Ethical Reasoning Research Papers

What shape does ethical reasoning assume in the face of potentially contradictory commitments? Drawing on fieldwork in a private clinic in Chennai, the capital of the South Indian state of Tamil Nadu, I examine how patients, their... more

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- by Bharat J Venkat
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- 6
  Medical Anthropology, HIV/AIDS, South Asia, Anthropology of Kinship

CC-BY-NC-ND 4.0 International license Tractenberg, R. E. (2019, April 23). Teaching and Learning about ethical practice: The case analysis. https://doi.org/10.31235/osf.io/58umw Statistics, biostatistics, and data science are unique... more

CC-BY-NC-ND 4.0 International license

Tractenberg, R. E. (2019, April 23). Teaching and Learning about ethical practice: The case analysis. https://doi.org/10.31235/osf.io/58umw

Statistics, biostatistics, and data science are unique disciplines/a unique discipline in the sciences: anyone with an Internet connection and computing device can utilize the methods from these disciplines –irrespective of preparation to do so. Most empirical and all experimental sciences require some form of data analysis, including qualitative methods. However, even those in degree or formal educational programs learning about statistics/biostatistics/data science do not receive training in what constitutes “ethical practice”. The American Statistical Association (ASA) maintains, and recently (2018) updated, Ethical Guidelines for Statistical Practice. Understanding and being able to utilize these Guidelines (GLs) is relevant for all applications of statistical and data science methodologies – whether for true “research” (following the scientific method) or for business or other predictive/decision-making support. Thus, students who will go on to be statisticians and non-statisticians alike need to learn about ethical statistical practice, including those who seek to apply these methods in marketing, policy, and higher education. This article describes how to employ the case study method to teach the ASA GLs, using simple vignettes and a specific tool called a “stakeholder analysis template”. The template is introduced as a method for understanding the harms and benefits, as well as the stakeholders, in each of a series of tasks common to the collection, analysis/manipulation, and drawing of inferences or conclusions based on data in any shape or size. The ASA Ethical Guidelines are discussed with respect to their potential to guide data collection and munging (two specific tasks), with three learning objectives: 1. describe how different individuals (“stakeholders”) may be affected by decisions and actions; 2. enumerate harms and benefits that are most clearly relevant for each stakeholder with respect to the activity; and 3. identify which ASA GL Principles (and/or specific elements) seem most relevant to this activity. The stakeholder analysis template is intended to facilitate teaching and learning – and the ultimate utility – of the ASA Ethical Guidelines for Statistical Practice.

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- by Rochelle E Tractenberg
- •
- 9
  Statistics, Applied Ethics, Professionalism, Biostatistics

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- by Mirjana Djurdjevic
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- 11
  Ethics, Corporate Social Responsibility, Government, Capitalism

Journalists have been shown to be highly capable of making good moral decisions, but they do not always act as ethically as studies show them to be able. In other words, there is a gap between moral motivation and moral behavior. Using... more

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- by Angela M Lee
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- 15
  Journalism, Journalism Ethics, Survey Research, Social Norms

The revolutionary changes in ABET EC 2000 accreditation criteria promoted the address of critical thinking in engineering curricula by emphasizing such outcomes as ethics, social and global context, communication, lifelong learning and... more

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- by Yousef Jalali and +1
  Christian Matheis
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- 8
  Ethics, Engineering Education, Critical Thinking, Paulo Freire

The move toward better public governance exacerbates the conditions leading to instances of whistle-blowing. The initial prediction of this paper was ethical failure is the ground reason for organizational collapse. This paper provides an... more

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- by Farid Mahali
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- 6
  Ethics, Corporate Governance, Malaysia, Public sector

Ethical decision-making (EDM) is an important element in the engineering profession. This paper explores the use of an ethical decision-making model (EDMM) as a tool for analyzing and assessing the ethical reasoning skills of student... more

Hume’s Problems with Induction is intended to describe and refute some of the main doubts and objections David Hume raised with regard to inductive reasoning. It replaces the so-called problem of induction with a principle of induction.... more

