This paper describes our general framework for the investigation of how human gestures can be used to facilitate the interaction and communication between humans and robots. Two studies were carried out to reveal which “naturally occurring” gestures can be observed in a scenario where users had to explain to a robot how to perform a home task. Both studies followed a within-subjects design: participants had to demonstrate how to lay a table to a robot using two different methods — (...) utilizing only gestures or gestures and speech. The first study enabled the validation of the COGNIRON coding scheme for human gestures in Human–Robot Interaction. Based on the data collected in both studies, an annotated video corpus was produced and characteristics such as frequency and duration of the different gestural classes have been gathered to help capture requirements for the designers of HRI systems. The results from the first study regarding the frequencies of the gestural types suggest an interaction between the order of presentation of the two methods and the actual type of gestures produced. However, the analysis of the speech produced along with the gestures did not reveal differences due to ordering of the experimental conditions. The second study expands the issues addressed by the first study: we aimed at extending the role of the interaction partner by introducing some positive acknowledgement of the participants’ activity. The results show no significant differences in the distribution of gestures between the two explanation methods, in contrast to the previous study. Implications for HRI are discussed focusing on issues relevant for the design of the robot’s communication skills to support the interaction loop with humans in home scenarios. (shrink)

Background This study used a scenario- and discussion-based approach to teach preclinical medical students the socio-philosophical aspects of psychiatry and qualitatively evaluated the learning outcomes in a medical humanities course in Taiwan. Methods The seminar session focused on three hypothetical psychiatry cases. Students discussed the cases in groups and were guided by facilitators from multiple disciplines and professions. At the end of the semester, students submitted a narrative report comprising their reflections on the cases and discussions. The authors utilized (...) content analysis to categorize students’ narratives into three facets, namely, the philosophical, social and individual. Results In total 163 preclinical medical students participated in the class; 150 of them mentioned the scenario-based lesson in their reports; 33.3% of these reports discussed the case at the philosophical dimension (n = 50), 45.3% at the social dimension (n = 68), and 26.6% at the individual dimension (n = 40). Four major themes emerged: (1) a psychiatric diagnosis has far-reaching consequences for an individual’s life, (2) the social structure affects how patients experience psychiatric disorders, (3) students related personal experience or those of friends and family to understand psychiatric disorders, and (4) medical humanities are of particular importance in psychiatric education. Conclusions This study demonstrated that the scenario-based discussions led by a multidisciplinary team of facilitators can benefit medical students with limited clinical experience to contemplate the socio-philosophical aspects of psychiatry. The authors suggest that this pedagogical model during preclinical education should be encouraged. (shrink)

We describe the development, testing, and formative evaluation of nine role-play scenarios for teaching central topics in the responsible conduct of research to graduate students in science and engineering. In response to formative evaluation surveys, students reported that the role-plays were more engaging and promoted deeper understanding than a lecture or case study covering the same topic. In the future, summative evaluations will test whether students display this deeper understanding and retain the lessons of the role-play experience.

We describe the development, testing, and formative evaluation of nine role-play scenarios for teaching central topics in the responsible conduct of research to graduate students in science and engineering. In response to formative evaluation surveys, students reported that the role-plays were more engaging and promoted deeper understanding than a lecture or case study covering the same topic. In the future, summative evaluations will test whether students display this deeper understanding and retain the lessons of the role-play experience.

Analyzing the way computer technologies are used is crucial for their development. Such analyses make it possible to evaluate these technologies and enhance their evolution. The present article presents some ideas drawn from the development of a cooperation platform for elementary school children (10–11 years old). On the basis of an obvious ergonomic requirement, we worked on two other dimensions: cultural aspects and the teaching scenario. The goal was to set up observation situations and analyze the conversations produced (...) during those situations, in order to understand what using the platform meant to both the pupils and their teachers. (shrink)

Case-based instruction has been regarded by many as a viable alternative to traditional lecture-based education and training. However, little is known about how case-based training techniques impact training effectiveness. This study examined the effects of two such techniques: (a) presentation of alternative outcome scenarios to a case, and (b) conducting a structured outcome evaluation. Consistent with the hypotheses, results indicate that presentation of alternative outcome scenarios reduced knowledge acquisition, reduced sensemaking and ethical decision-making strategy use, and reduced decision ethicality. Conducting (...) a structured outcome evaluation had no impact on these outcomes. Results indicate that those who use case-based instruction should take care to use clear, less complex cases with only a singular outcome if they are seeking these types of outcomes. (shrink)

The integration of artificial intelligence into bioethics education represents a new pedagogical approach that addresses complex moral issues in healthcare. The use of AI-driven platforms like ChatGPT in bioethics education can enhance critical thinking and decision-making skills among students by providing a diverse range of perspectives and solutions. To assess the ability of ChatGPT-4 to understand and resolve ethical dilemmas using validated clinical case vignettes, thereby determining its suitability as a teaching aid in bioethics. Ten clinical scenarios, each with (...) inherent ethical issues, were presented to ChatGPT-4. These scenarios were expert-validated to ensure relevance and complexity. ChatGPT's responses were evaluated by two blinded external raters to eliminate bias. The assessment criteria included identification of bioethical principles, recognition of stakeholders and their outcomes, and comprehension of ethical and legal frameworks. Additionally, the quality of responses was scored on a scale of 1–10. ChatGPT showed proficiency in identifying the pertinent bioethical principles and stakeholders involved in the ethical dilemmas presented. It achieved an overall score of 84.5%, with high marks for its analytical capabilities in complex scenarios. However, the study identified areas for improvement, particularly in proposing comprehensive solutions and alternative actions. ChatGPT demonstrates potential as an effective tool for bioethics education, capable of guiding learners through the resolution of ethical issues in clinical practice. However, to fully integrate ChatGPT into bioethics education, it requires enhancements in delivering detailed, actionable guidance in ethical decision-making. Future development should focus on refining ChatGPT’s ability to offer nuanced solutions aligned with patient values and clinician needs. (shrink)

