-learning programs can enhance ethics education in engineering. Service-learning programs combine volunteer work and academic study. The National Society for Professional Engineers (NSPE) and American Society for Civil Engineers (ASCE) codes of ethics explicitly encourage engineers to seek opportunities, beyond their work-related responsibilities, to serve their communities. Examples of how this can be encouraged as a part of the educational experiences of engineering students are explored. Calvin: How good do you have to be to (...)
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  16.  15
    Teaching Practical Ethics.Elaine E. Englehardt & Michael S. Pritchard - 2013 - International Journal of Applied Philosophy 27 (2):161-173.
    A common view is that, whether taught in philosophy departments or elsewhere, practical ethics should include some introduction to philosophical ethics. But even an entire course cannot afford much time for this and expect to do justice to ethical concerns in the practical area . The concern is that ethical theories would need to be “watered down,” or over-simplified. So, we should not expect that this will be in good keeping with either the theories or the practical concerns.In addressing this (...)
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  17.  48
    Conflict of interest in journalism.Sandra L. Borden & Michael S. Pritchard - 2001 - In Michael Davis & Andrew Stark (eds.), Conflict of Interest in the Professions. Oxford University Press. pp. 73--91.
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  18.  21
    Introduction: Exigent decision-making in engineering.Michael Pritchard, Taft H. Broome, Vivian Weil, Michael S. Pritchard, Joseph R. Herkert, Michael Davis & Taft Broome - 1999 - Science and Engineering Ethics 5 (4):541-567.
  19.  22
    On "Should I Be Moral?": A Reply to Snare.Michael S. Pritchard - 1976 - Canadian Journal of Philosophy 6 (1):121 - 126.
  20.  11
    Reason and Passion.Michael S. Pritchard - 1978 - The Monist 61 (2):283-298.
    Although Hume’s theory of the passions has been vigorously criticized by contemporary philosophers, Hume’s immediate successors are seldom credited with serious criticisms of that theory. In fact, insofar as their views are considered at all, they typically are summarily dismissed. Alasdair MacIntyre’s treatment is a good illustration.
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  21. Justice And Resentment In Hume, Reid, And Smith.Michael S. Pritchard - 2008 - Journal of Scottish Philosophy 6 (1):59-70.
    Adam Smith and Thomas Reid follow Joseph Butler's lead in discussing the moral significance of resentment in great detail. David Hume does not. For Smith and Reid, resentment reveals shortcomings in Hume's attempt to ground justice solely in terms of self-interest and public utility. This can be seen most clearly in Reid's critique of Hume's response to the sensible knave. Reid argues that Hume's appeal to our integrity can have force only if Hume concedes that there are elements of justice (...)
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  22.  26
    Response to "ordinary reasonable care is not the minimum for engineers" (m. davis).Michael S. Pritchard - 2001 - Science and Engineering Ethics 7 (2):291-297.
  23.  86
    Moral Machines?Michael S. Pritchard - 2012 - Science and Engineering Ethics 18 (2):411-417.
    Wendell Wallach and Colin Allen’s Moral Machines: Teaching Robots Right From Wrong (Oxford University Press, 2009) explores efforts to develop machines that, not only can be employed for good or bad ends, but which themselves can be held morally accountable for what they do— artificial moral agents (AMAs). This essay is a critical response to Wallach and Allen’s conjectures. Although Wallach and Allen do not suggest that we are close to being able to create full-fledged AMAs, they do talk seriously (...)
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  24.  10
    On Becoming Responsible.Jeffrey Blustein & Michael S. Pritchard - 1993 - Philosophical Review 102 (1):141.
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  25.  3
    Tales of Greed and the Search for Remedies.Elaine E. Englehardt & Michael S. Pritchard - 2021 - In Michael S. Pritchard & Elaine Englehardt (eds.), Everyday Greed: Analysis and Appraisal. Springer Verlag. pp. 25-41.
    Examples of greed and environmental beneficence will be discussed in this chapter. The first example involves the crash of Wallstreet in 2008. Subprime mortgages instruments, complex derivatives and overleveraging in investment banks were major provocateurs in bringing down the economy. Volkswagen’s deceptive practices in measuring diesel fuel efficiency follows. The final example of greed is Boeing and the shoddy decision-making processes on the Boeing 737 MAX that led to the catastrophic crashes resulting in 346 deaths. Good news examples comprise the (...)
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  26. The ethical considerations of science education.Theodore D. Goldfarb & Michael S. Pritchard - 2018 - In Eamon Doyle (ed.), The role of science in public policy. New York: Greenhaven Publishing.
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  27.  13
    Remembering Vivian Weil.Rachelle D. Hollander, Michael Davis, Deni Elliott & Michael S. Pritchard - 2017 - Science and Engineering Ethics 23 (3):637-651.
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  28. Philosophy for Children Workshops: Reflections from Kalamazoo.Marie Hungerman & Michael Pritchard - unknown - Proceedings of the Heraclitean Society 15.
     
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  29. Philosophy for Children Workshops: Reflections from Kalamazoo.Marie Hungerman & Michael Pritchard - 1991 - Analytic Teaching and Philosophical Praxis 12 (1).
    We have been conducting IAPC workshops for teachers together since 1982. Most of these workshops have been held in Michigan. However, occasionally we have conducted workshops in other states as well. In fact, our introduction to each other was at a workshop we conducted in another state.
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  30.  1
    Introduction: Exigent decision-making in engineering.Michael S. Pritchard - 1999 - Science and Engineering Ethics 5 (4):541-567.
