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- Ethics across the curriculum
- Ethics across the curriculum
- Eac toolkit instructor module:
Skills objectives
- This activity is based on four skills for ethical empowerment that have been detailed in Cruz/Frey 2003: ethical awareness, ethical evaluation, ethical integration and ethical prevention.
- This list of moral skills is by no means exhaustive or exclusive. For example, it does not cover moral imagination, moral creativity, becoming a member of a professional community, or perseverance.
- Readers are encouraged to consult the moral development skills that are available in Kohlberg, Rest, Huff/Frey, and the widely accepted Hastings Center List. Bibliographical references below will provide ample resources that different institutions or groups can use to build a list of skills of moral development to fit their needs and resources.
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Ethical Awareness consists of the student's ability to select and frame moral issues and problems that arise in ordinary, day-to-day research practice.
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Ethical evaluation skills allow students to bring ethical principles, concepts, theories, and values to bear on the problems they identify in research scenarios and use these to accomplish moral reasoning and judgment.
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Ethical integration skills give ethical principles, concepts, theories, and values a constitutive role in creating and designing solutions to moral problems and generating decision alternative sthat integrate moral (and non-moral) values.
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Ethical prevention skills are employed to identify value conflicts inherent in research projects and the socio-technical systems into which they are integrated. Prevention skills more from early identification of these conflicts to the development of counter-measures that prevent them from developing into full-blown moral problems or dilemmas.
- These objectives form a series in which the more complex skills presuppose and build upon the simpler ones: ethical evaluation takes place when awareness skills are mastered; integration presupposes evaluation and awareness; prevention builds upon the mastery of the three more basic skills. To reflect this serial relation of ethics objectives, ethics across the curriculum modules should be sequenced so that so that subsequent interventions build upon the skills mastered in earlier ones. This pre-test, by generating awareness, can help prepare the foundation for more advanced interventions.
- Those who adopt this module are cautioned against taking this idea of sequential development to its extremes. The sequence is not uni-directional; students can and should work on maintaining awareness even after they have practiced prevention. More than one skill can be pursued at a time. Students could participate in EAC activities out of sequence and still benefit. But ordering these workshops sequentially and generally requiring students to move from awareness, through evaluation and integration, to prevention makes sense. In general, interventions targeting simpler skills should precede those targeting more complex and advanced skills.
These content objectives come from aacsb criteria. they have been quoted from the aacsb ethics task force report.
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Ethical Leadership (EL): (a) “Expanding…awareness to include multiple stakeholder interests and…developing and applying…ethical decision-making skills to organizational decisions in ways that are transparent to…followers.” (b) “Executives become moral managers by recognizing and accepting their responsibility for acting as ethical role models.”
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Decision-Making (DM): “Business schools typically teach multiple frameworks for improving students’ ethical decision-making skills. Students are encouraged to consider multiple stakeholders and to assess and evaluate using different lenses and enlarged perspectives.”
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Social Responsibility (SR): “Businesses cannot thrive in environments where societal elements such as education, public health, peace and personal security, fidelity to the rule of law, enforcement of contracts, and physical infrastructures are deficient.”
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Corporate Governance (CG): (a) “Knowing the principles and practices of sound, responsible corporate governance can also be an important deterrent to unethical behavior.” (b) “Understanding the complex interdependencies between corporate governance and other institutions, such as stock exchanges and regulatory bodies, can be an important factor in managing risk and reputation.”
Questions & Answers
I'm interested in biological psychology and cognitive psychology
what does preconceived mean
How can I develope my cognitive domain
why is communication effective
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
effective communication can lead to improved outcomes in various settings, including personal relationships, business environments, and educational settings. By communicating effectively, individuals can negotiate effectively, solve problems collaboratively, and work towards common goals.
it starts up serve and return practice/assessments.it helps find voice talking therapy also assessments through relaxed conversation.
miss
Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
please i need answer
Wekolamo
because it helps many people around the world to understand how to interact with other people and understand them well, for example at work (job).
Agreed 👍 There are many parts of our brains and behaviors, we really need to get to know. Blessings for everyone and happy Sunday!
ARC
A child is a member of community not society elucidate ?
Isn't practices worldwide, be it psychology, be it science. isn't much just a false belief of control over something the mind cannot truly comprehend?
compare and contrast skinner's perspective on personality development on freud
Skinner skipped the whole unconscious phenomenon and rather emphasized on classical conditioning
war
explain how nature and nurture affect the development and later the productivity of an individual.
nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
Samuel
I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
and having a good philosophy of the world is like a sandwich and a peanut butter 👍
Jonathan
generally amnesi how long yrs memory loss
interpersonal relationships
What would be the best educational aid(s) for gifted kids/savants?
treat them normal, if they want help then give them.
that will make everyone happy
Saurabh
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Source:
OpenStax, Ethics across the curriculum modules for eac toolkit workshops. OpenStax CNX. May 07, 2007 Download for free at http://cnx.org/content/col10414/1.2
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