The use of role-playing (“active learning”) as a teaching tool has been reported in areas as diverse as social psychology, history and analytical chemistry. Its use as a tool in the teaching of engineering ethics and professionalism is also not new, but the approach develops new perspectives when used in a college class of exceptionally wide cultural diversity. York University is a large urban university (40,000 undergraduates) that draws its enrolment primarily from the Greater Toronto Area, arguably one (...) of the most culturally diverse cities in the world, embracing the largest percentage of Canada’s immigration. Among the area’s five million inhabitants, 50% identify themselves as a visible minority born outside Canada, while over 100 languages and dialects are spoken daily. Although students admitted from this international pool have usually been exposed to western attitudes during secondary education and are rapidly assimilated into Canadian culture, responses to specific ethical issues are strongly influenced by their prior culture. Two and three-part scripts for case studies based on NSF or original scenarios were written to illustrate issues such as gifts, attitudes towards women and ethnic minorities, conflict of interest, whistle-blowing, sexual harassment, individual rights, privacy, environment, intellectual property, and others. Following the presentation, the actors lead group discussion based on previously specified questions. Once the initial shyness and reluctance of some cultures has been overcome through the building of rapport, students have written original scripts based on hypothetical or prior personal situations. The method is now being adopted in a short course format to assist the professional integration of foreign trained engineers. (shrink)

One of the key learning objectives in any health professional course is to develop ethical and judicious practice. Therefore, it is important to address how medical and pharmacy students respond to, and deal with, ethical dilemmas in their clinical environments. In this paper, we examined how students communicated their resolution of ethical dilemmas and the alignment between these communications and the four principles developed by Beauchamp and Childress. Three hundred and fifty-seven pharmacy and medical students (overall response rate=63%) completed a (...) questionnaire containing four clinical case scenarios with an ethical dilemma. Data were analysed using multiple methods. The findings revealed that 73% of the qualitative responses could be exclusively coded to one of the ‘four principles’ determined by the Beauchamp and Childress' framework. Additionally, 14% of responses overlapped between the four principles (multiple codes) and 13% of responses could not be coded using the framework. The subsequent subgroup analysis revealed different response patterns depending on the case being reviewed. The findings showed that when students are faced with challenging ethical dilemmas their responses can be aligned with the Beauchamp and Childress framework, although more contentious dilemmas involving issues of law are less easily categorised. The differences between year and discipline groups show students are developing ethical frames of reference that may be linked with their teaching environments and their levels of understanding. Analysis of these response patterns provides insight into the way students will likely respond in ‘real’ settings and this information may help educators prepare students for these clinical ethical dilemmas. (shrink)

This paper reports research carried out in a New Zealand university to revisit the question of whether national culture influences the perceptions of business students about ethical dimensions in somewhat ambiguous cases. Although this study demonstrated mixed results, the identified patterns in the data provide useful insight into the perceptions of diverse cultural groups. There are two main findings. First, the study provides an example which demonstrates that althoughHofstede’s (1991) dimensions of individualism and collectivism illustrate important differences, using these dimensions (...) without consideration of the micro-context within geographical borders may result in variable outcomes. Second, the qualitative data revealed greater variability within cultures than would have been the case using purely quantitative data. Despite the similarity of the educational qualification these students receive, their perceptions of ethical and moral dilemmas in workplace scenarios do vary, primarily explained as an appeal to a deontological or teleological rationale, within as well as between cultural cohorts. Such insight into cultural differences is an integral component for those educators involved in curriculum development in the future. (shrink)

The use of role-playing (“active learning”) as a teaching tool has been reported in areas as diverse as social psychology, history and analytical chemistry. Its use as a tool in the teaching of engineering ethics and professionalism is also not new, but the approach develops new perspectives when used in a college class of exceptionally wide cultural diversity. York University is a large urban university (40,000 undergraduates) that draws its enrolment primarily from the Greater Toronto Area, arguably one (...) of the most culturally diverse cities in the world, embracing the largest percentage of Canada’s immigration. Among the area’s five million inhabitants, 50% identify themselves as a visible minority born outside Canada, while over 100 languages and dialects are spoken daily. Although students admitted from this international pool have usually been exposed to western attitudes during secondary education and are rapidly assimilated into Canadian culture, responses to specific ethical issues are strongly influenced by their prior culture. Two and three-part scripts for case studies based on NSF or original scenarios were written to illustrate issues such as gifts, attitudes towards women and ethnic minorities, conflict of interest, whistle-blowing, sexual harassment, individual rights, privacy, environment, intellectual property, and others. Following the presentation, the actors lead group discussion based on previously specified questions. Once the initial shyness and reluctance of some cultures has been overcome through the building of rapport, students have written original scripts based on hypothetical or prior personal situations. The method is now being adopted in a short course format to assist the professional integration of foreign trained engineers. (shrink)

Just over a decade ago, I began teaching medical students in the required preclinical course ethics and professionalism. The point of the course was to introduce basic ethical and professional norms through a small number of large group sessions, but mostly small group tutorials of 10 or 12 students engaging in weekly sessions combining readings from the literature and case scenarios highlighting real-life ethical tensions they either had, or would most likely, encounter in the future. The students wrote perceptively (...) and thoughtfully each week, and class was topical and lively. Some students went on to complete longer essays for a school-wide ethics competition and even to win. By all accounts a resounding... (shrink)

