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  Subjects -> PHILOSOPHY (Total: 762 journals)
Showing 1 - 135 of 135 Journals sorted by number of followers
Philosophical Review     Full-text available via subscription   (Followers: 70)
Ethics     Full-text available via subscription   (Followers: 69)
European Journal of Philosophy     Hybrid Journal   (Followers: 66)
Journal of Political Philosophy     Hybrid Journal   (Followers: 65)
Mind     Hybrid Journal   (Followers: 62)
Australasian Journal of Philosophy     Hybrid Journal   (Followers: 57)
Philosophy & Public Affairs     Hybrid Journal   (Followers: 57)
Contemporary Political Theory     Hybrid Journal   (Followers: 52)
Nous     Hybrid Journal   (Followers: 51)
International Journal for Philosophy of Religion     Hybrid Journal   (Followers: 51)
Journal of the History of Philosophy     Full-text available via subscription   (Followers: 46)
Philosophical Quarterly     Hybrid Journal   (Followers: 46)
Journal of Applied Philosophy     Hybrid Journal   (Followers: 43)
American Journal of Theology & Philosophy     Full-text available via subscription   (Followers: 41)
British Journal for the History of Philosophy     Hybrid Journal   (Followers: 41)
British Journal for the Philosophy of Science     Hybrid Journal   (Followers: 40)
Analysis     Hybrid Journal   (Followers: 36)
Journal of Moral Philosophy     Hybrid Journal   (Followers: 36)
Philosophy and Phenomenological Research     Hybrid Journal   (Followers: 35)
Philosophy of Science     Full-text available via subscription   (Followers: 33)
Journal of Medical Ethics     Partially Free   (Followers: 32)
Philosophy and Literature     Full-text available via subscription   (Followers: 30)
Erkenntnis     Hybrid Journal   (Followers: 30)
Journal of Social Philosophy     Hybrid Journal   (Followers: 27)
Journal of Ethics & Social Philosophy     Open Access   (Followers: 27)
Inquiry : An Interdisciplinary Journal of Philosophy     Hybrid Journal   (Followers: 27)
Constellations     Hybrid Journal   (Followers: 26)
Continental Philosophy Review     Partially Free   (Followers: 25)
Canadian Journal of Philosophy     Full-text available via subscription   (Followers: 25)
Social Philosophy and Policy     Full-text available via subscription   (Followers: 25)
Ethical Theory and Moral Practice     Hybrid Journal   (Followers: 24)
Journal of Law, Medicine & Ethics     Hybrid Journal   (Followers: 23)
Philosophical Studies     Hybrid Journal   (Followers: 22)
Philosophy & Social Criticism     Hybrid Journal   (Followers: 22)
Linguistics and Philosophy     Hybrid Journal   (Followers: 22)
British Journal of Aesthetics     Hybrid Journal   (Followers: 22)
The Heythrop Journal     Hybrid Journal   (Followers: 21)
Philosophy and Rhetoric     Full-text available via subscription   (Followers: 20)
BMC Medical Ethics     Open Access   (Followers: 19)
Philosophy Compass     Hybrid Journal   (Followers: 19)
Biology and Philosophy     Hybrid Journal   (Followers: 18)
Journal of Medical Ethics and History of Medicine     Open Access   (Followers: 18)
Philosophers' Imprint     Open Access   (Followers: 17)
Philosophy     Full-text available via subscription   (Followers: 17)
Jurisprudence     Hybrid Journal   (Followers: 17)
Assuming Gender     Open Access   (Followers: 16)
Mouseion: Journal of the Classical Association of Canada     Full-text available via subscription   (Followers: 16)
Pragmatics & Cognition     Hybrid Journal   (Followers: 16)
Journal of the Philosophy of History     Hybrid Journal   (Followers: 15)
Philosophy East and West     Full-text available via subscription   (Followers: 15)
International Studies in the Philosophy of Science     Hybrid Journal   (Followers: 15)
Bioethics Research Notes     Full-text available via subscription   (Followers: 15)
Journal of Media Ethics : Exploring Questions of Media Morality     Hybrid Journal   (Followers: 14)
Episteme     Hybrid Journal   (Followers: 14)
Midwest Studies In Philosophy     Hybrid Journal   (Followers: 14)
Philosophy & Technology     Hybrid Journal   (Followers: 13)
Phronesis : A journal for Ancient Philosophy     Hybrid Journal   (Followers: 13)
Social Epistemology: A Journal of Knowledge, Culture and Policy     Hybrid Journal   (Followers: 13)
Review of Philosophy and Psychology     Hybrid Journal   (Followers: 13)
Ethical Perspectives     Full-text available via subscription   (Followers: 12)
Pragmatics and Society     Hybrid Journal   (Followers: 12)
Reformed Theological Review, The     Full-text available via subscription   (Followers: 12)
Journal of Global Ethics     Hybrid Journal   (Followers: 12)
Philosophy of Photography     Hybrid Journal   (Followers: 11)
Journal of Chinese Philosophy     Hybrid Journal   (Followers: 11)
Utilitas     Hybrid Journal   (Followers: 11)
Open Journal of Philosophy     Open Access   (Followers: 11)
Journal of Indian Philosophy     Hybrid Journal   (Followers: 11)
Philosophy, Psychiatry, & Psychology     Full-text available via subscription   (Followers: 11)
Polis : The Journal of the Society for Greek Political Thought     Hybrid Journal   (Followers: 10)
Kennedy Institute of Ethics Journal     Full-text available via subscription   (Followers: 10)
Estudos Bíblicos     Open Access   (Followers: 10)
Metaphor and Symbol     Hybrid Journal   (Followers: 10)
Pacific Philosophical Quarterly     Hybrid Journal   (Followers: 10)
Dao : A Journal of Comparative Philosophy     Hybrid Journal   (Followers: 10)
Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences     Full-text available via subscription   (Followers: 9)
HTS Theological Studies     Open Access   (Followers: 9)
Film-Philosophy Journal     Open Access   (Followers: 9)
Journal of Philosophical Logic     Hybrid Journal   (Followers: 9)
Myth & Symbol     Hybrid Journal   (Followers: 9)
Journal of the Gilded Age and Progressive Era     Full-text available via subscription   (Followers: 9)
Philosophical Books     Hybrid Journal   (Followers: 8)
Philosophia     Hybrid Journal   (Followers: 8)
Research in Phenomenology     Hybrid Journal   (Followers: 8)
Diogenes     Hybrid Journal   (Followers: 8)
Philosophical Perspectives     Hybrid Journal   (Followers: 8)
African Journal of Business Ethics     Open Access   (Followers: 7)
Medicine, Health Care and Philosophy     Hybrid Journal   (Followers: 7)
International Journal of Philosophical Studies     Hybrid Journal   (Followers: 7)
Philosophical Issues     Hybrid Journal   (Followers: 7)
Nordic Journal of Aesthetics     Open Access   (Followers: 7)
SubStance     Full-text available via subscription   (Followers: 7)
Contributions to the History of Concepts     Full-text available via subscription   (Followers: 7)
Metaphilosophy     Hybrid Journal   (Followers: 7)
Think     Full-text available via subscription   (Followers: 6)
Contagion : Journal of Violence, Mimesis, and Culture     Full-text available via subscription   (Followers: 6)
Contemporary Chinese Thought     Full-text available via subscription   (Followers: 6)
History and Philosophy of Logic     Hybrid Journal   (Followers: 6)