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- by Avi Sion
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- 19
  Logic, Causation, The Self, David Hume

John Rawls is famous for two things: his attempt to ground morality in rationality and his conception of justice as fairness. He has developed and polished both in conjunction over the course of half a century. Yet the moral principles he... more

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- by Necip Fikri Alican
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- 12
  John Rawls, Rawls, Moral Reasoning, John Rawls's theory of justice

CC-BY-NC-ND 4.0 International license This article builds on the concept of disciplinary and professional stewardship, to discuss the ethical practice guidelines from two professional associations and a method that you can learn to use... more

CC-BY-NC-ND 4.0 International license

This article builds on the concept of disciplinary and professional stewardship, to discuss the ethical practice guidelines from two professional associations and a method that you can learn to use in order to implement those guidelines throughout a professional career. The steward is an individual who practices in a field in a manner that invites and warrants the trust of the public, other practitioners, and employers to uphold and maintain the integrity of that field. It is important to your sense of professional identity - and also your profession - to cultivate a sense of stewardship; and one of the foundational aspects of stewardly behavior is to understand professional practice guidelines and the types of behaviors that are expected by practitioners in a given field. Therefore, this article presents two sets of guidelines that can support professionalism, ethical practice, and the development of a coherent professional identity for the statistician and data scientist. The American Statistical Association (ASA) and the Association of Computing Machinery (ACM) are large professional organizations with international membership. An overall objective of each of these organizations is to promote excellence in and by their members and all those who practice in their respective – sometimes shared/joint – domains. It can be helpful to consider the field of ‘statistics and data science’ to be a hybrid of, or co-dependent on, these two fields, which is one reason why the two organizations are presented together. Another reason is that both organizations take ethical practice very seriously, and both engaged in lengthy projects to carefully revise their respective ethical guidelines for professional practice in 2018. Not only does engagement with the guidelines support you initiating, and beginning to demonstrate, your commitment to this particular professional identity, but also exploring the ethical guidelines for professional practice (through ASA or ACM) is a first step towards documenting your commitment to stewardly work as a data scientist. Ethical reasoning, the third focus of this article, helps deepen the understanding of the guidelines and can be useful to generate evidence of stewardly development.

En los debates metaéticos actuales, numerosos autores creen que existe una estrecha relación entre las emociones y los valores. Algunos piensan que las emociones ayudan en la constitución de los valores morales y no morales. Otros ven las... more

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- by Universitas Philosophica
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- 9
  Philosophy, Analytic Philosophy, Values, Realism (Philosophy)

Justificatory reasoning, the ability to justify one’s beliefs and actions, is an important goal of education. We develop a scale to measure the three forms of justificatory reasoning – absolutism, relativism, and evaluativism – before... more

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- by hannah soong
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- 2
  Intercultural Education, Ethical Reasoning

Workplaces are becoming increasingly diverse, and businesses constantly face the challenge of ensuring work ethics to strengthen competitiveness. Workplace ethics is affected not just by potential gains and losses of unethical action but... more

28th EUROPEAN CONFERENCE ON PHILOSOPHY OF MEDICINE AND HEALTH CARE “Bioethics and Biopolitics”, 27 – 30 August, 2014, Debrecen (Hungary), Oral Paper Abstract "ETHICAL REASONING IN CLINICAL YEARS: ETHICS ROUNDS, ACIBADEM UNIVERSITY... more

28th EUROPEAN CONFERENCE ON PHILOSOPHY OF MEDICINE AND HEALTH CARE
“Bioethics and Biopolitics”, 27 – 30 August, 2014, Debrecen (Hungary), Oral Paper Abstract

"ETHICAL REASONING IN CLINICAL YEARS:
ETHICS ROUNDS, ACIBADEM UNIVERSITY EXPERIENCE"

Yesim Isil Ulman*, Pinar Topsever**, Kevser Vatansever*** Fatih Artvinli****,

Introduction: at Acibadem University School of Medicine, medical ethics and bioethics are integrated in the curriculum in phase one (year 1-2-3) within the professionalism program entitled "Clinical Medicine and Professional Skills (CMPS)" in form of a "Medical Ethics & Humanities" track and in phase two (years 4-5-6) within the clinical clerkships as "Ethics rounds".