Linguistic Modelling of Scenarios proposes a paradigm change from the 'systemic VIEW' to 'systems SCIENCE', so as to extend the methodology of conventional science of physics into the domains hitherto beyond the reach of this kind of treatment. The book: I. Identifies the problematic issues in current approaches to the 'systemic or structural view' of parts of the world as opposed to the 'quantitative/qualitative views' of conventional science of physics and the arts whereby introducing the 'third culture'. II. Locates the (...) position of the structural view in the context of 'human intellectual endeavour'. III. Discusses the fundamental questions raised by modelling aspects of human behaviour. IV. Introduces the basic ideas and the symbolism of linguistic modelling which are then applied to turning descriptions of scenarios as a story or narrative into reasoning schemes. V. Describes a methodology of 'problem solving' of which design thinking and the operation of purposive systems are seen as essential ingredients. Problem solving is a universal activity of living in particular human beings through innovation, invention and creativity. Lack of this activity leads to death! Problem solving is regarded as pivotal point which may propel the spread of the modified structural view into social, technical, cultural and educational awareness. VI. Shows the location of aspects of conventional science within the scheme of systems science whereby achieving a 'continuity of the scientific endeavour'. VII. Outlines a teaching scheme for 'linguistic modelling'. Janos Korn explains how a view can be converted into a science which can lead to a possibility of 'organised speculation' or simulation of behaviour, exploring the effects of variation of parameters on performance, and the occurrence of outcomes of operations, beneficial or not, of dynamic structures. Static and dynamic structures are expressed in more rigorous and computable terms so that the results of analysis and design of human activity scenarios could be exposed to at least thought experiments. Linguistic Modelling of Scenarios is an informative read for any professionals, teachers and students of engineering, social science, management, business and production. (shrink)

Teaching Secondary Science: Theory and Practice provides a dynamic approach to preparing preservice science teachers for practice. Divided into two parts - theory and practice - the text allows students to first become confident in the theory of teaching science before showing how this theory can be applied to practice through ideas for implementation, such as sample lesson plans. These examples span a variety of age levels and subject areas, allowing preservice teachers to adapt each exercise to suit (...) their needs when they enter the classroom.Each chapter is supported by pedagogical features, including learning objectives, reflections, scenarios, key terms, questions, research topics and further readings. Written by leading science education researchers from universities across Australia, Teaching Secondary Science is a practical resource that will continue to inspire preservice teachers as they move from study into the classroom. This book includes a single-use twelve-month subscription to Cambridge Dynamic Science. (shrink)

The aim of this study was to investigate the use of a newly developed design game called BLOCKS to stimulate awareness of ethical responsibilities amongst engineering students. The design game was played by seventeen teams of chemical engineering students, with each team having to arrange pieces of colored paper to produce two letters each. Before the end of the game, additional constraints were introduced to the teams such that they faced similar ambiguity in the technical facts that the engineers involved (...) in the Challenger disaster had faced prior to the space shuttle launch. At this stage, the teams had to decide whether to continue with their original design or to develop alternative solutions. After the teams had made their decisions, a video of the Challenger explosion was shown followed by a post-game discussion. The students’ opinion on five Statements on ethics was tracked via a Five-Item Likert survey which was administered three times, before and after the ethical scenario was introduced, and after the video and post-game discussion. The results from this study indicated that the combination of the game and the real-life incident from the video had generally strengthened the students’ opinions of the Statements. (shrink)

This paper reports on a preliminary investigation of the pedagogical uses and possibilities of interactive ethics audit simulations. We want to foster experience-based learning in business ethics and examine how simulated social audits of corporations can be useful supplements to traditional textbook-oriented pedagogy. We argue that social audit simulations may offer many benefits for business ethics instruction, especially when it comes to developing ethical literacy for institutionally complex and morally complicated multi-stakeholder scenarios. We conclude that ethics education based on broadly (...) accepted standards of social accountability should be advanced through audit-simulation technology. Thus certain decision-making problems, which students might encounter in the real world, can be studied in the classroom. Our research contributes to the field in several ways. It describes a new avenue for self-directed learning that encourages critical thinking about ethical issues and complex stakeholder scenarios in an enjoyable, interesting and safe way. Moreover, it emphasizes “soft” skill development, and empowers students to advance their skills through exploration, practice, and learning from their mistakes. By advancing the pedagogical toolkit of educators, this new interactive technology can improve awareness of how codes of business ethics should work in the real world and inspire further scholarly debate and research. (shrink)

This paper reports on a preliminary investigation of the pedagogical uses and possibilities of interactive ethics audit simulations. We want to foster experience-based learning in business ethics and examine how simulated social audits of corporations can be useful supplements to traditional textbook-oriented pedagogy. We argue that social audit simulations may offer many benefits for business ethics instruction, especially when it comes to developing ethical literacy for institutionally complex and morally complicated multi-stakeholder scenarios. We conclude that ethics education based on broadly (...) accepted standards of social accountability (SA8000, GRI, ISO 26000, SOX 404) should be advanced through audit-simulation technology. Thus certain decision-making problems, which students might encounter in the real world, can be studied in the classroom. Our research contributes to the field in several ways. It describes a new avenue for self-directed learning that encourages critical thinking about ethical issues and complex stakeholder scenarios in an enjoyable, interesting and safe way. Moreover, it emphasizes “soft” skill development, and empowers students to advance their skills through exploration, practice, and learning from their mistakes. By advancing the pedagogical toolkit of educators, this new interactive technology can improve awareness of how codes of business ethics should work in the real world and inspire further scholarly debate and research. (shrink)

Self‐driving cars hold out the promise of being much safer than regular cars. Yet they cannot be 100% safe. Accordingly, they need to be programmed for how to deal with crash scenarios. Should cars be programmed to always prioritize their owners, to minimize harm, or to respond to crashes on the basis of some other type of principle? The article first discusses whether everyone should have the same “ethics settings.” Next, the oft‐made analogy with the trolley problem is examined. Then (...) follows an assessment of recent empirical work on lay‐people's attitudes about crash algorithms relevant to the ethical issue of crash optimization. Finally, the article discusses what traditional ethical theories such as utilitarianism, Kantianism, virtue ethics, and contractualism imply about how cars should handle crash scenarios. The aim of the article is to provide an overview of the existing literature on these topics and to assess how far the discussion has gotten so far. (shrink)

