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[null,"1.","Record Nr.",null,"UNINA9911018954003321"]
[null,null,"Autore",null,"Preti Alan A"]
[null,null,"Titolo",null,"A Companion to Doing Ethics"]
[null,null,"Pubbl/distr/stampa",null,"Newark : , : John Wiley & Sons, Incorporated, , 2025"]
[{"$nulls":4},"©2025"]
[null,null,"ISBN",null,"1-394-25188-2"]
[{"$nulls":4},"1-394-25189-0"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (462 pages)"]
[null,null,"Collana",null,"Blackwell Companions to Philosophy Series"]
[null,null,"Disciplina",null,"170"]
[null,null,"Soggetti",null,"Ethics - Study and teaching"]
[{"$nulls":4},"Ethicists"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Cover -- Series Page -- Title Page -- Copyright Page -- Contents -- Editor Biographies and Notes on Contributors -- Preface -- Part 1 Doing Ethics in the Classroom and on Campus -- Chapter 1 Teaching Ethics in the First Person -- 1.1 The Role of Ethics and the Purpose of Higher Education -- 1.2 The Systematic Study of Ethics Education -- 1.3 Institutional Messaging and the Alignment of Practice with Indicators -- 1.4 Alignment Within the Classroom -- 1.5 Ethical Analysis Begins at Home -- References -- Chapter 2 Ethics Teaching and the Motivation Challenge -- 2.1 Ethics and Ethics Work -- 2.2 Common Ethics Courses at the University Level -- 2.3 The Motivation Challenge -- 2.3.1 A brief Aside on the State of the Field -- 2.4 Meeting the Motivation Challenge -- 2.4.1 Strategic Considerations -- 2.4.2 Tactical Interventions -- 2.4.3 The Course Plan -- 2.5 Final Comments -- References -- Chapter 3 Teaching Everyday Ethics with a Care-Centered Approach -- 3.1 Care Theory and Pedagogy -- 3.1.1 Insights from Care Ethics -- 3.1.2 A Care-Centered Pedagogy -- 3.2 Comparing Care-Centered Pedagogy and Feminist Pedagogies -- 3.3 Challenges in Applying our Pedagogy -- 3.3.1 Feedback on Student Assignments -- 3.3.2 Differences in Student Perspectives -- 3.4 Concluding Remarks -- Acknowledgment -- References -- Chapter 4 Storytelling for Ethical Discernment and Moral Leadership: Negotiating Amidst Conflict, Uplifting Hope in Chaos, and Pursuing Visionary Repair -- 4.1 Professionals and Leadership Responsibility -- 4.1.1 A Storytelling Framework -- 4.1.2 Oxford Character Project's \"Seven "]
[{"$nulls":4},"Strategies for Character Development\" -- 4.1.3 A Process of Discernment -- 4.1.4 Moral Leadership at the Intersection -- 4.2 Conclusion -- References."]
[{"$nulls":4},"Chapter 5 \"You Own Your Personal Information,\" \"You Own Your Assignments\": Educating Students on and Modeling Respect for Their Privacy Rights -- 5.1 Privacy in a Confessional Society -- 5.2 Privacy Law: Limiting Collection, Communicating Purpose, and Limiting Disclosure -- 5.2.1 OECD Principles -- 5.2.2 Applying OECD Principles in the Classroom -- 5.2.3 Respecting Students' Ownership of Their Texts and Their Personal Information -- 5.3 An Ethical Analysis of the Duty to Protect Privacy Rights -- 5.3.1 The Kantian Ethics of Freedom -- 5.3.2 Privacy as the Freedom to Reveal and Conceal -- 5.4 Three Values that Help Develop a Culture of Privacy in the Classroom -- 5.4.1 The Value of Not Wanting to Know -- 5.4.2 The Value of Concealing Information -- 5.4.3 The Value of Disclosure -- 5.5 Conclusion: Preserving Privacy to Preserve Autonomy -- References -- Chapter 6 The Role of Ethicists in Teaching Engineering Ethics: Fostering Moral Responsibility and Ethical Decision-Making -- 6.1 Codes of Ethics -- 6.1.1 Fundamental Canons -- 6.1.2 Rules of Practice -- 6.1.3 Professional Obligations -- 6.2 On Being Qualified to Teach Engineering Ethics -- 6.3 Practical Ethics: Common Sense or Deep Ethical Theory? -- 6.4 Engineering Ethics: An Account to Consider -- 6.4.1 Road Engineering -- 6.5 Conclusion -- References -- Chapter 7 \"It's Just Business\" -- 7.1 The Friedman Doctrine -- 7.2 Businesses, Social Responsibility, and Legal Personhood -- 7.3 Businesses Making Their Own Laws -- 7.4 The Virtues of the Practice of Being an Ethicist -- 7.5 Dealing with Broad Skepticism about Ethics as an Ethicist -- References -- Chapter 8 Teaching Ethics at a Catholic College -- 8.1 Lessons from Socrates about Teaching Ethics -- 8.2 Academic Freedom in Teaching -- 8.3 Catholic Higher Education in the United States: An Overview -- 8.3.1 Ecclesiastical Universities and Faculties."]
