Ethical skills needed by engineers to face future's challenges

2021 ◽  
Author(s):  
Fatima Monteiro
Keyword(s):  
Ethical Skills

Literature and Aesthetic Reading as Means of Promoting Nonviolence

2018 ◽  
pp. 94-109
Author(s):  
Diana Presadă
Keyword(s):  
Focus Group ◽  
Violent Behavior ◽  
Academic Environment ◽  
Moral Awareness ◽  
Educational Goal ◽  
Ethical Values ◽  
Human Beings ◽  
Mutual Respect ◽  
Literary Works ◽  
Ethical Skills

In an increasingly violent world, reading literary works and the teaching of literature in school may play an important part in shaping students' personality as human beings. Turning literature classes into an effective way of cultivating ethical values in learners should be an educational goal of the curriculum irrespective of the level of study. Starting from the data provided by a focus group organized with Philology students within the Petroleum-Gas University of Ploiesti, the present chapter aims to highlight how literature classes may increase their moral awareness and develop their ethical skills. More precisely, the study investigates students' perceptions of literature and its role in developing mutual respect and non-violent behavior inside and outside the academic environment.

Exploring process recording in behavioural ethics education

2019 ◽  
Vol 12 (3) ◽  
pp. 534-544 ◽  
Author(s):  
Sheldene Simola
Keyword(s):  
Design Methodology ◽  
Ethics Education ◽  
Ethical Behaviour ◽  
Pedagogical Tools ◽  
Pedagogical Tool ◽  
Content Type ◽  
Ethical Skills ◽  
Related Process ◽  
Practical Implications ◽  
Potential Tool

Purpose The purpose of this paper is to introduce, illustrate and explore the use of process recording as a pedagogical tool in behavioural ethics education. Design/methodology/approach An overview of the nature and components of process recording as a pedagogical tool is provided. Potential challenges and benefits associated with its use are described. The particular relevance of process recording for behavioural ethics education is highlighted. Illustrative examples of ethics-related process records are discussed. Findings Process recording shows promise as a pedagogical technique for meeting three goals of behavioural ethics education (i.e. Chugh and Kern, 2016). These include: enhancing literacy with research-supported concepts and principles such that these can be applied in “real-world” settings; increasing student awareness of gaps that might exist between their intended and actual ethical behaviour; and, fostering the sense that ethical skills are not static, but rather, open to development. Research limitations/implications This paper introduces, illustrates and explores the use of process recording in behavioural ethics education. Additional, more systematic study of process recording in ethics education would be useful. Practical implications Process recording shows promise as a tool for supporting learning about behavioural ethics. Practical information on its use and concrete examples are provided. Originality/value Despite the need for pedagogical tools in behavioural ethics education, as well as the previously identified relevance of process recording as a potential tool in ethics education, there has been no prior exploration or illustration of process recording within this realm.

scholarly journals DALYKINĖS ETIKOS DĖSTYMO STRATEGIJOS

Problemos ◽  
2006 ◽  
Vol 69 ◽  
Author(s):  
Laimutė Jakavonytė
Keyword(s):  
Business Ethics ◽  
Teaching Strategy ◽  
Holistic Approach ◽  
Teaching Business Ethics ◽  
Teaching Business ◽  
Ethics Teaching ◽  
Ethical Skills ◽  
Business Ethics Teaching ◽  
Ethics Courses ◽  
Key Questions

Šio straipsnio tikslas – paskatinti diskusijas apie dalykinės etikos dėstymo metodologiją ir metodiką – lėmė atlikto tyrimo pagrindinius uždavinius: kritiškai išanalizuoti Vakarų specializuotoje literatūroje aptariamas skirtingas dalykinės etikos dėstymo strategijas ir supažindinti Lietuvos skaitytojus su pagrindinėmis tyrimo išvadomis. Dėl nedidelės straipsnio apimties tyrimo lauką teko susiaurinti iki vieno, tačiau esminio klausimo: kaip apibrėžiami dalykinės etikos dėstymo atskiru akademiniu kursu tikslai? Atsakymas į šį klausimą lemia ir dėstomo dalyko turinį, ir skirtingų dėstymo metodikų pasirinkimą, ir studentų bei dėstytojų bendro darbo rezultatų vertinimo kriterijus. Tyrimui buvo pasirinktas lyginamosios analizės metodas. Straipsnio autorė išskiria penkias dalykinės etikos dėstymo strategijas ir lygina jas šiais aspektais: koks vaidmuo skiriamas praktinės filosofijos studijoms, kiek nuosekliai skirtingų praktinės filosofijos paradigmų teoriniai konstruktai taikomi formuojant dalykinės etikos dėstymo strategijas, kokius įgūdžius ir kompetencijas siekiama padėti išsiugdyti studentams, kaip dėstymo tikslų ir uždavinių pasirinkimas lemia dėstymo metodų pasirinkimą. Straipsnis baigiamas išvada, kad aptartos dalykinės etikos dėstymo strategijos neneigia viena kitos, bet papildo, ir kuo organiškiau šios strategijos bus susiejamos dėstant dalykinę etiką, tuo rečiau dėstytojams teks atsakinėti į klausimą, ar reikia dėstyti dalykinės etikos kursus.Reikšminiai žodžiai: dalykinė etika, dėstymo strategija, etinė kompetencija, etiniai įgūdžiai. STRATEGIES FOR TEACHING BUSINESS ETHICSLaimutė Jakavonytė Summary A review of the literature on teaching business ethics reveals important findings and states key questions for the further discussions: can business ethics be taught? Can business ethics be learned? Should business ethics be delivered in a specialized course? Should it be integrated across the curriculum? What are the moral and intellectual capacities that can be aimed to be developed by students and instructors at business ethics courses? However, author focuses on a comparative analysis of the strategies of teaching business ethics, which are distinguished with regard to only one holistic approach: what are the key goals of teaching business ethics that would determine the means that should be chosen for the effective achieving of the aimed goals? The different answers to this key question make possible to distinguish among at least five different methodological approaches and teaching strategies. It is argued in the article that these five strategies should not be regarded as rival positions, but as complementary approaches in teaching business ethics.Keywords: business ethics, teaching strategy, ethical competence, ethical skills.

