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1. Teaching Ethics: Volume > 22 > Issue: 2
Ernesto V. Garcia

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In recent years, ‘philosophy as a way of life’ [PWOL] courses have emerged as an exciting new pedagogical approach. I explain here what a PWOL-course is. In doing so, I argue that the standard method for teaching such courses—what I call the ‘Smorgasbord Model’—presents us with a basic problem: viz., how to enable students in the context of a modern university setting to experience fully what a PWOL is. I propose a solution to this problem by exploring a PWOL that most teachers and students alike already find themselves immersed in, what I describe as political liberalism applied to the context of the university classroom. I show how this overlooked fact not only offers us a novel resource for teaching a PWOL-course. It also helps us as philosophy teachers—in a meta-pedagogical sense—to become more self-reflective about and appreciative of our underlying ethical commitments when teaching philosophy.
2. Teaching Ethics: Volume > 22 > Issue: 2
Michaela Driver, James J. Hoffman

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This article discusses the integration of principle-based ethics into business ethics education. It explains how several pedagogical innovations were successfully undertaken in over 20 business ethics courses taught since 2018 to enhance active student engagement with a principle-based ethical framework central to decision making in the complex environment that many organizations face on a day-to-day basis. The teaching initiatives used include case-based projects and discussions, a personal code of ethics developed by each student, and an arts-inspired presentation as well as a student integrity and citizenship rubric assessing students’ ethical conduct throughout each course. To date, this approach to principle-based ethics education seems to deliver very promising results.
3. Teaching Ethics: Volume > 22 > Issue: 2
Alycia LaGuardia-LoBianco Orcid-ID

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A perennial topic in introductory ethics classes, abortion has offered students a real-life issue to critically analyze. In this paper, I argue that a popular approach to teaching abortion in such classes fails to attend to the relevant political context of the issue and that this contributes to harms against pregnant people. I will argue for these conclusions by identifying three related problems with such an approach: these lessons frame a political issue as apolitical, value impartiality over lived experiences in moral assessment, and objectify the already-objectified group of pregnant people in the course of debating about them. I will then point to considerations that may help counter the harms caused by this approach and informed by these problems. These involve framing abortion lessons in terms of the relevant political and historical context of abortion and incorporating first-person accounts that engage with the embodied, lived experiences of abortion.
4. Teaching Ethics: Volume > 22 > Issue: 2
Alan Preti, Clifton Guthrie

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Despite the popularity of leadership studies programs at universities, critics have questioned their purpose, costs, and outcomes. In the face of these questions, two ethics faculty who have taught in such programs explore more specifically the purpose of leadership ethics education within higher education. The “Proponent” speaks on behalf of these programs and the “Skeptic,” responds, well, skeptically. Originally an oral presentation, the dialogue engages in a fair share of rhetoric and comedy in trading points of view. It concludes with a set of questions that might be used by others engaged in such work.
5. Teaching Ethics: Volume > 22 > Issue: 2
Kristyn Sessions

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Alongside fostering academic excellence in their students, many colleges and universities aspire to cultivate responsible citizens. In this article, I explore some challenges accompanying this task and offer my Ethics in Political Action course as one approach to support students’ development as ethically engaged citizens. I begin by outlining two obstacles which make pursuing this civic mission difficult, speaking both as a faculty member and Christian ethicist who works at the intersection of religion and politics. I then describe my Ethics in Political Action course, which examines various forms of political participation so that students can explore ethical issues embedded in U.S. political life as well as critically reflect on their own political activity. By weaving together civic education with the questions and insights of the Christian ethical tradition, this course equips students with the political knowledge and skills they need to engage effectively and ethically in the U.S. today.
6. Teaching Ethics: Volume > 22 > Issue: 2
Rachel Skrlac Lo, Orcid-ID Edwin Mayorga Orcid-ID

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Antiracist educators believe that education exists within a racial hierarchy and that students have a right to have their full, intersectional, pluralistic humanity affirmed. Antiracism is an ongoing collective process of learning about and working to eradicate persistent structural barriers. Likewise, teaching ethically involves a commitment to ensure learning creates equitable opportunities and outcomes for all. Antiracist education, then, is profoundly ethical for it is rooted in increasing understanding of all people’s experiences and confronting social inequities that exclude individuals and groups of people from participating to their full ability. The syllabus is an entry point for a relationship between students, content, and instructor, providing a guide to action for instructors and students. Any antiracist analysis of the syllabus must consider curricular, pedagogical, and assessment choices to cultivate an antiracist ethic in the classroom. The authors provide questions and examples to raise awareness of the complexity of creating antiracist classrooms.
7. Teaching Ethics: Volume > 22 > Issue: 2
Kelly C. Smith, Michael Doyle, Anna Dueholm, Aundrea Gibbons, Austin Macdonald-Shedd, Isabela Parise, Jake Ballard, Stephen Galaida, Nathan Stolzenfeld, Joseph Walker

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Our capabilities in space are growing almost as fast as our ambitions. Many nations, companies, and private actors are currently vying to secure historic “firsts” in space, raising complex social and ethical questions. There is surprisingly little serious analysis of these issues, however, and they are rarely discussed in undergraduate class discussions, despite their popularity with students. To help correct this deficit, a student research team designed 11 case studies to help instructors across the curriculum introduce space into their classes. These are designed for ease of use, with self-contained background information, suggested readings/movies, and a series of juicy questions.

book reviews

8. Teaching Ethics: Volume > 22 > Issue: 2
Jordan Conerty Orcid-ID

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9. Teaching Ethics: Volume > 22 > Issue: 2
Karen Mizell