[{"$nulls":4},"8.3.2 Non-ecclesiastical Catholic Colleges and Universities -- 8.4 Conclusion -- References -- Part 2 Ethics Centers and Ethics Work -- Chapter 9 On Ethics Institute Activism -- 9.1 Activism in Police Reform: The Bakersfield Police Department-Community Collaborative -- 9.2 Debating Academic Activism -- 9.3 Final Reflections: Ethics Institute Activism -- References -- 9.A Bakersfield Police Department-CommunityCollaborative Committees -- 9.A.1 Communications and Community Outreach (Chair, NaTesha Johnson) -- 9.A.2 Officer Training and Education (Chair, Michael Burroughs) -- 9.A.3 Use of Force Policy and Oversight (Chair, Traco Matthews) -- 9.A.4 Building Trust and Legitimacy (Chair, Mark Martinez) -- Chapter 10 A Business Ethics Center Rethinks its Role -- 10.1 Mission and Brief History -- 10.2 The Idea of a University (to Coin a Phrase) -- 10.3 The Future of Capitalism -- 10.4 Principles and Pluralism -- 10.5 Background for Change -- 10.6 Four Phenomena I Can't Ignore -- 10.7 Back to the Future of Capitalism -- 10.8 Vaccine Mandates Forum -- 10.9 Conclusion -- References -- Chapter 11 Conceptual Stewardship and Ethics Centers: The Case of Integrity -- 11.1 Integrity and Ethics Centers -- 11.2 Normative Thickness and Virtue Signaling -- 11.3 Integrity Connotes both Structural and Moral Concerns -- 11.4 The Importance of an Integrated Concept of Integrity -- 11.5 The Role of Ethics Centers in Cultivating Integrity -- 11.6 Why Integrity? -- References -- Chapter 12 Ethics Centers' Conflicts of Interest and the Inadequacy of Disclosure as a Remedy -- 12.1 Conflicts of Interest: What They Are and How They Arise for Ethics Centers -- 12.2 The Multiple Failures of Disclosure as a Remedy for COI -- 12.3 Measures to Address COI and Their Effects -- 12.3.1 Avoiding COI or at Least "]
[{"$nulls":4},"Gifts/Relationships with Strings Attached."]
