Initiating and undergraduate course in applied ethics
By: VANCE, Neil R
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Material type: 
ArticlePublisher: New York : Marcel Dekker, 2002International Journal of Public Administration- IJPA 25, 9-10, p. 1143-1153Abstract: This article describes an experimental course in undergraduate applied ethics at the University of Arizona. The course had a dual emphasis of individual moral reasoning and organizational strategies to encourage honesty. The moral reasoning section concentrated on the difference between teleological and deontological thinking. The organization part of the course used Cooper's 4-part typology of individual attributes, external structure, organizational culture and societal expectations. The course was well received by the students and one of the group projects made specific, creative recommendations for the next iteration of the course. Another group proposed an Honor pledge for the students and faculty of the School of Public Administration and Policy. In all, the pedagogical style of facilitator was found to be most helpful by the instructor
| Item type | Current location | Collection | Call number | Status | Date due | Barcode |
|---|---|---|---|---|---|---|
| Periódico | Biblioteca Graciliano Ramos | Periódico | Not for loan |
This article describes an experimental course in undergraduate applied ethics at the University of Arizona. The course had a dual emphasis of individual moral reasoning and organizational strategies to encourage honesty. The moral reasoning section concentrated on the difference between teleological and deontological thinking. The organization part of the course used Cooper's 4-part typology of individual attributes, external structure, organizational culture and societal expectations. The course was well received by the students and one of the group projects made specific, creative recommendations for the next iteration of the course. Another group proposed an Honor pledge for the students and faculty of the School of Public Administration and Policy. In all, the pedagogical style of facilitator was found to be most helpful by the instructor
Volume 25
Numbers 9-10
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