Background Ethical dilemmas that arise in the clinical setting often require the collaboration of multiple disciplines to be resolved. However, medical and nursing curricula do not prioritize communication among disciplines regarding this issue. A common teaching strategy, problem-based learning, could be used to enhance communication among disciplines. Therefore, a university in southern Taiwan developed an interprofessional ethics education program based on problem-based learning strategies. This study described tutors’ experience teaching in this program. Aim To explore the phenomenon of (...) teaching and learning in interprofessional ethics education for medical and nursing students from the perspectives of tutors. Design Phenomenological qualitative research. Methods Medical and nursing students completed a 6-week interprofessional ethics education program moderated by either physician or nurse tutors. At the conclusion of the ethics education program, all 14 tutors were invited to participate in focus group interviews. Among them, six tutors (three nursing tutors and three physician tutors) participated in additional individual interviews. All of the contents from the focus group interviews and individual interviews were recorded and transcribed. Using the phenomenological approach, the phenomenon of teaching and learning in interprofessional ethics education were generated. Ethical consideration The study was approved by the Institutional Review Board. Findings Three themes emerged from the tutors' teaching perspectives, including the instructor’s motivation to teach, the use of narrative case scenarios, and the emphasis on improving interprofessional ethics communication. Discussion Problem-based learning creates an interprofessional communication platform in interprofessional ethics education. The phenomenon of value convergence between tutors and students, between different students’ professions, and between different students’ professional maturities is observed. Conclusion Problem-based learning is an effective teaching strategy for creating a communication platform for interprofessional ethics education. Ethic curriculum should emphasize motivating instructor, use narrative case scenarios, and focus on interprofessional communication. (shrink)

This paper reports research carried out in a New Zealand university to revisit the question of whether national culture influences the perceptions of business students about ethical dimensions in somewhat ambiguous cases. Although this study demonstrated mixed results, the identified patterns in the data provide useful insight into the perceptions of diverse cultural groups. There are two main findings. First, the study provides an example which demonstrates that althoughHofstede’s (1991) dimensions of individualism and collectivism illustrate important differences, using these dimensions (...) without consideration of the micro-context within geographical borders may result in variable outcomes. Second, the qualitative data revealed greater variability within cultures than would have been the case using purely quantitative data. Despite the similarity of the educational qualification these students receive, their perceptions of ethical and moral dilemmas in workplace scenarios do vary, primarily explained as an appeal to a deontological or teleological rationale, within as well as between cultural cohorts. Such insight into cultural differences is an integral component for those educators involved in curriculum development in the future. (shrink)

The purpose of this paper is to outline an ethics development activity that uses scenarios in university classes to further the knowledge, engagement, and enhancement of the ethical actions of the students. By starting with a brief review of the objective and use of scenarios in ethics research, the paper progresses to explain the activity, debrief the activity, and finally to provide an analysis of the activity with examples. Included in this activity are ways to incorporate a discussion of Kant’s (...) Categorical Imperative Theories, NCA Credo of Ethical Communication, and the use of videos for Milgram’s Blind Obedience and Stanford’s Prison studies—thus making this activity useful across all disciplines. (shrink)

BackgroundImportance of awareness of medical ethics and its integration into medical curriculum has been frequently highlighted. Study 1 aimed to assess the knowledge, attitude, and reported practices of medical ethics among clinicians at Patan Academy of Health Sciences, a tertiary care teaching hospital in Nepal. Study 2 was conducted to assess whether there was a difference in knowledge, attitude, and reported practices of medical ethics among doctors who received formal medical ethics education during undergraduate studies and those who did (...) not.MethodsTwo cross-sectional surveys using self-administered questionnaires were conducted. Study 1 included 72 participants; interns, medical officers, and consultants working at Patan Academy of Health Sciences. Study 2 was a comparative study conducted among 54 medical officers who had received formal medical ethics education (Group 1) and 60 medical officers who did not (Group 2).ResultsParticipants who had completed post-graduate education had higher knowledge (p = 0.050), practice (p < 0.001), and overall combined scores (p = 0.011). Participants with ethics education had higher knowledge (p < 0.001), attitude (p = 0.001), practice (p < 0.001), and overall score (p < 0.001). Most participants preferred consulting colleagues if an ethical dilemma arose. Fewer participants had heard of the Declaration of Helsinki. Most participants thought doctors to be most capable of judging what is best for the patient (Study 1: 70.42%, Study 2 Group 1: 42.59%, Group 2: 80%). Case scenarios in which participants demonstrated poor practice were ethical issues concerning truth-telling, end-of-life decisions, treating HIV/aids patients, treating a minor, and reporting colleague’s errors.ConclusionsThis study found that participants who have received medical ethics education have higher knowledge, attitude, and practice scores. The results further justify the need for medical ethics education to be a part of the core medical curriculum. A blame-free environment where seniors can be approached for advice should be created. Research ethics should also be given attention. During medical ethics training, ethical issues where doctors perform poorly should be given more priority and should be discussed in a country-specific context. (shrink)

The Ethics of Teaching provides a frank discussion of the most frequently encountered ethical dilemmas that can arise in educational settings, as well as tips on how to avoid these predicaments and how to deal with them when they do occur. The goal is to stimulate discussion and raise faculties' consciousness about ethical issues. Ethical dilemmas are presented as short, engaging case scenarios, most of which are based on actual situations, so as to furnish more realistic and interesting stimuli (...) for individual reflection and group discussion. These scenarios offer the opportunity to consider the subtle complexities inherent in the social and psychological contexts in which educator-student interactions occur and the effects of those complexities on ethical decision making. Each case is followed by a detailed analysis and advice. The book's 195 cases are grouped into 22 chapters representing topics, such as the controversial classroom presentations and assignments, debatable testing and grading practices, problematic student-faculty interactions, dual-role relationships with students, collegial conflicts, managing very difficult students, and confidentiality dilemmas. The Ethics of Teaching: A Casebook, Second Edition: *focuses on commonly encountered ethical "gray areas" that have no clear solution; *includes questions to stimulate discussion of related ethical issues; *concludes with a chapter on prevention, peer mentoring, and intervention; and *serves as excellent "assigned reading" to stimulate group discussion in teaching workshops and faculty development programs. The first edition of this book evolved by collecting a variety of teaching situations that commonly occur in college and university settings. The authors then created responses to the situations and circulated both the cases and the responses to reviewers from a number of departments across the country. As a result, the vast majority of the cases are "discipline free." The second edition features many new cases to reflect recent trends and events related to academic ethics. Questions were added to stimulate discussion and to further elaborate the issues. The Ethics of Teaching: A Casebook is ideal for college and university faculty, graduate assistants, and administrators involved in workshops, graduate teaching assistant courses, and faculty development and new faculty orientation programs. As a result of the book's cross-disciplinary development, it will be beneficial to faculty from a broad spectrum of disciplines. (shrink)