[{"$nulls":4},"12.3.2 Pooling External Support to Defuse the Impact of Divergent Interests -- 12.3.3 Internal Funding and Intra-Institutionally Generated COI -- 12.3.4 Crowding out Bias Created by COI -- References -- Chapter 13 Doing Ethics with Integrity -- 13.1 Ameliorating the Challenges -- 13.2 Jerome Frank's Legal Realism and Jonathan Haidt's Social Intuitionism -- 13.3 Ethical Problems as Design Problems -- 13.4 Conclusion -- References -- Chapter 14 Ethics Work and Conflict of Interest -- 14.1 Characterizing COI -- 14.2 The Ethicist's Role -- 14.2.1 Clinical Ethicists -- 14.2.2 Ethics Center Directors -- 14.3 Managing COI -- References -- Part 3 Doing Ethics in Medicine -- Chapter 15 The Changing Role of Ethics in Health Care -- 15.1 Ethics in the Clinic -- 15.2 Ethics Consultation Services -- 15.3 Limitations of Ethics Consultation -- 15.4 Trends in Health Care Exacerbate Those Limitations -- 15.5 Proposed Additional Skills -- 15.5.1 Conceptual Analysis -- 15.5.2 Identify Shared Themes Through Abstraction -- 15.5.3 Construct and Communicate Reasoned Argument -- 15.6 Conclusion and Upshot -- References -- Chapter 16 We Are the Ethics Police -- 16.1 Attempting to Have One's Cake and Eat it Too -- 16.1.1 Denying The Process/Content Distinction -- 16.1.2 Supporting Appropriate \"Values Imposition\" -- 16.2 We Are the Ethics Police -- 16.3 Conclusion -- References -- Chapter 17 Moral Failure and the Sometimes-Impossible Requirements of Being an Ethicist -- 17.1 A Reluctant Public Health Ethicist: A Narrative -- 17.1.1 COVID-19 and its Complications -- 17.1.2 Making Due -- 17.2 Moral Failure -- 17.3 Conclusion -- References -- Part 4 Doing Ethics in the Public Sphere -- Chapter 18 Doing Ethics in the Public Sphere -- 18.1 Doing Ethics -- 18.2 The Public Sphere -- 18.3 Richard Spencer Comes to Florida -- 18.3.1 Values and Moral Claims."]
[{"$nulls":4},"18.3.2 Assessing Moral Conflicts -- 18.3.3 Resolving the Conflict -- 18.4 #MeToo and Sexual Violence -- 18.4.1 Values and Moral Claims -- 18.4.2 Assessing Moral Conflicts -- 18.4.3 Resolving the Conflict -- 18.5 Conclusions: Doing Ethics in the Public Sphere -- References -- Chapter 19 \"But I Was Right\": Truth and Persuasion in Public Philosophy -- 19.1 Uptake: There's a Difference Between What You Say and What People Hear -- 19.2 Born this Way -- 19.3 But I Was Right, Revisited -- 19.4 Another Illustration: Fantl and Openmindedness -- 19.5 Concluding Remarks -- References -- Chapter 20 The Role of Ethicists in Civic Learning, Engagement, and Civil Discourse -- 20.1 Three Developing Literatures -- 20.2 The Challenges -- 20.3 The Unique Role of Ethicists and Ethics Work -- 20.4 Targeting Polarization -- 20.5 Conclusion -- Acknowledgment -- References -- Chapter 21 From Community Organizer to Religious Ethicist: How Ethics Work Can Enrich Political Participation -- 21.1 Understanding (Religious) Ethics -- 21.2 How (Religious) Ethicists can Support Political Participation -- References -- Chapter 22 Doing and Teaching Public Health Ethics as Public Philosophy -- 22.1 Public Health Ethics as Public Philosophy -- 22.2 Doing and Teaching Public Health Ethics -- 22.3 Conclusion -- References -- Part 5 New Frontiers in Doing Ethics -- Chapter 23 Conceptualizing Zoonoethics from the Global South: Imagining Cross-Cultural Strategies from One Health Ethics to Prevent and Respond to Pandemic Risks -- 23.1 Zoonoethics: A New Frontier in Precautionary and Earth Stewardship Ethics -- 23.2 Expanding Ethical and Political Theory to Nurture an Intercultural Approach to One Health -- 23.3 The Rise of Zoonoethics: A Call for Interdisciplinary Collaboration in the Context of Global Ecological Crises -- 23.4 Zoonotic Risks Require a One Health Ethics of Interconnectedness."]
[{"$nulls":4},"23.5 The Pandemic Agreement: Ethics and Politics for the Global "]
[{"$nulls":4},"Environment."]
[null,null,null,"Sommario/riassunto","\"This book project delves into the evolving role of ethicists beyond academic philosophers, encompassing professionals from diverse fields like clinical ethics, compliance, and more. Stemming from a journal's special issue, the collection explores the challenges faced by ethicists and aims to map the varied landscapes of ethics work. By bridging theoretical and practical perspectives, the anthology seeks to define the modern ethicist's role, fostering cross-domain learning and addressing ethical challenges in different contexts. The volume aims to provide insight into the scope of ethics work and its implications for the future.\"-- Provided by publisher."]