Recent years have seen a growing emphasis on ethics education in different professions, such as medicine and teaching. However, the implications of this emphasis for professional education programs have been underdeveloped. In this volume, philosophers, philosophers of education, and ethics educators engaged in a variety of professional contexts in Canada, the UK, Norway, Malta, and Sweden assess the state of ethics education and the role, if any, of philosophical approaches to ethics for those professional contexts.
This volume speaks to teacher, medical, and business education, and the education of school psychologists. Each of these fields has its own context, aims and expertise, generating distinctive ethical challenges. As such, ethics curricula cannot be uncritically transplanted from one professional context to another. Nonetheless, the arguments and analyses in this volume point to a shared concern about the role of moral respect, self-understanding, and virtue in the education of professionals. The chapters examine a wide range of topics, including empirical ethics, core concepts in professional ethics, moral agency, the ethics of ethics education, risk-taking, professional ethics as a practice with its own ethical requirements, and the tensions between the individual (client, patient, student) and the increasing generalization of professional systems. This book was originally published as a special issue of Ethics in Education.
Table of Contents
Ethics in professional education: introduction to the special issue
Christopher Martin and Claudia W. Ruitenberg
1. Toward an ethics of professional understanding
Nicolas Tanchuk, Carly Scramstad and Marc Kruse
2. Self-with-other in teacher practice: a case study through care, Aristotelian virtue, and Buddhist ethics
Dave Chang and Heesoon Bai
3. Empirical moral philosophy and teacher education
Espen Schjetne, Hilde Wågsås Afdal, Trine Anker, Nina Johannesen and Geir Afdal
4. Philosophy for Teachers (P4T) – developing new teachers’ applied ethical decision-making
Janet Orchard, Ruth Heilbronn and Carrie Winstanley
5. Ethics in school psychologists report writing: acknowledging aporia
Sunaina Attard, Daniela Mercieca and Duncan P. Mercieca
6. ‘I’m not going to cross that line, but how do I get closer to it?’ A hedge fund manager’s perspective on the need for ethical training and theory for finance professionals
7. The overlapping spheres of medical professionalism and medical ethics: a conceptual inquiry
Claudia W. Ruitenberg
8. Education and moral respect for the medical student
9. Seeing through medical ethics: a request for professional transparency and accountability
J. T. H. Connor
Christopher Martin is Assistant Professor at The University of British Columbia, Canada. He is the author of Education in a Post-Metaphysical World (2012), R.S. Peters (2013 with Stefaan Cuypers), and Questioning the Classroom (2016 with Dianne Gereluk, Bruce Maxwell, and Trevor Norris).
Claudia W. Ruitenberg is Professor in the Department of Educational Studies at The University of British Columbia, Canada. She is also Academic Director of UBC Vantage College, an enriched academic program for first-year international students. She is the author of Unlocking the World: Education in an Ethic of Hospitality (2015), co-editor of Education, Culture and Epistemological Diversity: Mapping a Disputed Terrain (2012), and editor of (inter alia) Reconceptualizing Study in Educational Discourse and Practice (Routledge, 2017).