Philosophical Investigations     Hybrid Journal   (Followers: 6)
Philosophical Magazine Letters     Hybrid Journal   (Followers: 6)
Philosophical Explorations: An International Journal for the Philosophy of Mind and Action     Hybrid Journal   (Followers: 6)
Journal of Speculative Philosophy     Full-text available via subscription   (Followers: 6)
Axiomathes     Hybrid Journal   (Followers: 6)
Zeitschrift für philosophische Forschung     Full-text available via subscription   (Followers: 6)
Dialogue Canadian Philosophical Review/Revue canadienne de philosophie     Full-text available via subscription   (Followers: 6)
The Southern Journal of Philosophy     Hybrid Journal   (Followers: 6)
Journal of Nietzsche Studies     Full-text available via subscription   (Followers: 5)
Aisthesis     Open Access   (Followers: 5)
Endeavour     Hybrid Journal   (Followers: 5)
Journal of Empirical Research on Human Research Ethics     Full-text available via subscription   (Followers: 5)
Philosophical Papers     Hybrid Journal   (Followers: 5)
Journal of Critical Realism     Hybrid Journal   (Followers: 5)
Critical Horizons     Hybrid Journal   (Followers: 5)
Zeitschrift für Religions- und Geistesgeschichte     Hybrid Journal   (Followers: 5)
Australasian Catholic Record, The     Full-text available via subscription   (Followers: 5)
International Journal of the Platonic Tradition     Open Access   (Followers: 5)
Review of Contemporary Philosophy     Full-text available via subscription   (Followers: 5)
Hume Studies     Full-text available via subscription   (Followers: 4)
Bochumer Philosophisches Jahrbuch für Antike und Mittelalter     Hybrid Journal   (Followers: 4)
Franciscan Studies     Full-text available via subscription   (Followers: 4)
Church Heritage     Full-text available via subscription   (Followers: 4)
Philosophy in Review     Open Access   (Followers: 4)
National Catholic Bioethics Quarterly     Hybrid Journal   (Followers: 4)
South African Journal of Philosophy = Suid-Afrikaanse Tydskrif vir Wysbegeerte     Hybrid Journal   (Followers: 4)
Journal of Theoretical & Philosophical Psychology     Full-text available via subscription   (Followers: 4)
Royal Institute of Philosophy Supplements     Full-text available via subscription   (Followers: 4)
Transactions of the Charles S. Peirce Society     Full-text available via subscription   (Followers: 4)
The Philosophical Forum     Hybrid Journal   (Followers: 4)
Australian Humanist, The     Full-text available via subscription   (Followers: 3)
Journal of Religion and Business Ethics     Open Access   (Followers: 3)
Studia Logica     Hybrid Journal   (Followers: 3)
Utopian Studies     Full-text available via subscription   (Followers: 3)
Recherches de Théologie et Philosophie Médiévales     Full-text available via subscription   (Followers: 3)
Topoi     Hybrid Journal   (Followers: 3)
Russell : the Journal of Bertrand Russell Studies     Full-text available via subscription   (Followers: 3)
Studies in Philology     Full-text available via subscription   (Followers: 3)
CR : The New Centennial Review     Full-text available via subscription   (Followers: 3)
Kantian Review     Full-text available via subscription   (Followers: 3)
Bulletin de Philosophie Medievale     Full-text available via subscription   (Followers: 3)
The Pluralist     Full-text available via subscription   (Followers: 3)
Bijdragen     Full-text available via subscription   (Followers: 3)
Socioaffective Neuroscience and Psychology     Open Access   (Followers: 2)
International Journal for the Study of Skepticism     Hybrid Journal   (Followers: 2)
International Journal of Žižek Studies     Open Access   (Followers: 2)
Erasmus Studies     Hybrid Journal   (Followers: 2)
Horizonte : Revista de Estudos de Teologia e Ciências da Religião     Open Access   (Followers: 2)
Cultura : International Journal of Philosophy of Culture and Axiology     Open Access   (Followers: 2)
Empedocles : European Journal for the Philosophy of Communication     Hybrid Journal   (Followers: 2)
Between the Species     Open Access   (Followers: 2)
Journal of Friends of Lutheran Archives     Full-text available via subscription   (Followers: 2)
Journal of Scottish Philosophy     Hybrid Journal   (Followers: 2)
Poiesis & Praxis : International Journal of Technology Assessment and Ethics of Science     Open Access   (Followers: 2)
Journal of Aesthetic Education     Full-text available via subscription   (Followers: 2)
Quaestio     Full-text available via subscription   (Followers: 2)
Sartre Studies International     Full-text available via subscription   (Followers: 2)
Grazer Philosophische Studien     Full-text available via subscription   (Followers: 2)
Kriterion: Revista de Filosofia     Open Access   (Followers: 2)
Philosophy & Theory in Biology     Open Access   (Followers: 2)
Australian Journal of Parapsychology     Full-text available via subscription   (Followers: 2)
Éthique publique     Open Access   (Followers: 1)
Noesis     Open Access   (Followers: 1)
Philosophia Scientiæ     Open Access   (Followers: 1)
Revue Philosophique de Louvain     Full-text available via subscription   (Followers: 1)
Nóema     Open Access   (Followers: 1)
International Journal of Social Quality     Full-text available via subscription   (Followers: 1)
Revista Latinoamericana de Filosofía     Open Access   (Followers: 1)
PAN: Philosophy Activism Nature     Full-text available via subscription   (Followers: 1)
Temporalités     Open Access   (Followers: 1)
Le Portique     Open Access   (Followers: 1)
Ethische Perspectieven     Full-text available via subscription   (Followers: 1)
Journal of Humanistic Mathematics     Open Access   (Followers: 1)
Husserl Studies     Hybrid Journal   (Followers: 1)
Veritas : Revista de Filosofí­a y Teología     Open Access   (Followers: 1)
Hobbes Studies     Hybrid Journal   (Followers: 1)
Revue d’études benthamiennes     Open Access   (Followers: 1)
Laval théologique et philosophique     Full-text available via subscription   (Followers: 1)
Eleutheria     Open Access   (Followers: 1)
Collingwood and British Idealism Studies     Full-text available via subscription  
Grotiana     Hybrid Journal  
Signos Filosóficos     Open Access  
Eidos     Open Access  
Cinta de Moebio     Open Access  
Cuyo Anuario de Filosofía Argentina y Americana     Open Access  
Tópicos. Revista de Filosofía de Santa Fe     Open Access  
Rhuthmos     Open Access  
Philosophiques     Open Access  
Ramon Llull Journal of Applied Ethics     Open Access  
Studia Philosophica Estonica     Open Access  
Synthesis (La Plata)     Open Access  
Revista de Filosofia     Open Access  
Alpha (Osorno)     Open Access  
Circe de clásicos y modernos     Open Access  
Estudios de Filosofía Práctica e Historia de las Ideas     Open Access  
Doctor virtualis     Open Access  
Humanidades Médicas     Open Access  
Methodos     Open Access  
Labyrinthe     Open Access  
Astérion     Open Access  
Trans/Form/Ação - Revista de Filosofia     Open Access  
Russian Studies in Philosophy     Full-text available via subscription  

