美德伦理学论正确的行动

美德伦理学通常被指责为不能提供正确行动的独立标准。面对这一责难,美德伦理学产生了两种回应。一些美德伦理学家认为,伦理学应当用美德概念替代正确行动的概念;另一些美德伦理学家主张,正确行动的概念可以还原为美德概念,并提供了正确行动的美德伦理学解释。前者的回应是不合理的,后者提供的解释是不成功的。美德伦理学的结构决定了它不能提供正确行动的独立解释。其根源就在于美德伦理学与规则伦理学是伦理学的不同组成部分。美德伦理学主要是一种道德修养理论,不适合于论说对行动的道德评价。     

Ethics and HRM Education

Human resource management (HRM) education has tended to focus on specific functions and tasks within organizations, such as compensation, staffing, and evaluation. This task orientation within HRM education fails to account for the bigger questions facing human resource management and employment relationships, questions which address the roles and responsibilities of the HR function and HR practitioners. An educational focus on HRM that does not explicitly address larger ethical questions fails to equip students to address stakeholder concerns about how employees are treated or the ethical dilemmas facing employers with regard to the employment relationship, and ironically makes the HRM function less strategic to the organization. In this paper, we identify some of the key ethical issues within the employment relationship, discuss how extant HRM education often fails to address these issues or help students to become aware of them, and offer a framework for integrating ethics into HRM education.     

Trusting Relationships and the Ethics of Interpersonal Action

Abstract

Trust has generally been understood as an intentional mental phenomenon that one party (the truster) has towards another party (the trusted) with respect to some object of value for the truster. In the landmark work of Annette Baier, this trust is described as a three-place predicate: A entrusts B with the care of C, such that B has discretionary powers in caring for C. In this paper we propose that, within the context of thick interpersonal relationships, trust manifests in a different way: as a property of the relationship itself. We argue that this conceptualization has important implications for the debate over the ethics of interpersonal interventions. In particular, when trust is understood in this way, actions that would otherwise be deemed morally troubling may be permissible, or even morally desirable, on account of their role in strengthening trusting relationships.     

Multicultural Education and Feminist Ethics

Feminist ethics supports the contemporary educational trend toward increased multiculturalism and a diminished emphasis on the Western canon. First, I outline a feminist ethical justification for this development. Second, I argue that Western canon studies should not be altogether abandoned in a multicultural curriculum. Third, I suggest that multicultural education should help combat oppression in addition to simply promoting awareness of diversity. Fourth, I caution against an arrogant moralism in the teaching of multiculturalism.     

Eudaimonist Virtue Ethics and Right Action: A Reassessment

My question in this paper concerns what eudaimonist virtue ethics (EVE) might have to say about what makes right actions right. This is obviously an important question if we want to know what (if anything) distinguishes EVE from various forms of consequentialism and deontology in ethical theorizing. The answer most commonly given is that according to EVE, an action is right if and only if it is what a virtuous person would do in the circumstances. However, understood as a claim about what makes particular actions right, this is not especially plausible. What makes a virtuous person??s actions right must reasonably be a matter of the feature, or features, which she, via her practical wisdom, appreciates as ethically relevant in the circumstances, and not the fact that someone such as herself would perform those actions. I argue that EVE instead should be understood as a more radical alternative in ethical philosophy, an alternative that relies on the background assumption that no general account or criterion for what makes right actions right is available to us: right action is simply too complex to be captured in a ??finite and manageable set of??moral principles?? (McKeever and Ridge, Principled ethics, Oxford University Press, 2006, p. 139). This does not rule out the possibility that there might be some generalizations about how we should act which hold true without exception. Perhaps there are some things which we must never do, as well as some features of the world which always carry normative weight (even though their exact weight may vary from one context to another). Still, these things are arguably few and far between, and what we must do to ensure that we reliably recognize what is right in particular situations is to acquire practical wisdom. Nothing short of that could do the job.     

案例教学与医学伦理学教育

案例教学已经成为普遍的方法在我国各医学院校的医学伦理学教学中广泛使用,案例教学作为一种方法,如何客观地看待它,需结合医学伦理学教育的目的和内容。案例教学具有增加互动、加深理解和提高分析能力等优点,但如果驾驭不好,也会暴露一些弱点,而起到反作用。试图还案例教学法于医学伦理学教育的本来位置。     

Conflict and Convergence: The Ethics Review of Action Research

The article is based on the author’s experience as an administrator of three primarily social science institutional review boards (IRBs) to which researchers presented research protocols that purported to be minimal risk studies of teacher practice where the “teacher–researcher” was the “research subject.” Recently, educational, social, and behavioral science researchers encounter many problems with regard to their methodologies and the oversight mandate of the IRBs. There is a divergence between the IRB’s role and assumed bio-clinical predisposition and the ability of behavioral and social science researchers to have their research methodologies and research understood and appreciated by IRB members. The article explores some of the dilemmas confronting IRB members and administrators in the review and administration of the action research protocols, particularly those that involve vulnerable populations and which, from the practitioner–researcher’s perspective, focus on the practitioner–researcher as the object of the research.     

中国古代医德教育对现代医学生医德教育的启示

医德医风已成为全社会普遍关注的焦点,特殊职业要求医务工作者应具有高尚的医德,而高尚医德的培养应从医学生教育阶段开始,努力提高医学生的医德素养.我国传统的医德教育方法,如医学生人品的选拔,老师言传身教,徒弟满师传统等等对于培养现代医学生关爱病人、救死扶伤的医德风范仍具有积极的借鉴意义.     