Culturally Responsive Teaching (CRT) weaves together rigor and relevance while it improves student achievement and engagement. The Philippine Department of Education implemented Indigenous People’s education to respond to the demands for culturally responsive teaching. Teacher education graduates are expected to articulate the rootedness of education in sociocultural contexts in creating a learning environment that recognizes respect, connectedness, choice, personal relevance, challenges, engagement, authenticity, and effectiveness. Practice teachers need relevant exposure and immersion to fully develop their competence in CRT. (...) This scenario necessitates attention to assessing the competence of 191 practice teachers in CRT, correlating their competence across dimensions, and verifying the role of gender and degree programs in competence development. This investigation provides evidence on the role of gender in competence development toward culturally responsive teaching. Such competence is vital in practice teachers, especially because they are exposed to learners with diverse backgrounds during their teaching internship. This evidence informs supervising instructors in molding practice teachers. (shrink)

In this paper I outline an “agent-centered” approach to learning ethics. The approach is “agent-centered” in that its central aim is to prepare students toact wisely and responsibly when faced with moral problems. The methods characteristic of this approach are suitable for integrating material on professional and research ethics into technical courses, as well as for free-standing ethics courses.The analogy I draw between ethical problems and design problems clarifies the character of ethical problems as they are experienced by those who (...) must respond to them. It exposes the mistake, common in ethics teaching, of misrepresenting moral problems as multiple-choice problems, especially in the form of ‘dilemmas’, that is, a forced choice between two unacceptable alternatives. Furthermore, I clarify the importance for responsible practice of recognizing any ambiguity in the problem situation.To foster in students the skills they need, teaching examples should preserve the open-ended, multiply-constrained, and ambiguous character of problem situations as experienced by the agent. I give guidelines for constructing open-ended scenarios that present moral problems much as an agent would experience them — guidelines which strongly influenced the construction of ‘cases’ in the latest edition of “On Being a Scientist” — and I discuss how to present historical cases and cases from the instructor’s own experience to best foster agent-centered learning. (shrink)

You can find countless books dedicated to student success and resilience. But what about the faculty? What do we do to help college faculty cultivate their professional and personal growth and resilience? During more than three decades as a teacher and workshop facilitator, Steve Piscitelli noticed that many educators can become isolated from their colleagues and their larger institutional culture. They become "islands" disconnected from the potential power of the teaching and learning community. That isolation can affect teaching (...) efficacy and resilience. To encourage educators to embrace the power of collaboration, Piscitelli outlines the "7Rs" for success: relationships, relevance, resources, rainbows, responsibility, reflection, and resilience. He created thirty-seven scenarios, based on real life issues. Each shows how to apply these seven themes to better adapt to professional and personal challenges educators face. The scenarios raise questions about the classroom, work-life integration, collaboration with coworkers, and interpersonal relationships with supervisors. Every teaching and learning situation-every one-gives us the opportunity to take stock of and strengthen our own resilience level. And we do not have to do it alone. That is the beauty of our calling! And that is the strength of this book. It recognizes the power of a collegial teaching and learning community. Piscitelli supplements the information and scenarios with links to brief thought-provoking videos (approximately sixty seconds each) that encapsulate major themes and discussion points. More information at www.stevepiscitelli.com. I think it's brilliant. I often feel like I'm on an island as a professor. -Ashli Archer, Professor I like how you let people know that even though you have developed a table of contents, they might want to skip around. The flexibility will be very appealing.-Erin Hoag, VP of Financial Services and Strategic Development, Innovative Educators This book will be a welcome resource! -Todd Stanislav, Director, Faculty Center for Teaching and Learning Wow, you are covering some controversial topics! This book is going to be different and invaluable!-Pam Ranallo, Co-Owner, Innovative Educators Your scenario addressing the issue of favoritism vs. jealousy demonstrates amazing insight and ability to address the "hard" topics. Bravo!-Karen Armstrong, Career Counselor I think this is a wonderful idea and have never seen anything along these lines before!-Mary Boone Treuting, Director of Center for Academic Success and the Center for Teaching Excellence. (shrink)

Is it morally acceptable for a couple to adopt a cryopreserved embryo by having it implanted in the wife’s uterus and, after birth, raising the child as their own? Is it morally acceptable for a single woman to do so? Advances in reproductive science have provided the technology to create and preserve embryos but not the means to evaluate the moral implications of the embryo’s status as a person. After examining Church teaching and specific ethical considerations, the author argues (...) that there may be cases in which embryo adoption is licit. National Catholic Bioethics Quarterly 12.3 : 439–445. (shrink)

Crisis requires society to renew itself, albeit in a disruptive way. The current Covid-19 pandemic is transforming ways of working, living, and relating to each other on a global level, suddenly and dramatically. This paper focuses on the field of education to show how higher education institutions are undergoing radical transformations driven by the need to digitalize education and training processes in record time with academics who lack innate technological capabilities for online teaching. The university system must strive to (...) overcome this situation to be competitive and provide high-quality education in a scenario of digital transformation, disruptive technological innovations, and accelerated change. To achieve these goals, this paper explains some barriers and challenges that universities encounter, as well as technological resources and methodologies they have used in the current scenario to transform higher education to face Covid-19 disruption. The discussion and conclusion synthesize significant insights that can be applied to the digitalization of education in the foreseeable future. (shrink)