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Similar Journals
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International Journal of Ethics Education
Number of Followers: 1  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 2363-9997 - ISSN (Online) 2364-0006
Published by Springer-Verlag Homepage  [2469 journals]
  • COVID-19 pandemic reveals challenges in engineering ethics education

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      Abstract: Abstract Engineering ethics can be divided into three spheres, namely the technical, the professional, and the social. Ideally, engineering students should engage with all three spheres of ethics, but the literature suggests that this might not be the case. How do engineering students engage with the three spheres of engineering ethics during a global pandemic' The COVID-19 pandemic represents a dramatic and ongoing real-world challenge affecting many students personally. This research explores the extent to which engineering students engage with each sphere of engineering ethics by examining how engineering students understand their roles in addressing the pandemic and its implications. We conducted a survey with undergraduate engineering students (n = 410) at a university in the Midwest. Qualitative analysis suggests that there was low engagement with both social ethics and professional ethics among respondents, while there was higher engagement with technical ethics. Quantitative analysis suggests that non-conservative engineering students from less wealthy families in our study show higher engagement with technical ethics as compared to conservative engineering students from less wealthy families. Non-conservative engineering students from wealthy families, however, show similar engagement with technical ethics as compared to conservative engineering students from wealthy families. In addition, engineering students from both wealthy and less wealthy families show higher engagement with technical ethics if they reside in urban areas as compared to engineering students from both wealthy and less wealthy families in non-urban areas. In addition, the difference in terms of engagement with technical ethics between non-urban engineering students from less wealthy families and urban engineering students from less wealthy families is larger than the difference in terms of engagement with technical ethics between non-urban engineering students from wealthy families and urban engineering students from wealthy families. Further investigation will be needed to explain these findings. However, qualitative results confirm that, despite the potential for the pandemic to encourage engagement with all three spheres of ethics, there continues to be low engagement with ethics beyond the technical level.
      PubDate: 2022-09-14
       
