交通伦理学:研究现状与前景展望

目前关于交通伦理的研究尚处于关注具体问题的各论性初级研究阶段,其研究的基本思路是:以"人本原则"引申出的"安全"、"便捷"、"公正"、"舒适"、"生态"原则为价值向度,对交通主体之间、客体之间、交通主客体之间多方面的伦理关系及其矛盾冲突进行理性的审视、质疑、评判,论证,寻求伦理权衡机制与解困的共识,从而为交通从冲突走向和谐提供伦理导向与支持.     

全国MBA企业伦理学教学研讨会综述

由全国MBA教育指导委员会主办,上海交通大学安泰经济与管理学院承办,上海市伦理学会协办的"全国MBA企业伦理学教学研讨会"于2007年12月1日～2日在上海交通大学举行.     

宗教伦理学研究的意义、现状与展望

在理论上,宗教伦理学研究有利于伦理学与宗教学的学科发展;在实践上,宗教伦理学研究有利于宗教对话与人类道德困境的解决,有利于我国的道德建设,并有利于宗教本身的健康发展。近些年来,在佛教伦理学、基督教伦理学、伊斯兰教伦理学以及基于宗教对话的世界伦理构想等几个领域都取得了丰硕的成果,但宗教伦理学的学科建设还未完全成型,其研究视野略显狭小,这些都有待拓展、完善。     

医学伦理学教学目的商榷

医学伦理学教学目的商榷贵阳医学院社科部（５５０００４）陈康目前我国各高等医科院校对医学伦理学这门课程的开设仍都是根据本校的特点和需要来安排、制定教学计划的。因此,有的院校将其作为必修课,有的则作为选修课,授课形式或为课堂系统讲授,或为专题讲座,或二者...     

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。     

关于医学伦理学案例教学的内涵与外延

笔者认为,案例教学是医学伦理学教学中不可或缺的组成部分,其实质是在医学伦理学教学中贯彻理论与实际结合原则,目的是提高医学伦理学教育的实际效果,培养医学生核心的价值观念。1案例教学是一个基本的教学理念在讨论医学伦理学案例教学的时候,人们往往是从教学方法的层面思考,     

加拿大的生物医学伦理学教学

加拿大的生物医学伦理学教学Ｐ．Ａ．Ｊｅｎｎｅｔｔ,Ｇ．Ｌ．Ｃｒｅｌｉｎｓｔｅｎｔ＆Ｔ．Ｄ．Ｋｉｎｓｅｌｌａ张国忠译引言医学伦理通常是医学实践的一个基本构成部分。如今,伦理问题和道德需求在医学实践中发挥着日益复杂的作用。在关怀病人,分配微观、宏观卫生保...     

学以致用——中德医学伦理学教学培训班体会

带着从 2 0 0 2年 8月大连首届中德医学伦理学教学培训班学来的秘诀 ,在新的一轮医学伦理学的教学中尝试使用后 ,希望能与大家交流自己的经验和困惑。首先想与大家分享的一句话是 :医学伦理学的教育是个系统工程。因为在课程结束时 ,我更深切地感受到很多问题还需要进一步的思考 ,才能完善下一轮的教学 ;而对学生来说 ,真正的医学伦理学实践才刚刚开始 !1　从大连培训班取回的经1 1　明确教学目的客观地说 ,我们确实存在课前头脑中没有明确目的的情况 ,或者有的只是自己这堂课要讲的内容 ,而且也经常不是从学生的角度想他们真正需要掌握什么…     

漫谈肝移植现状、挑战与前景

就肝移植目前的状况和存在的问题,如医疗机构的组织协调能力,供肝不足和手术过程中的难点,肝癌肝移植争议的焦点,如何提高移植后的生存质量等,提出了建设性有益的观点,为肝移植的未来指出了光明前景。     

漫谈肝移植现状、挑战与前景

就肝移植目前的状况和存在的问题,如医疗机构的组织协调能力,供肝不足和手术过程中的难点,肝癌肝移植争议的焦点,如何提高移植后的生存质量等,提出了建设性有益的观点,为肝移植的未来指出了光明前景.     

MBA Education, Business Ethics and the Case for Shareholder Value

The appropriate MBA curriculum has been debated for nearly a half century. More recently, critics contend that the emphasis on functional fields in MBA education has incorrectly elevated the importance of shareholder value resulting in unethical behavior. Although some criticism of MBA programs has merit, shareholder wealth maximization should remain the dominant management objective because it is relatively easy to implement and generally consistent with the interests of stakeholders.     