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articles

10. Teaching Ethics: Volume > 22 > Issue: 1
Elisa Warford

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In an engineering writing course whose theme is climate change and engineering, I foreground climate change as an ethical problem. At the end of the semester, I ask students to compare their attitudes toward climate change from when they began the course to their attitudes at the end. Some report that, as a result of knowing more about the difficulty and scale of the problem, they have become more pessimistic about our ability to solve it. Climate change despair has been studied from several disciplinary perspectives. Here, I approach the issue from an ethical perspective. My question is, how should I address students’ affective responses to climate change? After providing background on the course and the students’ attitudes, I review the literature on the ethics of climate change despair, hope, and false hope. I then argue for a pedagogy that guides students toward a critical hope and engineering praxis.
11. Teaching Ethics: Volume > 22 > Issue: 1
Shelbi Nahwilet Meissner

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12. Teaching Ethics: Volume > 22 > Issue: 1
Evan Dutmer

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Many introductory courses in ethics stress competence in ethical theories popular in modern Western, Anglophone philosophy. This is limiting to ethics students in two ways: 1) it privileges theory over practice in the area of philosophy that has the most intuitive practical importance and application and 2) it privileges modern Western ethical theory at the expense of philosophical and practical engagement with all other world ethical systems. This essay seeks to provide a pedagogical corrective for both of these trends in the context of a virtue ethics course in offering 1) a blueprint for a course in practiced virtue ethics at the high school level based on my version of a required course, “Ethics and the Cultivation of Character” in the Leadership Education Department at Culver Academies (where I am one of the Ethics instructors) that 2) draws on a theoretical apparatus for virtue ethics derived from both Western and non-Western world philosophies.
13. Teaching Ethics: Volume > 22 > Issue: 1
Victoria DePalma

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This paper discusses the value in implementing photography as a means of assessment in philosophy courses. I specifically discuss how I utilize this interdisciplinary method in my honors environmental philosophy course with encouraging results, and how it can be easily employed in other philosophy courses as well. Photography is the basis for one of my larger course projects, the environmental philosophy in photo project (EPPP). The EPPP offers students novel methods of applying and understanding environmental ethical theories and new ways of making meaning. In the following, I offer a defense of photographic methods for philosophical assessments, project instructions, student learning objectives and feedback, overall effectiveness of the project, and potential uses of photographic methods in other philosophy courses.
14. Teaching Ethics: Volume > 22 > Issue: 1
Benjamin V. Hole, Majestik De Luz

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Many students feel despair when addressing systemic issues of ethical significance, such as climate change, and student despair has been exacerbated by the circumstances of the Covid-19 pandemic. This creates an unwelcoming space for authentic student engagement. To address the problem, we present an imaginary of radical hope, a pedagogical tool informed by trauma, for developing a brave space for class discussion. It is psychologically beneficial to acknowledge negative emotions, clearing the emotional space for students to engage. Therefore, we frame ethics courses with an uncomfortable discussion, asking students to draw from their positionality and share their feelings of hope and despair, related to course material. In this paper, we explain the problem of despair motivating the project, describe the pedagogical and ethical support of our strategy, share the assignment, activity, and examples, and discuss takeaways.
15. Teaching Ethics: Volume > 22 > Issue: 1
Andrea R. Gammon, Lavinia Marin

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As attention to the pervasiveness and severity of environmental challenges grows, technical universities are responding to the need to include environmental topics in engineering curricula and to equip engineering students, without training in ethics, to understand and respond to the complex social and normative demands of these issues. But as compared to other areas of engineering ethics education, environmental ethics has received very little attention. This article aims to address this lack and raises the question: How should we teach environmental ethics to engineering students? We argue that one key aspect such teaching should address is the tendency of engineers towards technical framing of (social) problems. Drawing then on engineering ethics pedagogy we propose that the competencies of moral sensitivity and critical thinking can be developed to help engineering students with problem (re)framing. We conclude with an example from our teaching that operationalizes these competencies.
16. Teaching Ethics: Volume > 22 > Issue: 1
Senem Saner, Jessica Manzo

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Using picture books to prompt philosophical conversations with children is an effective means to raise awareness of environmental issues and invite children to think creatively about their responsibility for their community and environment. In our Philosophy for Children (P4C) program at Kern County Public libraries in Bakersfield, we address environmental ethics issues as part of our regular curriculum as well as for Earth Day conversations. Children discuss how they may reuse and recycle objects that they ordinarily discard, how small acts of care may have big consequences for their community, and how they share reciprocal relationships to other living creatures, even insects. Most importantly, during such conversations children reflect and deliberate on how they can act on their insights to expand their moral imagination and empower them as citizens of their community and the world.
17. Teaching Ethics: Volume > 22 > Issue: 1
Christian Early

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18. Teaching Ethics: Volume > 22 > Issue: 1
Lena Johansson Westholm, Orcid-ID Niclas Månsson Orcid-ID

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In respect to the increased number of cases of research misconduct in Sweden, especially the Macchiarini case, a new national ethics legislation has been adopted. Following the previous and new legal acts and the Higher Ordinance for studies, Swedish universities have established qualitative measures to make sure that PhD students have knowledge about research ethics when graduating, for instance through offering third-cycle courses in research ethics. In this article, we describe how a Swedish university has been working with such a course to promote good research practice and ethical integrity to the researchers of tomorrow. We are doing this by describing the course structure and content, its outcome in relation to the legislation concerning misconduct in research and ethics within research, as a conscious reflection on research and its consequences. The results indicate that the course is in alignment with other scientists and/or rules and regulations.

book review

19. Teaching Ethics: Volume > 22 > Issue: 1
Jack R. Leff

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