scholarly journals The Importance of Art-Based Curriculum in Peace Education

2016 ◽  
Vol 8 (4) ◽  
pp. 220 ◽  
Author(s):  
Mahin Barkhordari ◽  
Hasanali Bakhtyar Nasrabadi ◽  
Mohammad Hossein Heidari ◽  
Mohammad Reza Neyestani
Keyword(s):  
Visual Arts ◽  
Performing Arts ◽  
Arts Education ◽  
Peace Education ◽  
Ethical Skills ◽  
The Mind ◽  
Descriptive Method

<p>The present study aimed to draw attentions toward the importance of art-based curriculum in peace education. Arts education can nurture humanitarian and peaceable children. However, arts education and its effect on developing ethical skills, compassion, sympathy and peace have been neglected in many societies. In this research, by analytical-descriptive method, the interaction between arts education and peace education has been explained. The main finding of this research is that Arts education through various methods including visual arts, performing arts, cinema, and music provides different methods for revolutionizing the mind. Therefore, the role of content mediation of art for understandability of the truth about peace could not be neglected. Art as content becomes the mediator for understanding and nurturing peace.</p>

Management of Moral Knowledge and Ethical Processes in Organizations

2011 ◽  
pp. 199-214
Author(s):  
Agata Kostrzewa ◽  
Mikael Laaksoharju ◽  
Iordanis Kavathatzopoulos
Keyword(s):  
Decision Making ◽  
Ethical Decision Making ◽  
Ethical Issues ◽  
Support Systems ◽  
Moral Knowledge ◽  
Informal Support ◽  
Organizational Processes ◽  
Organizational Functioning ◽  
Ethical Skills ◽  
Time Point

Moral knowledge is necessary for organizational functioning in order to get legitimacy and increase profits. Given Blackler’s assumptions about organizations, the authors discuss managing moral knowledge in organizations as a set of organizational processes with a time point and in a certain environment. They argue that to become ethically competent, organizations have to combine individuals and organizational ethical skills. Instead of on what is supposed to be done, the authors focus on what is done: interactions within the organization and with its environment, structured by practical routines, bearing main responsibility for transferring moral knowledge. The means facilitating this are organizational roles and structures, trainings, formal and informal support systems along with rules and guidelines. Further, the authors suggest two tools to assist managing moral knowledge: Ethical Index ETHIX (questionnaire to describe how ethical issues are handled in the organization) and the IT system ETHXPERT (supports and structures the process o ethical decision making).

Ethics, Media, and Reasoning

2014 ◽  
pp. 188-197 ◽  
Author(s):  
Mahmoud Eid
Keyword(s):  
Ethical Reasoning ◽  
Global Media ◽  
Integral Role ◽  
Ethical Skills ◽  
The Media ◽  
Media Systems ◽  
Media And Communication ◽  
The Relationship ◽  
Ethical Systems

Due to the rapidly changing norms and constant developments in technology, media and communication educators and practitioners are expected to (re)evaluate the functioning of ethics and reasoning in this field. This chapter discusses the relationship between ethics, reasoning, and the media, and the integral role of ethical reasoning education for communication and media professionals. Ethical systems and theories are discussed to inform the debate on the importance of ethics and reasoning education. Globalization and the growing interconnectivity of global media systems are presented, providing insight on how different media systems function around the world. The large impact that the media have on society necessitates the possession of rational and ethical skills; thus, the connection between reasoning and ethics is explained.

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