A methodology for teaching ethics in the clinical setting: A clinical handbook for medical ethics

The pluralism of methodologies and severe time constraints pose important challenges to pedagogy in clinical ethics. We designed a step-by-step student handbook to operate within such constraints and to respect the methodological pluralism of bioethics and clinical ethics. The handbook comprises six steps: Step 1: What are the facts of the case?; Step 2: What are your obligations to your patient?; Step 3: What are your obligations to third parties to your relationship with the patient?; Step 4: Do your obligations converge or conflict?; Step 5: What is the strongest objection that could be made to the identification of convergence in step 4 or the arguments in step 4? How can this objection be effectively countered?; and Step 6: How could the ethical conflict, or perceived ethical conflict, have been prevented?     

Precarious life and the ethics of care: Subjectivity in an Indian religious phenomenon

This article relates certain figures of the subject in an emergent Indian pilgrimage. On the basis of ethnographic research and 15 in-depth interviews, I show that these religious subjectivities, phenomenologically immersed in highly precarious material conditions, are radically relational. Observations on the pilgrimage (en)counter the cognitivist assumptions of a body of scholarly opinion on contemporary religious practice. The analyst's attention to pilgrimage rituals and narratives traverses sociological, phenomenological, and psychoanalytic theories, and is, thereby, drawn to important questions of self, ethics, and time.     

The ethics of religious giving in Asia: introduction

ABSTRACT

The ethical evaluation of religious giving involves multiple metrics of theological references, everyday ethics, ritual correctness, and materialist self-interest. Understanding how these categories are constantly re-made and experienced in the lives of individuals and the broader history of religious traditions is vital to understandings of the ethics of religious giving. The salience of this ‘value pluralism’ is particularly amplified in contemporary Asian contexts, where complex inter- and intra-religious dynamics, agendas of modernizing reform, state projects of nation building, economic development programs, and various forms of activist mobilization cut across intertwining vectors. It is our goal to describe the ongoing everyday decision-making processes of individuals in diverse contexts in order to contribute both empirically and theoretically to discussions of the ethics of religious giving. In this special issue, we present an interactionist perspective in which the category of ‘the religious’ is dynamically and mutually reconfigured in relation to other salient fields of charity, philanthropy, and humanitarianism.     

A model for teaching research ethics

A model is described for implementing a program in research ethics education in the face of federal and institutional mandates and current resource, disciplinary, and infrastructure limitations. Also discussed are the historical background, content and evaluation process of the workshop at the heart of the program, which reaches a diverse group of over 250 students per year—from first-year graduate students in basic research labs to clinical fellows. The workshop addresses central issues in both everyday laboratory ethics and in larger societal questions. Goals include improving overall awareness of ethics guidelines and philosophy and enhancing skills in identifying and then analyzing the ethical components of situations. Pedagogies used and their effectiveness and that of the overall workshop and extended program are addressed. Programs like these have initiated a shift in the culture of basic research, which is a critical need given the current atmosphere.     

Seven things to consider when measuring religious identity

Measuring religious identity is complex. The author offers seven suggestions for those who wish to describe and understand religious identity using survey data:

• (1)?Definitions and measures of religious identity shape knowledge about religious groups;

• (2)?Variation in question wording leads to variation in responses;

• (3)?Comparing results across surveys provides valuable perspective;

• (4)?Incentives shape how respondents report their religious identity;

• (5)?Religious identity may be liminal;

• (6)?Salient identity categories are often unmeasured; and

• (7)?Religious identity and religious practice may not seem congruent.

This essay includes many examples to illustrate these measurement suggestions.     

On teaching computer ethics within a computer science department

The author has surveyed a quarter of the accredited undergraduate computer science programs in the United States. More than half of these programs offer a “social and ethical implications of computing” course taught by a computer science faculty member, and there appears to be a trend toward teaching ethics classes within computer science departments. Although the decision to create an “in house” computer ethics course may sometimes be a pragmatic response to pressure from the accreditation agency, this paper argues that teaching ethics within a computer science department can provide students and faculty members with numerous benefits. The paper lists topics that can be covered in a computer ethics course and offers some practical suggestions for making the course successful. An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, California, 9–10 June 2005.     

Growing up gay and religious. Conflict,dialogue, and religious identity strategies

Homosexuality has become a divisive issue in many religious communities. Partly because of that, individuals growing up in such a community and experiencing same sex attractions need to negotiate the messages about homosexuality with their own experiences. This paper explores the identity strategies of religious communities as the background of individual identity struggles. Following a discussion of Bauman's grammars of identity/alterity, it describes four different discourses employed in conservative protestant and evangelical circles: holiness, subjectivity, obedience, and responsibility and four modes of negotiation: Christian lifestyle, gay lifestyle, commuting (compartmentalisation), and integration. By combining an analysis of discourses on the community level with individual strategies, this narrative research helps to better understand the interactions of (group) culture and individual coping.     