  • Teaching bioethics online during Covid-19: Reflections from Pakistan

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      Abstract: Abstract The Covid-19 pandemic necessitated a shift to online teaching of bioethics, a field that relies on discourse and interactive teaching methods. This paper aims to highlight the challenges faced and lessons learned while describing the experience of having to shift to teaching bioethics online to students enrolled in the Postgraduate Diploma in Biomedical Ethics (PGD) and Master of Bioethics programs at the Centre of Biomedical Ethics and Culture (CBEC) in Pakistan. Opinions of students, mainly compromising mid-career healthcare related professionals, were obtained through a survey (n = 13) and an in-depth group discussion via Zoom. Observations from core faculty (n = 7) were recorded through conducting a content analysis of monthly faculty meetings, enhanced by faculty narratives published in the Centre’s bi-annual newsletter. Faculty and students alike expressed unease with the online mode since it minimized chances of interaction with peers and faculty thus negatively affecting learning process. Juggling work responsibilities while taking synchronous online classes proved to be difficult for students particularly for clinicians, with unique issues for women. Faculty faced increased workload due to the necessity for development of innovative teaching methods and new assessment tools in order to maintain the standard of the academic programs. Despite the problems surrounding the online mode, students and faculty also acquired new skills during this period. Overall, there was a clear preference for on-campus learning, however against the backdrop of a pandemic, online mode was considered as the only viable option.
      PubDate: 2022-09-01
       
