Teaching Ethics: Instructional Models, Methods, and Modalities for University Studies(Teaching Ethics across the American Educational Experience)

Teaching Ethics: Instructional Models, Methods, and Modalities for University Studies encourages teachers and students to approach their work with a deep awareness that people, not as disinterested reasons devoid of or effectively cut-off from passions, make ethical judgments. An individual’s social and emotional constitution should be taken into account when about the work of forming ethical judgments. This collaborative publication offers salient instructional models, methods and modalities centered on the whole person.

Table of Contents:
Series Preface - Dominic P. Scibilia Foreword-Elaine Englehardt Introduction-Daniel Wueste Section 1: Setting the Philosophical Context Dominic P. Scibilia Chapter 1: Cognition and Conation: A Potent Alliance in Teaching Ethical Judgment Daniel Wueste Section 2: Persons as Moral Agents: Instructional Models Dominic P. Scibilia Chapter 2: Dialogue and Ethics in the Classroom Michael Burroughs Chapter 3: Study Abroad Strategies for Bringing Home the Complexity of Moral Judgments Sandra Borden Chapter 4: Ethics through Literature Dennis Cooley Section 3: Ethical Leaders: Instructional Models Dominic P. Scibilia Chapter 5: Teaching Applied Ethics and Triple Bottom-Line Leadership with an Integrated Undergraduate Capstone Course Ronald L. Dufresne and David S. Steingard Chapter 6: Teaching Reflective Decision-Making - Exercises for Navigating Ethical Dilemmas Elizabeth A. Luckman and C. K. Gunsalus Chapter 7: Ethics and Social Change Lisa Kretz Section 4: Moral Reasoning: Instructional Methods Dominic P. Scibilia Chapter 8: Methods for Developing Moral Judgment at the Undergraduate Level Alan Preti Chapter 9: Using an Ethics Bowl Competition in the Classroom to Teach Ethical Theory Patrick Croskery Chapter 10: Integrating Behavioral Ethics with Ethics Unwrapped Cara Biasucci Authors’ Biographies

About the Author :
Daniel E. Wueste is a professor of philosophy, teaching in the Department of Philosophy and Religion and in two of Clemson’s PhD programs: healthcare genetics, and policy studies. He is member/researcher with the Institute of Human Values in Health Care, Medical University of South Carolina and a member of the executive board and treasurer of the Association for Practical and Professional Ethics.

Review :
This is the best book on the subject I’ve read - it corrects a major deficiency in our ethics pedagogy. Instead of a focus on reasoning alone, the essays present a fuller view that takes account of the role of the emotions and imagination in ethical judgment and moral commitment, and rethink our traditional concept of the student from a reason-centered to an agency-centered account, making ethics more relevant to the world in which our students live. A much needed volume for faculty, program directors, administrators, and assessment officers that presents the first comprehensive approach to instructional methods for the teaching of ethics at the university level in decades. The highly respected authors present a swath of practical activities and approaches for teaching ethics both within stand-alone courses and the study of ethical issues infused throughout the curriculum. Of particular note is the lengthy appendix, which includes examples of many of the classroom activities and assignments discussed in the chapters. Ethics educators will discover a gold mine of valuable ideas to bolster their current practice, enhance their pedagogy, or inspire revision in light of these “best practices” of teaching ethics. Teaching Ethics: Instructional Models, Methods and Modalities for University Studies is an excellent collection that offers specific guidance for instructors of ethics, whether they be ethicists themselves or professional faculty tasked with integrating ethics education into their courses. The first several essays helpfully create the context for re-imagining ethics education. It is not solely an intellectual endeavor; the heart, as several contributors point out, must also be engaged. The thoughtfulness and creativity of these master teachers will impress even the most experienced pedagogue. A professor of ethics will come away from this collection with a deeper appreciation for both the limits and the possibilities of engaging students in the important endeavor of examining the pursuit of a life well lived.