There is no abstract available for this dissertation. / Department of Educational Studies

The focus of environmental philosophy has thus far heavily depended on the extension of rights to nonhuman nature. Due to inherent difficulties with this approach to environmental problems, I propose a shift from the contemporary language of rights and duties to the concept of character development. I claim that a theory of environmental virtue ethics can circumvent many of the difficulties arising from the language of rights, duties, and moral claims by emphasizing the cultivation of certain dispositions in the individual moral agent. In this thesis, I examine the advantages of virtue ethics over deontological and utilitarian theories to show the potential of developing an ecological virtue ethic. I provide a preliminary list of ecological virtues by drawing on Aristotle's account of traditional virtues as well as on contemporary formulations of environmental virtues. Then, I propose that certain types of rules (rules of thumb) are valuable for the cultivation of environmental virtues, since they affect the way the moral agent perceives a particular situation. Lastly, I offer preliminary formulations of these rules of thumb.

The purpose of this dissertation is to better understand the formative import of the relationships between adults and the young in their corresponding roles as teachers and students between the first year of kindergarten and the last grade of high school (K-12 education). My approach to this issue is twofold: First, I argue that it is imperative that educators effectively recognize the personhood of students within K-12 schools. Second, I define schools as formative communities organized for the purpose of furthering the moral growth of students. These arguments will be supported by a theoretical framework articulated around the concepts of the personhood of students, the interpersonal stance in education, moral growth, and schools as formative communities. I propose a characterization of these four interrelated concepts based on an analysis of Stephen Darwall’s philosophical work on respect, dignity, and the second-person standpoint; Aristotelian virtue ethics and character education; and John Dewey’s philosophy of education, especially in his conceptions of growth, community, participation, and the moral nature and aims of education. I conclude by theorizing schools as communities organized towards the fundamental purpose of fostering the moral growth of students, and argue that this purpose requires engaging students to fully participate of school life as persons. In studying some of the most basic questions about K-12 schooling from the perspective of philosophy of education, it is my intent to produce a framework that is conceptually well-grounded and clear enough to provide practical guidance for school teachers and leaders.

Public administration emphasizes the importance of diversity (Rice, 2004), representation (Selden & Selden, 2002), ethics, and professionalism, to ensure fairness and equity for all citizens (American Society for Public Administration, 2013a; Cooper, 2012). Research has shown a link between the teaching of ethics and values in leadership courses, and the establishment of consensus for espoused social norms and standards of practice (Begley & Stefkovich, 2007). Through the discourse within classrooms, and the scholarship of public administration, we create and advance the boundaries of social consensus in areas such as diversity (Hewins-Maroney & Williams, 2007; National Association of Schools of Public Affairs and Administration, 2014a). MPA ethics courses are perfectly situated to espouse and reinforce public service diversity values and educate future public servants. This dissertation uses ethnographic content analysis (ECA) of 48 syllabi from 40 NASPAA accredited universities in the United States (U.S.) dated 2012-2014, to interpret how, or whether, Master of Public Administration (MPA) education addresses or contributes to gender inclusion. The analysis uses feminist theories to reveal if, and to what extent, gender, diversity, and social equity topics have been incorporated into master's level graduate public administration ethics courses, through an examination of ethics course syllabi. This research shows that gender is incorporated into MPA ethics syllabi directly through the gender of professors, authors of course materials, discussion topics, and gendered language. Gender is also demonstrated in the syllabi through images and sub-textual tones that express social norms for gender roles. Gender inclusion is addressed indirectly in the syllabi through course policies and pedagogical choices designed to increase opportunities for participation by students of both genders. Ethnographic content analysis across various stages of this interpretive research study led to the creation of a four-part Gender Inclusion Model. Each tier of this model is made up of inclusion markers influenced by themes in feminist pedagogical literature. The Gender Inclusion Model can be used for future research to examine whether, or how, minorities and diversity are incorporated into higher education curricula. The research compiles a list of best practices, along with a mock syllabus, guided by recommendations from feminist literature. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