中国古代医德教育对现代医学生医德教育的启示

医德医风已成为全社会普遍关注的焦点,特殊职业要求医务工作者应具有高尚的医德,而高尚医德的培养应从医学生教育阶段开始,努力提高医学生的医德素养。我国传统的医德教育方法,如医学生人品的选拔,老师言传身教,徒弟满师传统等等对于培养现代医学生关爱病人、救死扶伤的医德风范仍具有积极的借鉴意义。     

浅议旅游伦理教育

目前对旅游伦理教育的研究是我国理论界的一个“盲区”,表现为只注重对旅游伦理的研究,忽略对旅游伦理教育的研究;只注重对旅游从业人员的教育,忽略对旅游者的伦理教育;只注重旅游活动的道德教化功能,忽略学校教育与社会教育的结合。由于这方面的成果不多,因此,对有关旅游伦理教育的对象、特征、实现途径等问题的把握还在探索之中。根据旅游伦理教育对象的不同,其内容大致可分为社会公德教育、生态伦理教育、交往伦理教育、职业道德教育和经济伦理教育。     

Medical Ethics,Bioethics and Research Ethics Education Perspectives in South East Europe in Graduate Medical Education

Ethics has an established place within the medical curriculum. However notable differences exist in the programme characteristics of different schools of medicine. This paper addresses the main differences in the curricula of medical schools in South East Europe regarding education in medical ethics and bioethics, with a special emphasis on research ethics, and proposes a model curriculum which incorporates significant topics in all three fields. Teaching curricula of Medical Schools in Bulgaria, Bosnia and Herzegovina, Croatia, Serbia, Macedonia and Montenegro were acquired and a total of 14 were analyzed. Teaching hours for medical ethics and/or bioethics and year of study in which the course is taught were also analyzed. The average number of teaching hours in medical ethics and bioethics is 27.1 h per year. The highest national average number of teaching hours was in Croatia (47.5 h per year), and the lowest was in Serbia (14.8). In the countries of the European Union the mean number of hours given to ethics teaching throughout the complete curriculum was 44. In South East Europe, the maximum number of teaching hours is 60, while the minimum number is 10 teaching hours. Research ethics topics also show a considerable variance within the regional medical schools. Approaches to teaching research ethics vary, even within the same country. The proposed model for education in this area is based on the United Nations Educational, Scientific and Cultural Organization Bioethics Core Curriculum. The model curriculum consists of topics in medical ethics, bioethics and research ethics, as a single course, over 30 teaching hours.     

Virtue Ethics and the Search for an Account of Right Action

Conceived of as a contender to other theories in substantive ethics, virtue ethics is often associated with, in essence, the following account or criterion of right action: VR: An action A is right for S in circumstances C if and only if a fully virtuous agent would characteristically do A in C. There are serious objections to VR, which take the form of counter-examples. They present us with different scenarios in which less than fully virtuous persons would be acting rightly in doing what no fully virtuous agent would characteristically do in the circumstances. In this paper, various proposals for how to revise VR in order to avoid these counter-examples are considered. I will argue that in so far as the revised accounts really do manage to steer clear of the counter-examples to VR, something which it turns out is not quite true for all of them, they instead fall prey to other damaging objections. I end by discussing the future of virtue ethics, given what has come to light in the previous sections of the paper. In particular, I sketch the outlines of a virtue ethical account of rightness that is structurally different from VR. This account also faces important problems. Still, I suggest that further scrutiny is required before we are in a position to make a definitive decision about its fate.     

International Association for Education in Ethics

Announcement

International Association for Education in Ethics     

儒家伦理与公民道德教育

儒家伦理既有它的特殊性,又有它的普遍性。儒家伦理中的特殊性一面是我们应批判和抛弃的;而其普遍性的常道,又是我们可以继承、用来进行公民道德教育的资源,但必须与当今社会相结合,赋予它新的内容、新的形式和新的时代精神。     

Introducing Survival Ethics into Engineering Education and Practice

Given the possibilities of synthetic biology, weapons of mass destruction and global climate change, humans may achieve the capacity globally to alter life. This crisis calls for an ethics that furnishes effective motives to take global action necessary for survival. We propose a research program for understanding why ethical principles change across time and culture. We also propose provisional motives and methods for reaching global consensus on engineering field ethics. Current interdisciplinary research in ethics, psychology, neuroscience and evolutionary theory grounds these proposals. Experimental ethics, the application of scientific principles to ethical studies, provides a model for developing policies to advance solutions. A growing literature proposes evolutionary explanations for moral development. Connecting these approaches necessitates an experimental or scientific ethics that deliberately examines theories of morality for reliability. To illustrate how such an approach works, we cover three areas. The first section analyzes cross-cultural ethical systems in light of evolutionary theory. While such research is in its early stages, its assumptions entail consequences for engineering education. The second section discusses Howard University and University of Puerto Rico/Mayagüez (UPRM) courses that bring ethicists together with scientists and engineers to unite ethical theory and practice. We include a syllabus for engineering and STEM (Science, Technology, Engineering and Mathematics) ethics courses and a checklist model for translating educational theory and practice into community action. The model is based on aviation, medicine and engineering practice. The third and concluding section illustrates Howard University and UPRM efforts to translate engineering educational theory into community action. Multidisciplinary teams of engineering students and instructors take their expertise from the classroom to global communities to examine further the ethicality of prospective technologies and the decision-making processes that lead to them.