Where ethics is taught: an institutional epidemiology
Where ethics is taught: an institutional epidemiology
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DOI：
10.1007/s40889-021-00121-7
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发表时间：
2021-03-11
影响因子：
0.8
通讯作者：
Collins J
中科院分区：
文献类型：
--
作者：
Beever J;Kuebler SM;Collins J
这个项目的目标是论证伦理是机构健康的必要组成部分。作者为美国一所大型、大都市、高研究活动（R1）大学提供了伦理学流行病学。大流行病学关注的是关于感染和暴露率、控制以及对公共卫生的广泛影响的可量化数据，而伦理学流行病学关注的是关于相同主题的平行数据。他们的假设是，更多地了解大学生是如何接触伦理的，将有助于我们了解他们在多大程度上对伦理素养产生了兴趣，以及他们对不道德和不专业的行为产生了什么样的免疫力。这些数据还讲述了一个关于机构道德健康的故事：在多大程度上，其成员被授权培养一种道德文化，并预防道德失误。作者认为，研究机构的亲伦理接种是由复杂性（课程中给予“硬”与“软”技能的空间）、内涵（学科之间和学科内部“伦理”含义的差异）和协作（跨课程伦理和学科伦理之间的紧张关系）等问题决定的。这些问题使得评估在哪里教授伦理学变得更加困难。在这个项目中使用的方法可以很容易地被其他机构采用，从机构间比较中可以学到很多关于整个课程和学科内道德分配的知识。
The goal of this project is to argue for ethics as a necessary component of the institutional health. The authors offer an epidemiology of ethics for a large, metropolitan, very-high-research-activity (R1) university in the U.S. Where epidemiology of a pandemic looks at quantifiable data on infection and exposure rates, control, and broad implications for public health, an epidemiology of ethics looks to parallel data on those same themes. Their hypothesis is that knowing more about how undergraduates are exposed to ethics will help us understand to what extent they are infected with interest in ethics literacy, and potentially what immunity they develop against unethical and unprofessional conduct. These data also tell a story about the ethical health of institutions: to what extent its members are empowered to cultivate a culture of ethics and inoculated against ethical missteps. The authors argue that pro-ethics inoculation at research institutions is shaped by issues of complexity (space given to “hard” vs. “soft” skills within curricula), connotation (differences in meaning of “ethics” among and within disciplines), and collaboration (tensions between Ethics-Across-the-Curriculum and Ethics-In-the-Disciplines approaches to ethics). These issues make assessment of where ethics is taught all the more difficult. The methodology used in this project can readily be taken up by other institutions, with much to be learned from inter-institutional comparisons about the distribution of ethics across the curriculum and within the disciplines.
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影响因子：
3.8
作者：
Weaver, Kathryn;Morse, Janice;Mitcham, Carl
通讯作者：
Mitcham, Carl
影响因子：
0.1
作者：
Maxwell, Bruce;Tremblay-Laprise, Audree-Anne;Filion, Marianne
通讯作者：
Filion, Marianne
影响因子：
2.1
作者：
Walters, Sue;Heilbronn, Ruth;Daly, Caroline
通讯作者：
Daly, Caroline
DOI：
10.1007/978-3-319-45193-0_13
发表时间：
2017-01-01
期刊：
PHILOSOPHY AND ENGINEERING: EXPLORING BOUNDARIES, EXPANDING CONNECTIONS
影响因子：
--
作者：
Hess, Justin L.;Beever, Jonathan;Brightman, Andrew O.
通讯作者：
Brightman, Andrew O.