Thesis (DTh)--Stellenbosch University, 2008. / The title of the study is “Socialization as a modus of moral formation in the church.” Specific attention is paid to the work of Johannes van der Ven on moral formation. Appreciation is expressed for Van der Ven’s interdisciplinary approach. He makes wide use of sources from philosophical and theological ethics, sociology, education, etc. Van der Ven does not only concentrate on First World scenarios, but also focuses attention on other areas, such as South Africa. His view of moral formation does not focus exclusively on the moral life of the individual, but also includes community life (primary groups) and the broader pluralistic context. His work, therefore, receives detailed attention. His methodology, theoretical viewpoints and identification of seven modi of moral formation receives attention. Furthermore, the relationship between morality and religion, education and communication is also discussed. This study therefore focuses attention on the following question: “The role of the church in socialising as a way of moral formation.” The structure of the study is as follows: The introductory chapter shows that societies today are characterised by moral problems and that there is an intense need for moral formation. The question and methodology of this study is explored against this background. In chapter 2 entitled: “A Theological rationale for moral formation”, the following aspects are discussed: , a theological rationale for moral formation; the relationship between life view and ethics/morals, the Bible and Christian ethics and a conclusion. In chapter 3: “Van der Ven’s theories for moral formation”, Van der Ven’s approach to moral formation, specifically to socialising as a way of moral formation, is explored. A short sketch of his intellectual biography is followed by his theoretical departure points and his approach to the 7 ways of moral formation. This view of socialising is awarded detailed attention. This description paved the way for the application of Van der Ven’s insights, which enjoys support from behavioural sciences, for the process of socialising in the church. In chapter 4, entitled: “The faith community as space for socialising and moral formation”, it is argument that congregational practices play an integral part in the process of socialising. The following aspects are discussed: the congregation as agents of the faith community, worship and socialising, baptism and socialising, holy community and socialising, role models and socialising, Christian education and socialising. The most important finding of the study is that Van der Ven’s approach helps the congregation to further the case for socialising by way of her practices. Socialising offers a way for the church to uphold her responsibilities to contribute to addressing the moral challenges of South Africa. Moral formation in South Africa and elsewhere in the world is very important. The church offers an indispensable space in which moral formation can take place.

The debate over the preferred teaching method of ethics is between the methods of neutrality and advocacy. Proponents of each assume that only one method is acceptable. I argue that both methods have acceptable versions and that there are different situations in which one is preferred over the other. Using both methods throughout an ethics course is preferable to using only one method exclusively. The question then becomes how one decides which method to use with each particular issue. I argue that it depends on whether an ethical issue is controversial or whether or not a consensus exists. Controversy and consensus can exist amongst the general public or amongst experts of that particular subject. These experts are either outside of the field of ethics or within the field of ethics. I argue that an ethics instructor should look at each issue to be discussed during the course and determine for each whether or not it is controversial and whether or not that controversy lies in the general public or amongst the field of experts. This will determine which teaching method should be employed.

This research evaluated the ethics competencies which were determined to be important to the curriculum of an ethics course for students studying Nondestructive Testing and Welding Inspection. Data were gathered from samples of American Society of Nondestructive Testing Nationally Certified Level III's (N = 268), American Welding Society Nationally Certified Welding Inspectors CWI's (N = 212) and American Welding Society Nationally Certified Associate Welding Inspectors - CAWI's (N = 101) who are currently licensed by their respective societies. The twenty-nine (29) item instrument utilized a six-point Likert type scale for the data collection. The scale, which was validated by consensus using a DELPHI panel procedure, utilized the Hoyt-Stunkard method for assessing reliability. The computed reliability for the instrument was determined to be +0.970. Analysis of variance tests were completed for each of the twenty-nine (29) competencies to ascertain differences between ASNT Level III's, AWS CWI's and AWS CAWI's samples. Factor analysis, using the R-mode, provided for the clustering of competencies and constituted the major analysis procedure for the study. The results of the study indicated the presence of three (3) clusters of content which were considered necessary to curriculum inclusion in an ethics course for nondestructive testing and welding inspection. The identified clusters include: I. Ethical issues and personal integrity (18 competencies), II. Ethics and the legal aspects of inspection (8 competencies), and III. Ethical theory and professional conduct (4 competencies). Overall competency means ranged from 3.929 to 5.594; significance tests showed only five (5) rejected hypotheses for the twent-ynine (29) primary competencies. Standard errors of the mean were found to be lower for the ASNT Level III's sample. The results of the study present a valid pattern for the development of objectives which should be included in an ethics curriculum for nondestructive testing personnel and welding inspectors. / Graduation date: 1993

The primary aim of this study was to produce materials on ethics which could be used in the preparation of practicing and potential principals. To examine the views of secondary school principals involved in the study, twenty scenarios were developed which portrayed situations that principals typically encounter. School divisions in Virginia were divided into four categories according to enrollment and the number of secondary schools in the division. Ten schools from each classification were randomly selected, and on-site interviews were conducted with each principal in which four of the scenarios and a survey form were employed to collect information. Responses of the principals to the scenarios were transcribed, analyzed and distilled. The scenarios and responses became the foundation for the development of a primer on ethics for use in administrative in-service workshops and principal preparation programs. The primer was used in designing and presenting in-service programs on ethics for the administrative staffs of two school divisions. Responses by principals to situations presented during the study and the in-service programs indicate that practicing and potential school administrators would benefit by having ethics included as a fundamental part of their professional preparation program. / Ed. D.