The role of moral identity in the aftermath of dishonesty

People lie on a regular basis. However, lying can pose a threat to the self-view of being an honest and moral person. How do people respond to their previous dishonest acts? A way to deal with psychological discomfort arisen for previous lying is reconfirming oneself to be an honest and moral person, for example, by showing subsequent moral behavior. We hypothesize that people engage in this reconfirmation depending on whether their moral identity is central to their self-concept. This was supported in three studies in which, compared to low moral identifiers, high moral identifiers engaged in more efforts to uphold a moral self-image and were more likely to show a compensatory reaction rather than a consistency reaction to their previous dishonesty. Implications for the topics of moral self-regulation and compensatory ethics and for the concept of moral identity are discussed.     

Drifting from the mainstream: the religious identity of Australian core Catholic youth

Religious communities have an obvious interest in passing on their beliefs and practices to future generations. Many traditional churches, however, report major difficulties in retaining the interest and involvement of adolescents. This paper seeks to explore some of the beliefs and values of Australian core Catholic youth (14‐ to 15‐years‐old). Fifty‐eight semi‐structured interviews were conducted with adolescents with a pre‐existing connection with parish communities. Most adolescents interviewed expressed either strong or weak familial pattern of church attendance and predicted a likely decrease in their future participation. The experience of older siblings, reported religious beliefs and a lack of supportive social networks either at school or in the wider community will be commented on.     

Cultivating Christians: North American family cultures and religious identity formation

North American Christian families face many challenges as they try to live faithfully in an intercultural, multi-religious, secularising world, particularly with regard to the formation of religious identity in children. Answering the question of how children become Christian is more complicated today than it was for previous generations because adults cannot assume that the Christian vestiges of a civil religion will be sufficient to help children embrace a robust sense of themselves as God’s beloved and called people in a divinely created world. Thus, this essay explores what social science research and theological reflection might offer religious leaders as frameworks and tools for encouraging family cultures that cultivate young Christians, focusing particularly on strategies for sharing religious language, communicating beliefs and values, modelling spiritual practices, encountering symbolic images, and participating in congregational life.     

Business ethics and computer ethics: The view from Poland

An Aristotelian approach to understanding and teaching business ethics is presented and defended. The newly emerging field of computer ethics is also defined in an Aristotelian fashion, and an argument is made that this new field should be called “information ethics”. It is argued that values have their roots in the life and practices of a community; therefore, morality cannot be taught by training for a special way of reasoning. Transmission of values and norms occurs through socialization — the process by which an individual absorbs not only values but also the whole way of life of his or her community. It follows that business ethics and information ethics can be considered kinds of socialization into a profession: role learning and acquiring a new self-identification. This way of understanding fields of applied ethics is especially important for their proper development in Central-Eastern Europe because of endemic factors which are the result of recent political developments there.     

Russification as a factor in religious conversion. Making Lenin roll over in his grave

The Soviet project was as thoroughly atheist as any geopolitical system seen on the world stage. Yet in a way that V.I. Lenin could have never imagined, one of the main objectives of Soviet authorities has now become a significant factor in Central Asian Muslims converting to Christianity. Russification is the term normally used to describe the social process, whereby non-Russian peoples of the Soviet Union became acculturated into Russian patterns of life, thought and worldview during the Soviet era. The result was that many Muslims inhabited both Soviet/Russian and Muslim cultural space, thus creating a new cultural identity that facilitated religious conversion away from Islam. This field research report uses the lens of personal conversion stories to examine some aspects of this phenomenon. Also, the range of personal experiences points towards the need to understand Russification as a spectrum of acculturation.     

Case method strategies for teaching sexual ethics to relativists and skeptics

Many undergraduates are culturally shaped to avoid making ethical judgments. They spontaneously adopt relativist and skeptical strategies such as “It all depends,” or “Whose morality?” or “Who's to say?” as ways of fending off the challenge of making moral decisions. The current tsunami that is washing away traditional sexual norms is both a result and a cause of this cultural shift. Case studies can mitigate this decline and help students to grow in both confidence and ability to make good ethical judgments. The case method, used with a Socratic pedagogy, engages imagination and counters the deficits in empathy found in many contemporary students. It moves students toward understanding morality itself. Against skepticism, it assists students in exercising practical reason, culminating in decision. Five cases invite students to overcome extreme relativism, to look for and evaluate relevant differences, and to enter into ethical discussion with other students on the sexual issues they face in their college years.     