  • Awareness of scientific publication ethics in higher education

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      Abstract: Abstract Ethical violations can cause wasteful use of resources, unfair advantage for some scientists over others, and setting a bad example to the scientific community and young scientists. Awareness of these violations helps to prevent moral contamination of the academic community. A web-based survey with 30 items was sent to all residents and academic staff worked at different faculties in our university to evaluate the participants' thoughts and knowledge about academic publication ethics. There were 48 female and 53 male respondents. 44.6% of the participants had never taken ethics courses. 57.4% of the participants think that the ethics course should be given throughout life. The responses to “when ethical course should be given'” was significantly different between males and females, but not according to academic titles and age ranges. Except residents, all participants had complete information about the predatory journals, books and congresses. 29% of the participants were not aware of ghost authorship and 20% were misinformed. The participants did not have sufficient knowledge and awareness about plagiarism, except for some sub-titles. Although lack of awareness is mostly evident among non-academicians, both academicians and non-academicians need to be educated and trained about plagiarism.
      PubDate: 2022-09-01
       
  • A global platform for ethics education

    • Free pre-print version: Loading...

      PubDate: 2022-08-25
       
  • Measuring ethical development of engineering students across universities
           and class years

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      Abstract: Abstract While the technical aspects of engineering are emphasized in education and industry, the ethical aspects are, in some ways, just as vital. Engineering instructors should teach undergraduates about their ethical responsibilities in the realm of engineering. Students would then be more likely to grasp their responsibilities as professionals. For many students, undergraduate study is a time of growth and change, with their ethical development just beginning to take shape. In this study, we aim to understand the progression of ethical development for engineering undergraduate students and identify key factors that may contribute to their development. To help us assess ethical development, we deployed in Fall 2020 a survey to undergraduate engineering students at two universities; the survey entailed the Defining Issues Test-2 (DIT-2). The DIT-2 evaluates ethical development based on Kohlberg’s theory of moral development; the test recognizes three levels of morality—preconventional, conventional, and postconventional. This study evaluates the associations between students’ university and class year and their Personal Interest, Maintaining Norms, and N2 scores. We utilized the results of a multivariate analysis of variance (MANOVA) to address the following research question: Is a student’s ethical development associated with their university and class year' The results of the analysis reveal that students’ ethical development appear to differ between universities and to lie along a continuum, changing from first-year students to seniors of engineering undergraduate study.
      PubDate: 2022-08-22
       
  • 11th International Conference on Ethics Education

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      PubDate: 2022-08-10
       
  • Fostering ethical reflection on health data research through co-design: A
           pilot study

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      Abstract: Health research ethics training is highly variable, with some researchers receiving little to none, which is why ethical frameworks represent critical tools for ethical deliberation and guiding responsible practice. However, these documents' voluntary and abstract nature can leave health researchers seeking more operationalised guidance, such as in the form of checklists, even though this approach does not support reflection on the meaning of principles nor their implications. In search of more reflective and participatory practices in a pandemic context with distance learning, this study explored whether co-design could support engagement and reflection on ethical principles amongst early-stage health researchers. In a pilot test using the Swiss Personalized Health Network's ethical framework for Responsible Usage of Personal Data in Health Research as a case study, we engaged health researchers to design visuals of four ethical principles. In two online workshops, participants (N = 10, N = 8) completed activities such as individual reflection, collaborative ideation, sketching, prototyping, discussion, and feedback. Our analysis shows that the co-design process helped foster in-depth engagement and reflection on the meaning and relevance of the SPHN ethical principles. Participants reported enjoying the experience, and most felt that visuals could motivate engagement with ethical frameworks. This study demonstrates the feasibility of a participatory, design-oriented approach to promote engagement with research ethics among early-career health researchers and highlights key challenges and lessons learned. In doing so, it lays the foundation for future research to investigate the impact of design-oriented, participatory learning to foster reflection and deliberation in ethics education.
      PubDate: 2022-06-22
      DOI: 10.1007/s40889-022-00148-4
       
  • Moving intensive onsite courses online: responding to COVID-19 educational
           disruption

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      Abstract: Abstract From February 2020, the COVID-19 pandemic led to closures of educational institutions to reduce the spread of infectious disease. This forced the U.S. education system into a massive experiment with online education. Despite conducting online bioethics education for nearly twenty years, our bioethics program, a joint endeavor of Clarkson University and Icahn School of Medicine at Mount Sinai, was not immune to this disruption because our curriculum features intensive, one-week onsite courses. Even in the face of historic disruptions, it is vital to ensure minimal interruptions to teaching and assessing students to provide effective education. This paper reviews the steps we took to successfully convert the onsite components of our curriculum to a synchronous online format, and it focuses on how we preserved instruction and assessment of practical skills that comprise these courses’ core. It also explains how we fostered interactive classroom environments.
      PubDate: 2022-06-15
      DOI: 10.1007/s40889-022-00146-6
       