The Buck Stops here: Why Universities Must Reclaim Business Ethics Education

Given the groundswell of corporate misconduct, the need for better business ethics education seems obvious. Yet many business schools continue to sidestep this responsibility, a policy tacitly approved by their accrediting agency, the Association to Advance Collegiate Schools of Business (AACSB). Some schools have even gone so far as to cut ethics courses in the wake of corporate scandals. In this essay I discuss some reasons for this failure of business school responsibility and argue that top university officials must go beyond weak accrediting standards to insist that ethics courses be required in business school curriculum. Otherwise, students will continue to get the message that practicing managers have little or no legal and ethical responsibilities to society.     

医学伦理学是否可教及其他--关于医学伦理学教育的再思考

医学伦理学是否可教?如果可教,应该教规范还是教价值?如何拉近医学伦理学教育与现实的距离?怎样评价医学伦理学教学的效果?不仅是临床医生和卫生管理工作者,即使作为医学伦理学研究工作的学者也都对这些问题存在着不同程度的误解,这影响了医学伦理学学科地位的确立.     

Supererogation and Business Ethics

ABSTRACT It is occasionally said of individuals or groups of individuals that they have gone beyond the call of duty in certain of their business practices. Not only have they fulfilled or satisfied the requirements of duty, but they have risen above the level of duty in performing various meritorious or praiseworthy actions. Such acts, called acts of supererogation, are never required of moral agents; indeed, it is never morally blameworthy to refrain from them. However, they are morally good to perform and those who perform them are doing that which is morally worthy of praise or approbation. In this essay I begin with some examples of business practices which can plausibly be construed as acts of supererogation. I then discuss some general features of supererogation and draw some conclusions in the form of advice for persons who have a genuine concern to practise good ethics in their business or professional lives. The advice can be summed up as follows: although acts of supererogation are optional, good ethics requires that one should not take a complacent or indifferent attitude toward performing them.     

Student Attitudinal Changes in a Counseling Ethics Course

The purpose of this study was to investigate ethical attitude changes in counselors in training related to specific topics during a 16-week, two-credit counseling ethics course. This study indicated that significant attitudinal changes occurred related to professional ethics and self-awareness, dual relationships, impairment, and multiculturalism.     

Applied Philosophy and Business Ethics

Given the socio-economic incentives for academic relevance, the sceptic may well challenge the academic integrity of the evolving discipline of business ethics. For, the question is, how could such an emerging field of enquiry constitute applied philosophy? I critically examine certain arguments, principally advanced by Michael Oakeshott and Stephen Clark, which might be thought to underwrite such scepticism, via a wholesale suspicion of applied ethics. Yet, I argue, philosophy can be and is properly concerned with our practical experience and actions. The significance of more general, abstract ethical questions derives, in great part, from their bearing upon our practical deliberations and actions. Moreover, reflection about the nature and role of ethical principles need not deny a role for moral judgement. Although for contingent reasons we may be right to be worried, I present an argument to show that, as a matter of principle, the sceptical challenge regarding business ethics can be refuted.     

An Aristotelian Business Ethics?

Elaine Sternberg's Just Business is one of the first book-length Aristotelian treatments of business ethics. It is Aristotelian in the sense that Sternberg begins by defining the nature of business in order to identify its end, and, thence, normative principles to regulate it. According to Sternberg, the nature of business is 'the selling of goods or services in order to maximise long-term owner value', therefore all business behaviour must be evaluated with reference to the maximisation of long-term owner value, constrained only by considerations of Ordinary decency and distributive justice . This stands in sharp contrast to recently popular 'stakeholder' approaches to business-ethical decision making. I argue that Sternberg's definition of business, particularly in its maximising and long-term conditions, is flawed, that her teleological method raises more questions than it solves, and that her Aristotelianism cannot be wedded happily to her libertarianism.     

Creating an Interdisciplinary Business Ethics Program

Driven by recent accreditation mandates, a changing legal environment, and multiple high-visibility corporate ethics scandals, many business schools are responding to the growing movement within higher education to integrate ethics into the curricula. The literature suggests that the amount of attention given to ethics varies widely among institutions, and has not been coherently developed. Moreover, institutions have struggled to tie related projects and instruction to the overall concept of assurance of student learning. The purpose of this paper is to provide a framework for institutions interested in creating an interdisciplinary business ethics program that combines critical success factors, assurance of student learning and continuous quality improvement. Using a nationally recognized business school’s ethics program, we provide an example of how our model can be applied at other institutions based on their own unique vision, mission and goals.