Aim: The ethic rounds aim to develop ethical sensitivity and professional motivation during the clerkship period by fostering professional and ethical values in clinical and ethical decision-making in daily practice; to integrate ethical formation in preclinical years with the practice based clinical experience with actual cases.

Materials and methods: Ethic Rounds are featured within the internal medicine clinical clerkship which takes place four times within the academic year, rotating groups of students. Additionally, Forensic Medicine inserted Ethics Rounds in the Clerkship curriculum in the 5th year. Thus, five ethics rounds are organized.

The ethics rounds are organized in an interdisciplinary manner with clinicians from different branches. Presented cases may feature different themes working together with the department of medical ethics. The clinicians are asked to choose a case representing an ethical dilemma from their daily clinical practice. They are provided with a guide to prepare this case for discussion with the students during the ethics round. The format of this guide includes a short case description, formulation of the problem and identification of the related ethical values and/or principles. The clinicians are also provided with a short theoretical outline about ethical values and principles.

Results:

The students described the ethics rounds as beneficial, remindful, stimulating, and proposed repeating these exercises in each clinical year. They think this practice has stabilized what they have already learned in ethics lessons at preclinical years. They find it instructive to think over the clinical case in the perspective of ethical issues and legal practice. They liked that the cases were chosen from the real daily clinical practice. They enjoyed to express their ideas and views actively and in an open way with peers and clinicians and instructors. They commented that they glean ideas, take lessons from the clinicians’ experiences for managing difficult patient encounters and breaking bad news.

The clinicians find the ethics rounds beneficial. They think that the systematic real life experience such as ethics rounds at undergraduate level will be quite helpful for students to get ready for coping with the ethical dilemmas and conflicts in professional life.

Conclusion: Ethics Rounds is sustainable and compatible with the vertical integration in medical education in order to enhance professionalism.

Sources:
1) M Svantesson, R Löfmark, H Thornsén, K Kallenberg, G Ahlström, “Learning a way through ethical problems: Swedish nurses’ and doctors’ experiences from one model of ethics rounds”, J Med Ethics 2008;34:399–406.
2) Fryer-Edwards K, Wilkins D, Baernstein A, Braddock CH. Bringing Ethics Education to the Clinical Years: Ward Ethics Sessions at the University of Washington, Academic Medicine, 2006; 81(7): 626-631.

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- by Yesim Isil Ulman and +1
  Pinar Topsever
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- 6
  Ethics, Bioethics, Medical Education, Clinical Ethics

21st-century society is facing a crisis of truth. Digital media lends itself to this by allowing the dissemination of almost unlimited quantities of unverified content. This threatens the development of accurate thinking along with the... more

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- by fairuz rahman
- •
- 6
  Demography, Idealism, Relativism, Locus of Control

This paper aims to present a distance teaching activity that was realized within the teaching of ethics in organization in the Second Cycle Degree in Management of Educational Services and Lifelong Education at the University of Padua, in... more

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- by Paola Premoli
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- 5
  Professional Ethics, Moral Education, Distance Learning, Case Analysis

This paper reflects on the relationship between theory and practice in bioethics, by using various concepts drawn from debates on innovation in healthcare research—in particular debates around how best to connect up blue skies ‘basic’... more

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- by James Wilson
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- 6
  Bioethics, Public Health Ethics, Thought Experiments, Empirical bioethics

The American Statistical Association (ASA) Ethical Guidelines (ASA, 1999, http://www.amstat.org/committees/ethics/) address eight general topic areas: Professionalism; Responsibilities to Funders, Clients, and Employers; Responsibilities... more

The use of Big Data – however the term is defined – involves a wide array of issues and stakeholders, thereby increasing numbers of complex decisions around issues including data acquisition, use, and sharing. Big Data is becoming a... more

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- by Rochelle E Tractenberg
- •
- 2
  Big Data, Ethical Reasoning

