What should be taught in courses on social ethics?

The purpose of this article is to discuss the concept and the content of courses on “social ethics”. I will present a dilemma that arises in the design of such courses. On the one hand, they may present versions of “applied ethics”; that is, courses in which moral theories are applied to moral and social problems. On the other hand, they may present generalised forms of “occupational ethics”, usually professional ethics, with some business ethics added to expand the range of the course. Is there, then, not some middle ground that is distinctively designated by the term “social ethics”? I will argue that there is such a ground. I will describe that ground as the ethics of “social practices”. I will then illustrate how this approach to the teaching of ethics may be carried out in five domains of social practice: professional ethics, commercial ethics, corporate ethics, governmental ethics, and ethics in the voluntary sector. My aim is to show that “social ethics” courses can have a clear rationale and systematic content

What is Moral Application? Towards a Philosophical Theory of Applied Ethics

The aim of this paper is to offer some philosophical remarks concerning the concept of moral application in applied ethics. In doing so, I argue in favour of a philosophical approach towards applied ethics as a unitary form of moral experience. In fact every form of applied ethics, no matter how specific, moves from a problem of application and tries to fill a gap between moral theory and practice. This essential unity of applied ethics as a moral phenomenon is of great philosophical interest, since it belongs to the core problem from which moral thinking itself originates. For this reason, what applied ethics may reveal to a philosophical inquiry could provide valuable insight into the nature of moral experience itself. This is why it is important to reflect on what applied ethics is and whether the way in which application is usually framed be ts the properties of moral experience or not. In the first section I submit some preliminary remarks concerning the theoretical requirements to any philosophical approach to applied ethics. In the second section I present how application is commonly understood in the applied ethics debate by discussing the deductive and the procedural models of application. Both models, however, draw upon a technological conception of application which fails to t the structure of moral experience. Finally, I brie y sketch out the main features and the future tasks of what seems to me to be the most promising approach to the issue, i.e., the hermeneutic concept of application

Responsible Conduct: The Ethics of It All in Life and Research

The teaching and learning of ethics as applied generally to the human condition as well as specifically to ethics in research are explored in this discourse. This first section focuses on individual moral dilemmas whereas the second depicts professional ethics in a more complicated tension between the personal moral self and the professional rules, regulations, and ethical expectations of a particular institution

CORPORATE ETHICAL IDENTITY AS DETERMINANT OF FIRM PERFORMANCE: A TEST OF THE MEDIATING ROLE OF STAKEHOLDER SATISFACTION

In this article, we empirically assess the impact of the Corporate Ethical Identity (CEI) on the firm’s financial performance. Drawing on formulation of both normative and instrumental stakeholder theory, we argue that firms with a strong ethical identity achieve greater degree of stakeholder satisfaction, which in turn, positively influence the firms’ financial performance. We further analyze two different dimensions of the CEI of firms: corporate revealed ethics and corporate applied ethics. Our results indicate that while revealed ethics has informational worth and enhance shareholder value, applied ethics has a positive impact through the improvement of stakeholder satisfaction. However, revealed ethics by itself (i.e. decoupled from ethical initiatives) is not sufficient to boost economic performance.

Applied ethics as "growing point" ethics knowledge

В статье речь идет о трансформации этического знания, о прикладной этике как новой области теории и практики.The article deals with the transformation of ethical knowledge, of applied ethics as a new field of theory and practice

Introduction: The Fogarty International Research Ethics Education and Curriculum Development Program in Historical Context

In response to the increasing need for research ethics expertise in low and middle income countries (LMICs), the NIH's Fogarty International Research Ethics Education and Curriculum Development Program has provided grants for the development of training programs in international research ethics for LMIC professionals since 2000. This collection of papers draws upon the combined expertise of Fogarty grantees, trainees, and other experts to assess the state of research ethics in LMICs, and the lessons learned over 12 years of international research ethics education; to assess future needs; and to chart a way forward to meet those needs. In this introductory paper we briefly sketch the evolution of research ethics as applied to LMIC research, the underpinning and evolution of the Fogarty bioethics program, and summarize key conclusions from the other papers in the collection

A Survey of Ethics Training in Undergraduate Psychology Programs at Jesuit Universities

Training in ethics is fundamental in higher education among both faith-based and secular colleges and universities, regardless of one’s academic major or field of study. Catholic colleges and universities have included moral philosophy, theology, and applied ethics in their undergraduate curricula for generations. The purpose of this investigation was to determine what, if anything, Jesuit college psychology departments are doing to educate psychology majors regarding ethical issues. A survey method was used to assess the psychology departments of all 28 Jesuits colleges and universities in the United States. A total of 21 of the 28 schools responded and completed the survey. Five schools (23%) reported that they offered a course specifically on ethics in psychology, and three (14%) additional schools offered related courses. Of the eight (38%) that offered ethics-related courses, only one required its majors to take it, and only if they were enrolled in the mental health or forensic psychology tracks. For two (10%) of the schools, the ethics in psychology course counted as a university core ethics requirement; for two others (10%), the class met an elective university ethics requirement for psychology majors

Between philosophical heights and practical necessities. Some remarks on the idea of applied ethics

For many people the expression “applied ethics” sounds like a pleonasm. They tend to claim that ethics by its very nature is about practical matters. It deals with human actions and their motivations and there is no need to create an additional discipline with special practical bias. However, at least since the 1970s, there has been a growing movement of applied ethics which resulted not only in the increase of enrolment to the academic courses but also in the demand for consulting services in this field. And yet the question still remains to what extent applied ethics inherits philosophical tradition and style of thinking. The aim of this paper is to demonstrate that the applied ethics is a continuation of philosophical inquiry in the way adjusted well to the demands of the pluralistic and democratic societies.Publication of English-language versions of the volumes of the “Annales. Ethics in Economic Life” financed through contract no. 501/1/P-DUN/2017 from the funds of the Ministry of Science and Higher Education devoted to the promotion of scholarship