  • Scientific ethos and ethical dimensions of education

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      Abstract: Abstract This research examines the ethical dimensions of ethical thought aimed at reflecting fundamentals or leading principles of the production and reproduction of knowledge in science and tertiary education. To achieve research goals, the author of this article evaluates the key assumption that statements in the ethics of science and education are transcendental but do not require a reference to a transcendental or metaphysical subject. The author adheres to the stances by Wittgenstein and Moore and defines ethics in terms of the general inquiry into what is good. The ways of forming ethical statements are compared with the main provisions of Merton’s theory of scientific ethos and its effects on the understanding patterns of the production and reproduction of knowledge. A comparison of general types of ethical inquiry and the theory of scientific ethos helps to present the theory of scientific ethos in terms of middle-range ethical theory. The comparison of transcendental statements in ethics and the points of the theory of scientific ethos is related to the issues of the philosophy of education. The relation is due to the exploring the forms and bases of reproduction of scientific society through tertiary education. The production of knowledge in science generates forms of judgments while education reproduces their ethically acceptable patterns of obtaining and applying. As a result, ethical transcendentalism without reference to a transcendental subject inevitably emphasizes the dialogical design of teaching. This design includes diversification of norms and values in science. Diversity as such ensures collective methods of decision-making and opposes any authoritarianism in education.
      PubDate: 2022-06-09
      DOI: 10.1007/s40889-022-00147-5
       
  • Teaching phronesis to aspiring police officers: some preliminary
           philosophical, developmental and pedagogical reflections

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      Abstract: Abstract According to Aristotle, the crucial meta-virtue of phronesis (practical wisdom) is cultivated through teaching and experience. But he remains mostly silent on the details of this developmental picture and its educational ramifications. This article focuses on the ‘taught’ element of phronesis development in the context of police ethics education. I begin by piecing together the developmental trajectory that Aristotle suggests towards full virtue, up to and including phronesis development. I also briefly list ten potential weaknesses of this picture. I then present a reconstructed Aristotelian model of phronesis and explain how the teaching element of phronesis education could be executed, with an illustration from an ongoing phronesis intervention for UK police-science students. However, I go on to dampen the enthusiasm about this ‘taught’ component, by explaining how relatively small the ‘zone of proximal development’ is that can be targeted by scaffolded teaching. Finally, I elicit some implications of the conclusion that most of phronesis development will need to be ‘caught’ from gradually unfolding personal and professional experiences.
      PubDate: 2022-06-02
      DOI: 10.1007/s40889-022-00145-7
       
  • Online dilemma discussions as a method of enhancing moral reasoning among
           health and social care graduate students

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      Abstract: Abstract Dilemma discussions have been proven to be one of the most effective methods to enhance students’ moral reasoning in ethics education. Dilemma discussions are increasingly arranged online, but research on the topic has remained sparse, especially in the context of continuing professional education. The aim of the present paper was to develop a method of dilemma discussions for professional ethics. The method was based on asynchronous discussions in small groups. Health and social care students raised work-related dilemmas from their experiences and discussed them in terms of professional values, ethical guidelines and theories. Participants in this quasi-experimental study were 87 first-term graduate students at a Finnish university of applied sciences. Health and social care students in two consecutive ethics courses constituted two experiment groups, whereas health and social care students and business students in other programmes served as control groups. Students filled in a Defining Issues Test (DIT2) at the beginning of their studies and three months apart. Statically significant increase in moral reasoning was evidenced for experiment group 2, when discussion groups were purportedly composed to maximise differences in initial levels of moral reasoning. Findings suggest that online dilemma discussions can advance students’ moral reasoning development, especially when students’ exposure to higher-level arguments is ensured through complementary means, such as instructions, examples and plenary discussions. Online real-life dilemma discussions may also serve other important goals of ethics education, especially acquiring ethical concepts, and they can promote other components of ethical decision making: ethical sensitivity and motivation, and acquisition of implementation skills.
      PubDate: 2022-06-01
      DOI: 10.1007/s40889-022-00143-9
       
  • The ethics laboratory: an educational tool for moral learning

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      Abstract: Abstract This article introduces the Ethics Laboratory as an inter-sectorial and cross-disciplinary dialogical forum which can be viewed as an educational tool for moral learning. The Ethics Laboratory represents a platform for the informal, collaborative investigation, in strict confidentiality, of ethical questions that have social consequences and/or legal concerns and bridges boundaries between research communities, institutions and patients. Its methodological structure proposes an experimental, open-ended way of unpacking implied assumptions, underlying values, comparable notions and observations from different professional fields. In connection with a large social science project on precision medicine, we conducted four Ethics Laboratories followed by eight interviews with a selected number of participants. Through these interviews we learnt how this exploratory dialogical forum heighten moral awareness on issues that are shared among stakeholders who work to implement precision medicine in Denmark. Though the framework was developed specifically to foster ethical reflection within precision medicine, its dialogical structure lends itself to other professional areas and can easily be adopted and carried out.
      PubDate: 2022-05-25
      DOI: 10.1007/s40889-022-00142-w
       