Engineering educators have used different strategies to incorporate ethics instruction into engineering curricula, often in response to the ABET requirements on students’ understanding of professional and ethical responsibility. The... more

Engineering educators have used different strategies to incorporate ethics instruction into engineering curricula, often in response to the ABET requirements on students’ understanding of professional and ethical responsibility. The mainstream pedagogical approaches predominantly are case studies supplemented with moral theory and professional codes of ethics. Despite a greater emphasis on engineering culture, real-world practices, macroethics and the need for collective responses, and social justice in engineering ethics literature, it is still not surprising to see a continual reliance on presupposed “correct” responses for a given case; overemphasis on heroic actions and unusual mistakes without contextual considerations; and overlooking of the importance of society and peer culture in the teaching of ethics. In this paper, we argue that addressing imaginal capacity as a core component in ethics curriculum helps educators to move beyond isolated and product-oriented pictures of engineering ethics instruction and illustrate ways to bridge complexities embedded in how we think and how we relate to one another in society. The process of realization of different, and perhaps opposing, aims in everyday decision making and moving towards realization of another person’s existence and experiences should be a canon of the quality of ethics instruction. How can we then develop a dialogue to help engineers in dealing with ethical challenges? Ethics instruction that raises awareness of an individual’s process of making ethical decisions, presents ethics as a continuum from student experiences to professional ones, and humanizes conflicting perspectives is argued to effectively address higher level ethical decision processes. Student responses to macroethics and social justice decisions beyond the classroom can only be affected if ethics instruction goes beyond raising awareness of issues and instead influences student decision processes. We build on conceptual notions of the moral insight, illustrated by idealist and pragmatist scholar Josiah Royce, and the I-Thou and I-It attitudes, described by philosopher Martin Buber; and move to the resources in liberation theory and praxis and build on the notions used by Royce and Buber in connection with broader context. Then, we present preliminary ideas for converting theoretical perspectives into classroom praxis. Examples of modifications to an ethics curriculum that is currently in use for the senior-level engineering class, Design of Steel Structures, in the Department of Civil and Environmental Engineering at the University of Massachusetts Amherst in the United States are presented to initiate discussion. This curriculum has implemented a series of assignments that probe ethics development throughout the semester, complementing traditional ethics instruction in a companion course.

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- by Yousef Jalali
- •
- 7
  Engineering Education, Martin Buber, Imagination, Engineering Ethics

Purpose – The aim of this research is to investigate Egyptian auditors ethical reasoning, to understand whether auditors’ ethical reasoning is influenced by audit firm size or/and auditor position. Design/methodology/approach – This paper... more

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- by Engy Abdo
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- 4
  Egypt, Defining issues Test, Ethical Reasoning, AEDI

The book approaches the subject of ethics in science from a pedagogical and pragmatic viewpoint and addresses the need to effectively deal with these issues in science classrooms at the K-12 and undergraduate levels, drawing on real-world... more

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- by Astha Saxena
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- 6
  Bioethics, Science Education, Ethical Theory, Socioscientific Issues

In this study, it was aimed to determine ethical reasoning of lecturers in STEM disciplines in terms of several independent variables (gender, working another institution, age, academic title, academic discipline, service period). This... more

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- by Mehmet Tekerek and +2
  Betul Tekerek
  Ferhat Karakaya
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- 4
  STEM Education, Ethical Research, Ethical Reasoning, STEM Disciplines

This study investigated the impact of a 15-week outdoor experiential program on the moral reasoning of college students. One hundred and ninety-six university students volunteered to participate in this study, which utilized Rest's... more

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- by Camille Bunting
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- 5
  Education, Experiential Education, Moral Reasoning, Defining issues Test

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- by Yousef Jalali
- •
- 8
  Ethics, Engineering Education, Critical Thinking, Paulo Freire

Sharing these slides under CC BY NC ND international license. These slides were prepared for use during a panel convened to discuss “Balderdash, Codswallop, and Malarkey” during the 2020 JSM Conference – planned for Philadelphia but held... more

Ethical Reasoning

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