  31.  9
    A History of Photography in Fifty Cameras.Michael Pritchard - 2014 - University of Chicago Press.
    The ubiquity of camera phones today has made us all photographers, and as these nano-devices attest, the history of photography, perhaps more so than any other art, is also a history of technology, one best revealed in the very vehicle that makes it possible—the camera. Through brief, illustrated chapters on fifty landmark cameras and the photographers who used them, Michael Pritchard offers an entertaining look at photography as practiced by professionals, artists, and amateurs. A History of Photography in Fifty Cameras (...)
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  32.  33
    A Note From the Editors.Michael Pritchard - 2008 - Teaching Ethics 9 (1):1-1.
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  33.  7
    Abstract of Comments: Conceiving Childhood: Comments on Matthews.Michael S. Pritchard - 1982 - Noûs 16 (1):40 - 41.
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  34.  16
    Bernard Gert on on "Why Should I Act Morally?".Michael S. Pritchard - 2013 - Teaching Ethics 14 (1):15-19.
  35.  39
    Conscience and Reason in Butler’s Ethics.Michael S. Pritchard - 1978 - Southwestern Journal of Philosophy 9 (3):39-49.
  36.  24
    Commentary on “better communication between engineers and managers”.Michael S. Pritchard - 1997 - Science and Engineering Ethics 3 (2):213-214.
  37.  28
    Comments on Common Morality.Michael S. Pritchard - 2006 - Teaching Ethics 7 (1):85-92.
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  38. Critical Thinking: Problem-Solving or Problem Creating?Michael S. Pritchard - 1987 - Analytic Teaching and Philosophical Praxis 8 (1).
    For some time now I have been puzzling over what we really have in mind when we say that the schools should be doing a better job of helping students develop their critical thinking abilities. Although most educators agree that something should be done, there is no consensus on how to go about it. I suspect that this is partly because there is no consensus on what critical thinking is. I offer no definition. But I do have some reflections that, (...)
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  39.  31
    Doing the minimum.Michael S. Pritchard - 2001 - Science and Engineering Ethics 7 (2):284-285.
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  40.  2
    Engineering Ethics.Michael S. Pritchard - 2005 - In R. G. Frey & Christopher Heath Wellman (eds.), A Companion to Applied Ethics. Oxford, UK: Blackwell. pp. 620–632.
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  41.  4
    Everyday Greed: Analysis and Appraisal.Michael S. Pritchard & Elaine Englehardt (eds.) - 2021 - Springer Verlag.
    This collection examines how greed should be understood and appraised. Roundly condemned by virtually all religions, greed receives mixed appraisals in the domains of business and economics. The volume examines these mixed appraisals and how they fare in light of their implications for greed in our everyday world. Greed in children is uniformly criticized by parents, other adults, and even children’s peers. However, in adulthood, greed is commended by some as essential to profit-seeking in business and for offering the greatest (...)
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  42.  6
    Filosofia para crianças.Michael Pritchard - 2005 - Critica.
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  43.  3
    Gareth B. Matthews, The Child's Philosopher edited by Maughn Rollins Gregory and Megan Laverty (New York: Routledge, 2022).Michael S. Pritchard - forthcoming - Philosophy.
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  44. Golf Lessons.Michael Pritchard - unknown - Proceedings of the Heraclitean Society 21.
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  45.  28
    Good Works.Michael S. Pritchard - 1992 - Professional Ethics, a Multidisciplinary Journal 1 (1-2):155-177.
  46.  4
    If All Animals Were Cats..Michael Pritchard - 1981 - Thinking: The Journal of Philosophy for Children 3 (1):56-62.
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  47. Idle Curiousity.Michael S. Pritchard - 1981 - Analytic Teaching and Philosophical Praxis 2 (1).
    I have just completed participation in the second year of a philosophy for children program at the Ransom Public Library in Plainwell, Michigan. Both years have been sponsored by the Michigan Council for the Humanities, which has awarded the library two grants to run the program. Director of the program is Jan Park, lead librarian. It was my pleasure to meet with different groups of 4th and 5th graders during this time to discuss Harry Stottlemeier's Discovery and related materials.
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  48.  4
    In Support of a “Generalist” Orientation for an Ethics Center in advance.Michael S. Pritchard & Sandra L. Borden - forthcoming - Teaching Ethics.
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  49.  5
    In Support of a “Generalist” Orientation for an Ethics Center.Michael S. Pritchard & Sandra L. Borden - 2021 - Teaching Ethics 21 (2):149-160.
    Western Michigan University’s Center for the Study of Ethics in Society has always had a “generalist” approach—that is to say, an interdisciplinary orientation toward studying a broad range of ethical issues. This article explains how the center’s “generalist” orientation developed and why it is desirable for promoting public reflection about ethical issues. It focuses on these dimensions: valuing an across-the-curriculum approach to promote understanding of complex ethical issues; adopting a broad, rather than narrow focus, when it comes to ethics; committing (...)
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  50. Lost in Space.Michael S. Pritchard - 1990 - Analytic Teaching and Philosophical Praxis 11 (1).
    Flying several miles above ground for several thousand miles gives one pause for reflection. "Don't worry about the world coming to an end today, sir," says one of the children in Peanuts. "It's already tomorrow in Australia." Enroute to Taipei, I suspected that travelling halfway around the world to participate in the 3rd International Conference Philosophy for Children would stand me on my head. I was right. I knew before I left that half of today in Taipei is somehow concurrent (...)
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