  • Editorial

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      PubDate: 2022-05-16
      DOI: 10.1007/s40889-022-00144-8
       
  • Fragmented or centralized': Comparative case study of ethical
           frameworks for social research in Philippines and Taiwan

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      Abstract: Abstract With the delegation of ethical checking mechanisms to the institutional review boards (IRBs), flexible interpretations of overarching research ethics principles differed across scientific and cultural settings. This article is a comparative case study of ethical frameworks for social research in the Philippines and Taiwan. Justifications in choosing the two cases preponderantly focused on data trends regarding research and development (R&D) policy and practice. This article compared the elements observed in the two frameworks, specifically in terms of: national regulations, curricular requirements, procedures for IRB review application, and other arrangements. Findings revealed that the Philippine academe enjoys relative autonomy or described as more fragmented, unlike Taiwan institutions that strictly follow centralized and country-wide standardization. The intensification of research ethics in Taiwan did not, however, hamper R&D efforts. On the contrary, the Taiwan model may have strengthened the current research ecosystem and bolstered confidence in the different sectors, thus generating multi-sectoral funding and collaborations.
      PubDate: 2022-04-25
      DOI: 10.1007/s40889-022-00141-x
       
  • Exploring the perceived benefits of ethics education for laboratory
           professionals

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      Abstract: Abstract Clinical laboratories face ethical challenges on a daily basis. The ethics training provided for clinical laboratory staff is variable, with some receiving no training. We aimed to explore the perceived benefits of ethics education for laboratory professionals. Ethics training was provided to approximately 60 laboratory professionals in a UK not-for-profit blood cancer organisation, with group discussions incorporated into the session. The session covered dominant ethical theories and principles, the defining moments in medical research ethics and the ethical aspects of laboratory practices. At the end of the session a short optional paper survey was distributed to the participants to obtain feedback on the training. The feedback was anonymous and thematically coded. Attendees reported to be more aware of the existence and importance of ‘everyday’ ethics in their workplace. Responses also showed that the training session had provided participants with an opportunity for ethical reflection in themselves and in discussion with their colleagues. Despite clinical laboratory professionals being faced with ethical challenges daily, there is comparatively little ethics education provided. Ethics training is believed to improve the ethical attitude of laboratory staff and help them when making decisions in their work. We have shown that ethics education is important for laboratory professionals to develop and retain ethical awareness, and ethical reflection. By gaining insight into the ethical aspects of their practices, laboratory professionals can apply this understanding when faced with making challenging decisions in their workplace, in order to act in the best interests of their patients.
      PubDate: 2022-03-08
      DOI: 10.1007/s40889-022-00140-y
       
  • Senior Engineering Students’ Reflection on Their Learning of Ethics and
           Morality: A Qualitative Investigation of Influences and Lessons Learned

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      Abstract: Abstract Informed by ABET accreditation criteria and broader societal needs, ethics has been emphasized as important for engineering professionals. Engineering students are thus exposed to professional ethics and related concerns throughout their college experiences both within and beyond the formal engineering curriculum, but little is known about what learning experiences and lessons engineering students view as most memorable and salient as they approach graduation. Therefore, this paper answers the following research questions: RQ1) What types of experiences do senior engineering students report as salient learning experiences for their ethical and moral formation as they approach graduation' and RQ2) What do students learn from the most commonly discussed types of experiences' To address these questions, we conducted semi-structured interviews with senior engineering students (n=33) and performed inductive thematic analysis on the resulting transcripts. Among various types of experiences that students reported as influencing their ethical and moral perspectives, this paper highlights work experiences, formal education, and family environment as the most frequently mentioned. Our results suggest that work experiences were especially significant for students’ learning of engineering ethics in a professional context, followed by academic experiences as a source of both professional/ethical and more general moral lessons. Many students also described family and friends as influential, especially as related to their general perceptions of morality. Based on these findings, a variety of educational implications are discussed.
      PubDate: 2022-03-02
      DOI: 10.1007/s40889-022-00139-5
       
  • Knowledge building process during collaborative research ethics training
           for researchers: experiences from one university