Thesis (MPhil)--Stellenbosch University, 2005. / ENGLISH ABSTRACT: The complex ethical dilemmas created by advanced technological medicine and problematic doctor-patient relationships have lead to an increasing interest in medical ethics education since the 1980's. The Medical School of the University of Pretoria has embarked on a new undergraduate medical curriculum in 1997. Ethics is educated in a longitudinal fashion over the six years of the medical curriculum and has focussed largely on the principal-based approach as described by Beauchamp and Childress. The research participants were the first final year class of this new curriculum, while the facilitators were medical educators or philosophers. The major finding was that the students were not yet able to identify ethical dilemmas with ease, although they were successful in the application of the principal-based approach to the vignettes of the study. The students did not cope well with the uncertainty created by ethical dilemmas and sought to solve the situation by creating boundaries provided by medical law. Therecommendations of the study are that the theoretical component of the ethics curriculum should: 1) include more approaches to ethics, than only the principal-based approach; 2) address daily experienced ethical dilemmas during the study years in small group discussions; 3) and implement a portfolio assessment which can serve as a tool for students to track their own development in reflection on ethical dilemmas. In conclusion, the question remains whether we are currently ready to come ""face to face" with the "other" as Levinas argues or are we still divided into "only two classes of mankind in the world - doctors and patients" as remarked by Kipling in the 19th century. / AFRIKAANSE OPSOMMING: Die komplekse etiese dilemmas, veroorsaak deur hoogs gespesialiseerde tegnologiese medisyne en die problematiese dokter-pasiënt verhouding, het gelei tot 'n verhoogde belangstelling in mediese etiekonderrig sedert die 1980's. Die Mediese Skool van die Universiteit van Pretoria het in 1997 'n nuwe voorgraadse mediese kurrikulum geïmplimenteer. Etiek is op 'n longitudinale manier onderrig oor ses jaar in die mediese kurrikulum en het gefokus op die beginsel-benadering soos beskryf deur Beauchamp en Childress. Die navorsingsdeelnemers was die eerste finale-jaar klas van die nuwe kurrikulum, terwyl die fasiliteerders mediese dosente of filosowe was. Die hoofbevinding van die kurrikulum was dat die studente nie die etiese dilemmas met gemak kon identifiseer nie, alhowel hulle suksesvol die beginsel-benadering kon toepas op die gevallestudies. Die studente hanteer nie onsekerheid, veroorsaak deur die etiese dilemmas, met gemak nie en probeer om die saak op te los deur die skep van grense verskaf deur mediese reg. Die aanbevelings van die studie is dat die teoretiese komponent van die etiekkurrikulum die volgende moet bevat: 1) bekendstelling aan meerdere benaderings tot die etiek, bo en behalwe die beginsel-gebaseerde benadering; 2) aanspreek van die daaglikse etiese dilemmas gedurende die studiejare in kleingroepbesprekings; 3) en die implementering van 'n portfolio-evaluasie, wat kan dien as 'n instrument vir die studente om hul eie ontwikkeling aangaande nadenke oor etiese dilemmas na te gaan. Opsommend, die vraag is steeds of ons tans gereed is om "aangesig-tot-aangesig" te verkeer met die "ander" soos Levinas redeneer of is ons steeds verdeel in "slegs twee klasse van menswees in die wêreld - dokters en pasiënte" soos opgemerk deur Kipling in die 19deeeu.

Thesis (MPhil)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Background: The theoretical / cognitive component of ethics and professionalism teaching to undergraduate medical students at Stellenbosch University (SU) is well developed, but a concern exists about the need for teaching and assessment of clinical ethics and professionalism on ward rounds. Some teaching does take place during clinical rotations in the form of role modelling as part of the hidden curriculum. Opportunities should be created for explicit teaching of ethics and professionalism beyond the hidden curriculum. Assessment of the cognitive component of ethical and professionalism occurs, but assessment of clinical ethics and professionalism during clinical rotations remains a challenge. Methods: This was a non-experimental study and included three subgroups of undergraduate medical students in their clinical years as well as a random sample of educators involved in clinical training. Questionnaires were distributed to the students and educators. This was followed by focus group interviews among the students. Results: A majority of the students (88%) had indicated that they had experienced ethical and professional dilemmas while working in the wards or during ward rounds. The main dilemmas revolved around inadequate consent processes, lack of confidentiality and privacy, disrespect for patients, poor communication and students being expected to perform tasks they were not trained for. An average of 64% of students indicated that ethical and professional issues were not discussed during the clinical rotations in hospitals. Seventy-eight percent of students indicated that they did not feel free to discuss their own feelings or beliefs on ward rounds. All of the educators felt that there was a need for increased teaching and assessment of the medical students during their clinical rotations. Conclusions: Deliberate opportunities need to be created for teaching ethics and professionalism on clinical ward rounds. This could be a shared responsibility between the clinical departments with continuous input throughout the clinical years of study. Strong institutional support and commitment are necessary to make the teaching sustainable and successful. Structured opportunities need to be developed where students can discuss ethical and professional issues in a safe environment. Further research is needed for the development of an appropriate curriculum and assessment tools. / AFRIKAANSE OPSOMMING: Geen opsomming