Future-biased individuals systematically prefer positively valenced events to be in the future (positive future-bias) and negatively valenced events to be in the past (negative future-bias). The most extreme form of future-bias is absolute future-bias, whereby we completely discount the value of past events when forming our preferences. Various authors have thought that we are absolutely future-biased (Sullivan (2018:58); Parfit (1984:173) and that future-bias (absolute or otherwise) is at least rationally permissible (Prior (1959), Hare (2007; 2008), Kauppinen (2018), Heathwood (2008)). The (...) permissibility of future-bias is often held to be grounded in the structure of the temporal dimension. In this paper I consider several proposals for grounding the permissibility of such preferences and evaluate these in the light of the preferences we would have, and judge that we should have, in various time-travel scenarios. I argue that what we learn by considering these scenarios is that these preferences really have nothing to do with temporal structure. So if something grounds their permissibility, it is not temporal structure. (shrink)

Anonymized reflection was employed as an innovative way of teaching ethics in order to enhance students' ability in ethical decision making during a `Care of the Dying Patient and Family' module. Both qualitative and quantitative data were collected from the first two student cohorts who experienced anonymized reflection ( n = 24). The themes identified were the richness and relevance of scenarios, small-group work and a team approach to teaching. Students indicated that they preferred this style of (...) class='Hi'>teaching. This finding was verified by a postal questionnaire conducted four months later. The conclusions drawn from this study suggest that using anonymized reflection is an effective method for teaching ethics to nurses and indicates that learning about ethical issues in this way reduces uncertainties. (shrink)

While we consider directive teaching to be detrimental to the Community of Inquiry, we nonetheless find ourselves in qualified agreement with Hand as he challenges certain norms of practice that support the common presumption in favour of nondirective teaching in the moral CoI. We agree with Hand that it is possible for teachers to impart their own moral beliefs without indoctrinating students, yet we argue that the risk of indoctrination remains present in the many realistic scenarios in which (...) teachers misjudge controversial standards as uncontroversial or in which teachers’ arguments bypass students’ reason. We agree with Hand that substantively closed questions can generate satisfying inquiries, with the caveat that in the absence of open inquiry there is a chronic risk of eroding the ethos of trust in a CoI. Similarly, we find qualified agreement with Hand regarding teachers’ philosophical self-effacement. We accept that teachers may judiciously suspend neutrality in order to ensure that sound arguments and objections are aired and understood, yet we caution teachers against endorsing any particular justification or rebuttal. We further raise three distinct concerns about Hand’s theory. Firstly, we argue that Hand’s theory is insensitive to the varieties of moral controversy that emerge within the CoI. We maintain that a nondirective approach is required for a proper exploration of controversy over conflicting justifications for shared moral standards grounded in diverse normative ethical theories, where the conative power of particular justifications may differ among individuals; controversy over the meaning, scope and significance of moral concepts; and controversy over the application of moral standards and concepts to actual cases. Secondly, we argue that in light of teachers’ susceptibility to motivated reasoning and myside bias, Hand’s theory places undue demands on teachers to exercise objective judgement. Where teachers unwittingly transmit biases to students, we are not assured that Hand’s proposal can safeguard against indoctrination. Thirdly, we do not share Hand’s conception of moral inquiry as concerned exclusively with argument over the content and justification of moral standards. The narrowness of this conception, together with available evidence that moral argument alone has little effect on moral behaviour, leads us to question Hand’s claim that a fundamental reason for engaging students in moral inquiry is to reinforce their moral formation. We suggest that the scope of the moral CoI should not be limited to argument over the content and justification of moral standards, but should also include the cultivation of virtues and dispositions that prepare students for complex moral decision-making, as well as the investigation of Aristotelian questions concerning what is worthwhile in human life. Given our broader conception of the CoI as both moral and ethical, and our emphasis on students having both the freedom and the responsibility to judge reasonableness for themselves, we conclude that nondirective teaching remains a beneficial regulatory principle for CoI practice. (shrink)

When questioned about what ought to be done in a particular scenario, students often ignore moral considerations and appeal to what is in an individual’s self-interest. This paper shows how an instructor can use a student’s habitual inclination to think in a self-interested fashion to guide them into thinking about moral considerations. Rather than drawing a sharp distinction between self-interested thinking and moral considerations, a more plausible account contends that self-interested thinking does not function independently of moral considerations. That (...) is, self-interested thinking reveals itself to be incomplete without some normative conception of the self. In addition to arguing and responding to objections to this position, the paper offers pedagogical advice on how instructors can use a student’s thinking about self-interest to guide them into moral thought. (shrink)

The aim of this paper is to present how an innovative approach to teaching philosophy can effectively meet the requirements of the prescribed curriculum, and contribute to achieving the expected learning outcomes, interdisciplinary teaching and learning links, formative monitoring and evaluation of student achievements, to achieve educational subject goals. In this paper, the authors, considering comics as a kind of teaching medium, i.e., the application of the comic method in teaching, on the example of a (...) class='Hi'>scenario for a philosophy lesson in high school show how it is possible to combine a comics approach to teaching philosophy with philosophy for children. Philosophy for children as well as the comic book approach to teaching philosophy are extremely complementary (they are provocative and dialogical, stimulate students' intellectual curiosity, develop critical and creative thinking, create a positive and stimulating learning environment), which allows them to be combined effectively. (shrink)

When parents see their children’s problems as opportunities to build the relationship instead of as a negative, burdensome irritation, it totally changes the nature of parent-child interaction.... When a child comes to them with a problem ... their paradigm is, “Here is a great opportunity for me to really help my child and to invest in our relationship.”... [S]trong bonds of love and trust are created as children sense the value parents give to their problems and to them as individuals (...) .Many of us will know the scenario: sitting peacefully in a chair after a hard day’s work, reading a novel and listening to some music, when in comes a teenager with a tale to tell, perhaps a burden to share. Our relaxed restfulness is interrupted, a problem is presented: how do we respond? Parents such as Covey describes focus on building the bonds of trust: they choose to know the situation as ethically-qualified; they are responsive to the “pedagogical moment” . While entering empathically into their child’s concerns, they continue to attend to the norms of faithfulness that obtain in such a situation with a special force. (shrink)