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      Abstract: Abstract While research ethics and developing respective competencies is gaining prominence in higher education institutions, there is limited knowledge about the learning process and scaffolding during such training. The global health crisis has made the need for facilitator-independent training materials with sufficient support even more pronounced. To understand how knowledge building takes place and how computer-supported collaborative learning (CSCL) supports research ethics learning, we analysed: 1) how the participants’ understanding was displayed during the collaborative learning process utilising the developed ethics resource; and 2) whether the scaffolding provided by the resource supported the learning process. Epistemic evidence was collected during design-based research (DBR) involving 36 PhD students and researchers with supervisory experience divided into 11 groups. Data (from written group reports, group discussion recordings and self-reflection questionnaires) was analysed qualitatively utilising the SOLO taxonomy. The results revealed that: 1) participants displayed high levels of understanding and the need for the facilitator support decreased with the use of the online ethics resource; 2) the learners were able to evaluate their learning outcomes with satisfactory accuracy; 3) when used linearly, the online ethics resource helped learners to achieve high levels of understanding even when the scaffolding gradually faded. Based on the lessons learnt, design principles were extracted to develop research ethics competencies in higher education, and also recommendations for research ethics training were outlined.
      PubDate: 2022-02-17
      DOI: 10.1007/s40889-021-00138-y
       
  • Time and the embodied other in education: A dimension of teachers’
           everyday judgements of student learning

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      Abstract: Abstract The article explores ethical conceptualisations of time that take the existence of the embodied Other in education into consideration. Kristeva’s time/memory paradox is discussed with regard to teachers’ everyday judgements in relation to student learning. In conclusion, learning as an unruptured endeavour is impossible when the time of the embodied Other is taken into account. In this sense, teachers need to be aware of: 1) the time gap between people, 2) the time gap between the conscious and subconscious (time/timelessness), 3) the fact that teachers’ and students’ meaning-making is always tainted by past memory, 4) the ways in which the timelessness of the subconscious crashes into conscious meaning-making in the present and creates ruptures that affect the content of learning and the life conditions of Others, 5) how frozen time (shadow of time) can be used as a way of learning from ruptures, and 6) that processing time(s) is just as important as ‘progressing in it’.
      PubDate: 2021-10-04
      DOI: 10.1007/s40889-021-00130-6
       
  • The ethical decision-making gap in student ethics: examining how
           university students approach ethical dilemmas

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      Abstract: Abstract This study investigates university students’ approach to evaluate and solve ethical dilemmas and the rationale behind this approach. In evaluating ethical dilemmas, students form judgments and recognize what is right or wrong in a given dilemma. However, in solving ethical dilemmas, their decisions may be congruent or incongruent with the judgment, thereby creating a gap between judgment and intention in cases of incongruency. The research also examines the rationale or motivations for why students cheat and plagiarize, and the contribution of personal and institutional characteristics as covariates. A scenario-based 2 × 2 between-subjects experimental design is applied to 221 U.S.-based university students. The findings reveal a gap between the judgment that evaluates an ethical dilemma and the intention to act to solve (by rewarding or punishing) such ethical dilemma. The results also identify five factors reflecting 26 items explaining why students cheat and plagiarize. This study can help educators address the incongruency in a student’s approach to evaluate and solve ethical dilemmas and improve student’s ethical education and critical thinking.
      PubDate: 2021-09-21
      DOI: 10.1007/s40889-021-00133-3
       
  • Imaginative virtue ethics: A transportation-transcendental approach

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      Abstract: Abstract Several authors have argued that virtue ethics needs to adopt a more realistic moral psychology in proposing a more effective way for teaching and learning. In response to this appeal, our paper explores the development of an Imaginative Virtue Ethics Transportation-Transcendental Experiential Approach based on the Aristotelian-Thomistic Mind–Body Theory. It also appears that many educators who use an Aristotelian-Thomistic virtue ethics as a teaching and learning platform may be unaware of the theoretical underpinnings especially with regards to the understanding of the phantasmata. A theoretical framework is developed that links the virtues with transcendentals (beauty, truth, and goodness) thereby strengthening the virtue epistemological system within an Aristotelian-Thomistic anthropology using the psychological concept of transportation. Specifically, the framework links the virtues to the acting for the ultimate end of human existence defined as the participation in the transcendentals which gives the virtues its normativity and meaning. A narrative example is presented to illustrate the approach which can applied to different epistemological anthropologies depending on the focus of the lesson plan. Qualitative feedback over a ten year period validates the theory in the knowledge acquisition and practice of the relational order of the virtues to existential meaning. We conclude with some practical suggestion to help improve and strengthen the mind–body conduits by appropriating an environment that would be conducive to producing phantasmata to promote integral human development through the virtues.
      PubDate: 2021-09-07
      DOI: 10.1007/s40889-021-00136-0
       
 
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