Civic learning and teaching as a resource for sexual justice: An undergraduate religious studies course module

Civic learning and teaching, a form of critical and democratically engaged pedagogy, is utilized in an upper‐level undergraduate sexual ethics course to leverage public problem solving around the sexual violence on a mid‐size Catholic collegiate campus. Through the course, students, faculty, staff, and community members work together to deepen understanding of the causes and consequences of sexual violence within society and the local community in order to evaluate and design programming for bystander intervention, education, and sexual violence prevention advocacy. After a discussion of the application of civic teaching and learning to sexual violence, the course module describes the learning outcomes and assignments used to assess them. See as well Donna Freitas's response to this essay, “The Risk and Reward of Teaching about Sexual Assault for the Theologian on a Catholic Campus,” published in this issue of the journal.     

Religion and development ethics in global perspective: a case study of a foreign Christian NGO in China

ABSTRACT

Much academic writing on religion and development tends to focus on the values, beliefs, and modes of operation of religious organizations to examine whether religion contributes ethically to development. A problem with such an approach is its disregard of the contested and evolving nature of religious participation in development in broader national and global contexts. What constitutes ethical religious contribution to development? How can we study the question sociologically? To answer these two questions, I develop Roland Robertson’s notion of the global field to present a framework for analyzing the dynamic interaction between religion and development ethics. In terms of methodological contribution, the framework proposed here prompts us dynamically to contextualize the issue of religious development ethics with reference to four components that make up the global field: the religious agent, the national society, the global civil society, and the global discourse on wellbeing and development. This means that, from an analytical perspective, what is proper or ethical in religious development ethics should not be construed in absolute terms, but in terms of degree and variation. I demonstrate the usefulness of such a contextual approach by drawing on research on ‘GMV’ (pseudonym for an international Christian medical professional services group actively engaged in community development) in China and examining the relationship between religious NGOs, the party-state, and evolving discursive practice of development in the country.     

The ethics activities of the World Medical Association

Since its formation in 1947, the World Medical Association (WMA) has been a leading voice in international medical ethics. The WMA’s principal ethics activity over the years has been policy development on a wide variety of issues in medical research, medical practice and health care delivery. With the establishment of a dedicated Ethics Unit in 2003, the WMA’s ethics activities have intensified in the areas of liaison, outreach and product development. Initial priorities for the Ethics Unit have been the review of paragraph 30 of the Declaration of Helsinki, the expansion of the Ethics Unit section of the WMA website and the development of an ethics manual for medical students everywhere. An earlier version of this paper was presented at an international conference, “The Ethics of Intellectual Property Rights and Patents,” held in Warsaw, Poland on 23–24 April, 2004.     

现代普世伦理吁求与多元宗教对话

现代普世伦理吁求具有深刻的宗教背景和宗教基础;普世伦理并非宗教伦理,而是人类社会基本的道德共识和普遍的道德诉求;宗教多元化已经成为当今人类社会生存的一种现实,必须在多元宗教对话中寻求普世伦理的建构。     

Clarity and creativity as womanist ethics for teaching and evaluating theological writing

This article uses womanist ethics and theories of writing instruction to illuminate the experiences of black women seminarians with theological writing at a predominantly white institution. The three cases presented here highlight two ethics for teaching and evaluating theological writing: clarity and creativity. Already triply marginalized by race, sex, and class, black women are often greeted with unwritten norms around academic theological writing that threaten their self‐concept and their development as producers of theological knowledge. This work centers reflections of student‐learning on the voices of black women who found their own ways of negotiating these demands. Their responses to the problems of writing for and in white, male‐dominated theological discourses provide moral strategies that all writers can employ and that all theology professors can make a regular part of their ethical pedagogical practice.     

Teaching ethics: More than an honor code

An honor code is certainly a good place to start teaching engineering students about ethics, but teaching students to live honorably requires far more effort than memorizing a code of ethics statement or applying it just to academic performance. In the School of Engineering at Grand Valley State University, we have followed the model provided by the United States Military Academy at West Point. For our students this involves an introduction to the Honor Code as part of a larger Honor Concept at the very beginning of their studies and then making it an integral part of their preparation as engineers. The challenge is significant because the culture at large does not support living with an Honor Concept. This paper will begin with a discussion of the cultural context in which we must teach, because that context has changed significantly in the years since many faculty members were students themselves. The rest of the paper will detail the approach that we have taken to teach ethics as an engineer’s way of life. “The shortest and surest way to live with honor in the world is to be in reality what we would appear to be. All human virtues increase and strengthen themselves by the practice and experience of them.” Plato An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005.