Within medical education, there is an increasing need to provide ethics education for learners embarking on service learning. The concept of hospitality, as illustrated in Homer’s classic epic the Odyssey, has the potential to underpin such ethics education. This paper describes the implementation and evaluation of an ethics education session for medical students, built on the concept of hospitality, before they embark on a three-year longitudinal service-learning home visit program. In preparation for their household visits, second-year students at a medical (...) school in Miami, Florida, participate in weekly didactic sessions. One of these classes consisted of a two-hour ethics session, involving a brief introductory large-group lecture, followed by self-administered small-group discussions of a series of case scenarios. An innovative web-based platform called Rise allowed the students to run their own small group activities. To assess the impact on the students’ ability to identify, and on their confidence in handling, ethical dilemmas, we administered pre- and post-session surveys. Students indicated statistically significant improvement in median responses to all questions, for two consecutive years. Students also listed three adjectives, both before and after the session, that they associated with good and bad hosts and guests. The consistency of the terms listed suggests that hospitality is a robust concept for the learners. In our experience, the concept of hospitality provides a robust framework for the students, and the mixed large-group and self-facilitated small-group format offers a valuable tool for ethics education related to service learning in medicine. Our study supports the utility of the concept as a teaching tool, and the format facilitates a session using minimal faculty. The notion of hospitality seems particularly fruitful for various ethical considerations in medicine, even beyond those that involve home visits. (shrink)

Within medical education, there is an increasing need to provide ethics education for learners embarking on service learning. The concept of hospitality, as illustrated in Homer’s classic epic the Odyssey, has the potential to underpin such ethics education. This paper describes the implementation and evaluation of an ethics education session for medical students, built on the concept of hospitality, before they embark on a three-year longitudinal service-learning home visit program. In preparation for their household visits, second-year students at a medical (...) school in Miami, Florida, participate in weekly didactic sessions. One of these classes consisted of a two-hour ethics session, involving a brief introductory large-group lecture, followed by self-administered small-group discussions of a series of case scenarios. An innovative web-based platform called Rise allowed the students to run their own small group activities. To assess the impact on the students’ ability to identify, and on their confidence in handling, ethical dilemmas, we administered pre- and post-session surveys. Students indicated statistically significant improvement in median responses to all questions, for two consecutive years. Students also listed three adjectives, both before and after the session, that they associated with good and bad hosts and guests. The consistency of the terms listed suggests that hospitality is a robust concept for the learners. In our experience, the concept of hospitality provides a robust framework for the students, and the mixed large-group and self-facilitated small-group format offers a valuable tool for ethics education related to service learning in medicine. Our study supports the utility of the concept as a teaching tool, and the format facilitates a session using minimal faculty. The notion of hospitality seems particularly fruitful for various ethical considerations in medicine, even beyond those that involve home visits. (shrink)

Within medical education, there is an increasing need to provide ethics education for learners embarking on service learning. The concept of hospitality, as illustrated in Homer’s classic epic the Odyssey, has the potential to underpin such ethics education. This paper describes the implementation and evaluation of an ethics education session for medical students, built on the concept of hospitality, before they embark on a three-year longitudinal service-learning home visit program. In preparation for their household visits, second-year students at a medical (...) school in Miami, Florida, participate in weekly didactic sessions. One of these classes consisted of a two-hour ethics session, involving a brief introductory large-group lecture, followed by self-administered small-group discussions of a series of case scenarios. An innovative web-based platform called Rise allowed the students to run their own small group activities. To assess the impact on the students’ ability to identify, and on their confidence in handling, ethical dilemmas, we administered pre- and post-session surveys. Students indicated statistically significant improvement in median responses to all questions, for two consecutive years. Students also listed three adjectives, both before and after the session, that they associated with good and bad hosts and guests. The consistency of the terms listed suggests that hospitality is a robust concept for the learners. In our experience, the concept of hospitality provides a robust framework for the students, and the mixed large-group and self-facilitated small-group format offers a valuable tool for ethics education related to service learning in medicine. Our study supports the utility of the concept as a teaching tool, and the format facilitates a session using minimal faculty. The notion of hospitality seems particularly fruitful for various ethical considerations in medicine, even beyond those that involve home visits. (shrink)

Within medical education, there is an increasing need to provide ethics education for learners embarking on service learning. The concept of hospitality, as illustrated in Homer’s classic epic the Odyssey, has the potential to underpin such ethics education. This paper describes the implementation and evaluation of an ethics education session for medical students, built on the concept of hospitality, before they embark on a three-year longitudinal service-learning home visit program. In preparation for their household visits, second-year students at a medical (...) school in Miami, Florida, participate in weekly didactic sessions. One of these classes consisted of a two-hour ethics session, involving a brief introductory large-group lecture, followed by self-administered small-group discussions of a series of case scenarios. An innovative web-based platform called Rise allowed the students to run their own small group activities. To assess the impact on the students’ ability to identify, and on their confidence in handling, ethical dilemmas, we administered pre- and post-session surveys. Students indicated statistically significant improvement in median responses to all questions, for two consecutive years. Students also listed three adjectives, both before and after the session, that they associated with good and bad hosts and guests. The consistency of the terms listed suggests that hospitality is a robust concept for the learners. In our experience, the concept of hospitality provides a robust framework for the students, and the mixed large-group and self-facilitated small-group format offers a valuable tool for ethics education related to service learning in medicine. Our study supports the utility of the concept as a teaching tool, and the format facilitates a session using minimal faculty. The notion of hospitality seems particularly fruitful for various ethical considerations in medicine, even beyond those that involve home visits. (shrink)

Vocational ethics and vocational moral socialization are important for the business ethical climate in a given country and in a given industry, but have not received attention in the literature. Our article suggests vocational ethics as a legitimate sub-specialty for business ethics research and development. The article addresses the exposure of vocational students to a combination of vocational school-based and workplace-based socialization, and outlines an agenda for teaching-oriented research and research-based teaching. More specifically, we first draft a conceptual (...) frame of reference and then report results and experiences from a scenario-based pilot study at one of the biggest vocational schools in the country. As a third step such a preliminary situation analysis inspires a number of suggestions for how one could start with developing this field, practically, empirically and theoretically. (shrink)

The ongoing pandemic caused by coronavirus disease 2019 has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and (...) included in the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times. (shrink)

Gruber and Smith (2019) have conducted some interesting virtual reality (VR) experiments, but we think that these experiments fail to illuminate why people think that the present is special. Their experiments attempted to test a suggestion by Hartle (2005) that with VR one might construct scenarios in which people experience the same present twice. If that’s possible, then it could give us a reason to think that when we experience the present as being special, that’s not because it’s objectively so. (...) Instead, our experience of the present being special is a feature of having a psychology like ours. While we are sympathetic to the thought that there is no objective present, we do not think that these experiments give us a reason to think this. That said, VR experiments, such as Gruber and Smith’s, hold much promise for being able to illuminate various aspects of our temporal psychology.According to Hartle’s (2005) IGUS model (which is meant to resemble entities like us) sensory information is routed to two kinds of processes: conscious processes C, which cause behavior, and unconscious processes, U, which construct a schematic representation of the environment. Hartle proposed that we experience the present as being special because of the sensory information at a time entering into C. For Gruber et al. (2020), the succession of sensory information entering into C underpins our experience of time passing. Our experience of time passing is illusory because it fails to be verid... (shrink)

Drama pedagogy has evolved in recent years as one the most creative and adaptable tools for engaged learning in language teaching. This paper discusses the teaching of modern Chinese play selected to be a prescribed text in pre-university Chinese literature curriculum. The play in focus is Teahouse by the renowned Chinese writer, Lao She. The study aims to pilot qualitative research through concrete individual teaching, in order to perform a preliminary classification and analysis of how teaching (...) methods of modern plays are carried out. These include the use of the Theatre in Education and Drama in Education models to conduct the teaching of modern plays. The study purported that the use of Theatre in Education and Drama in Education are methods to trigger students’ interest in learning before lessons and to carry out warm-up activities and to evaluate lesson results. These methods also aid students to familiarize the core of the original texts and use meaningful, theatrical real scenarios for the teaching of language and literature. Keywords - Education, drama pedagogy, classroom pedagogy, qualitative design, Singapore. (shrink)

Abstract This paper addresses the teaching of mandatory ethics courses in a military context, with particular reference to the Service Academies of the United States Armed Forces. In seeking to optimize the core ethics course's potential to develop Midshipmen and Cadets' moral reasoning skills I suggest a model that employs case-based scenarios, woven together into a metanarrative, in place of the traditional historical case study and in a manner that gives students deliberate, guided practice in ethical decision-making. The described (...) model also commends a resource- and pedagogy-driven partnership between civilian philosophers/ethicists and senior military officers in teaching the course. Also proposed is the deliberate use of a simple but formal method of applying the central ethical theories usually taught in such courses, what I call ?ethical triangulation?. The employment of Computer Aided Argument Mapping is also recommended. (shrink)

Since its inception, the trolley problem has sparked a rich debate both within and beyond moral philosophy. Often used as a primer for students to begin thinking about moral intuitions as well as how to distinguish between different forms of moral reasoning, the trolley problem is not without its uses in very practical, applied field like engineering. Often thought of as unrealistic by technically-oriented engineers, trolley cases in fact, help us to think about moral responsibility in a high tech world. (...) This chapter explores the usefulness of trolley-like thinking within the realm of responsible innovation and discusses how despite the inherent issues with trolley scenarios, they remain nonetheless an indispensable tool for helping us to explore ways to maximize our moral responsibility in innovation. (shrink)

Metaverse is to build a virtual world that is both mapped and independent of the real world in cyberspace by using the improvement in the maturity of various digital technologies, such as virtual reality, augmented reality, big data, and 5G, which is important for the future development of a wide variety of professions, including education. The metaverse represents the latest stage of the development of visual immersion technology. Its essence is an online digital space parallel to the real world, which (...) is becoming a practical field for the innovation and development of human society. The most prominent advantage of the English-teaching metaverse is that it can provide an immersive and interactive teaching field for teachers and students, simultaneously meeting the teaching and learning needs of teachers and students in both the physical world and virtual world. This study constructs experiential situational English-teaching scenario and convolutional neural networks –recurrent neural networks fusion models are proposed to recognize students’ emotion electroencephalogram in experiential English teaching during the feature space of time domain, frequency domain, and spatial domain. Analyzing EEG data collected by OpenBCI EEG Electrode Cap Kit from students, experiential English-teaching scenario is designed into three types: sequential guidance, comprehensive exploration, and crowd-creation construction. Experimental data analysis of the three kinds of learning activities shows that metaverse-powered experiential situational English teaching can promote the improvement of students’ sense of interactivity, immersion, and cognition, and the accuracy and analysis time of CNN–RNN fusion model is much higher than that of baselines. This study can provide a nice reference for the emotion recognition of students under COVID-19. (shrink)

The clinical vignette remains the standard means by which medical ethics are taught to students in the healthcare professions. Although written or verbal vignettes are useful as a pedagogic tool for teaching ethics and introducing students to real cases, they are limited, since students must imagine the clinical scenario. Medical ethics are almost universally taught during the early years of training, when students are unfamiliar with the clinical reality in which ethics issues arise. Film vignettes fill in that (...) imaginative leap. By providing vivid details with images, film vignettes offer rich and textured details of cases, including the patient’s perspective and the clinical reality. Film vignettes provide a detailed ethnography that allows for a more complete discussion of the ethical issues. Film can serve as an additional tool for teaching medical ethics to members of the healthcare professions. (shrink)

From the perspective of art education, the worst-case philosophical scenario is the hedonist-subjectivist account of art. If we measure art by the pleasure we gain from it, it may seem senseless to attempt teaching the reception of art. David Hume's ‘Of the Standard of Taste’ provides an argument for the art-education enthusiast, explaining that—even on a subjectivist account—art education crystallises our own preferences. While I refer to a historical debate and provide a close reading of an 18th-century essay, (...) my goal is to offer a philosophical solution to an ongoing dilemma; I use Hume's essay to ground the justification of art education. (shrink)