Over the past several decades, secular schools in North America have been expected to impart moral education to students. An array of approaches, strategies, methods, and philosophical and theoretical orientations for doing so are promoted in education literature. Two, in particular, have also been politically endorsed in Ontario, Canada—character education and community service. Yet, there remains discrepancy among teachers’ practices, knowledge, awareness, and intentions. Anecdotal reports indicate that relatively few teachers provide a consistent and comprehensive moral education, and those who do, act primarily on their own initiative and at their own discretion. Previous empirical evidence suggests that teachers who are moral agents conceive of, enact, and reflect on a personally developed form of moral education, which is embedded in the moral and ethical dimensions of school and classroom life, curriculum, and pedagogy. This single-case study aims to broaden and deepen the scholarship of moral agency as moral education, by exploring the question How does a teacher, who prioritizes the moral education of students, envision, enact and reflect on that moral education. Positioning myself as a conduit, within what is often considered to be a closed-door culture of teaching, I metaphorically opened one teacher’s classroom door and exposed her practices. The result is a uniquely comprehensive and genuine portrait of moral agency, which details the use of a variety of strategies and methods for imparting morality. These include intentionally modelling moral behaviours, conduct and dispositions; fostering relationships with and among students; creating a classroom community; delivering virtues lessons and messages; encouraging discussions of a moral nature; nurturing self-discipline in students; providing opportunities for community service; and assessing students’ social and moral development. The harmonious co-existence of these strategies and methods within one classroom and one teacher’s practice; the complementary and supportive way in which the teacher makes use of them; and their independence of any particular philosophical or theoretical orientation for moral education, represent the main insights of this study. These insights suggest that moral education in a secular classroom might be more comprehensively understood and promoted as moral agency.

<p>I denna uppsats presenterar och diskuterar författaren tre invändningar som riktats mot dygdetikern Rosalind Hursthouses förslag om vad som är en moraliskt riktig handling. Hursthouse menar att en handling är moraliskt riktig om den är vad en dygdig agent karaktärsenligt skulle göra i omständigheterna. Den form av invändningar som författaren presenterar och diskuterar i uppsatsen försöker visa på att Hursthouses förslag exkluderar handlingar som vanligen anses är rätt.</p><p>Författaren argumenterar för att en dygdetik lik den Neo-Aristoteliska dygdetik Hursthouse försvarar kan formuleras så att den undgår invändningar som presenteras i uppsatsen. Författaren föreslår att vi istället för att förstå Hursthouses förslag som om det gällde de faktiska handlingar som en dygdig agent gör, istället bör uppmärksamma att en dygdig agent följer handlingsmaximer vilka hon prövat under sin moraliska utveckling till att bli dygdig. Författaren föreslår vidare att det är huruvida en handling utgår från en maxim som karaktärsenligt kan ingå i ett dygdigt liv som är avgörande om den är moraliskt riktig eller inte.</p> / <p>In this paper the author presents and discusses three charges that have been raised against Rosalind Hursthouses virtue ethical account on what it takes for an action to be morally right. Hursthouse proposes that an action is right, if and only if, it is what a virtuous agent characteristically would to in the circumstances. All of the charges discussed and presented in the paper try to show that Hursthouses account excludes actions which we would like to say are morally right.</p><p>The author argues that a Neo-Aristotelian form of virtue ethics, like the one Hursthouse defends, can be formulated so that the charges can be avoided. The author proposes that, instead of understanding Hursthouses account as if it is only the very actions that virtuous agents perform that are morally right, we should observe that the virtuous agents are acting from maxims that they have tested during their development towards becoming virtuous agents. The author then proposes that an action is right if it can be traced from a maxim that can be a characteristic part of a virtuous life.</p>

I denna uppsats presenterar och diskuterar författaren tre invändningar som riktats mot dygdetikern Rosalind Hursthouses förslag om vad som är en moraliskt riktig handling. Hursthouse menar att en handling är moraliskt riktig om den är vad en dygdig agent karaktärsenligt skulle göra i omständigheterna. Den form av invändningar som författaren presenterar och diskuterar i uppsatsen försöker visa på att Hursthouses förslag exkluderar handlingar som vanligen anses är rätt. Författaren argumenterar för att en dygdetik lik den Neo-Aristoteliska dygdetik Hursthouse försvarar kan formuleras så att den undgår invändningar som presenteras i uppsatsen. Författaren föreslår att vi istället för att förstå Hursthouses förslag som om det gällde de faktiska handlingar som en dygdig agent gör, istället bör uppmärksamma att en dygdig agent följer handlingsmaximer vilka hon prövat under sin moraliska utveckling till att bli dygdig. Författaren föreslår vidare att det är huruvida en handling utgår från en maxim som karaktärsenligt kan ingå i ett dygdigt liv som är avgörande om den är moraliskt riktig eller inte. / In this paper the author presents and discusses three charges that have been raised against Rosalind Hursthouses virtue ethical account on what it takes for an action to be morally right. Hursthouse proposes that an action is right, if and only if, it is what a virtuous agent characteristically would to in the circumstances. All of the charges discussed and presented in the paper try to show that Hursthouses account excludes actions which we would like to say are morally right. The author argues that a Neo-Aristotelian form of virtue ethics, like the one Hursthouse defends, can be formulated so that the charges can be avoided. The author proposes that, instead of understanding Hursthouses account as if it is only the very actions that virtuous agents perform that are morally right, we should observe that the virtuous agents are acting from maxims that they have tested during their development towards becoming virtuous agents. The author then proposes that an action is right if it can be traced from a maxim that can be a characteristic part of a virtuous life.

This thesis addresses primary concepts in the humanitarian intervention debates. I argue that humanitarian intervention is a perfect duty. The global community has a moral obligation to act decisively in the face of extreme human rights abuses. There are two contrasting theoretical perspectives regarding international relations and humanitarian intervention: statism and cosmopolitanism. These contrasting perspectives contest the relative value of state sovereignty and human rights. Some of the most prominent ethicists in the debate have determined states have a “right” to intervene militarily in the internal affairs of other states to halt severe human rights abuses but there is no “duty”to intervene. These conclusions are largely based upon consequentialist considerations. This thesis argues a deontological perspective is essential. References to events Rwanda, Darfur, and Kosovo are made. There is a critical role for preemptive actions to play in addressing humanitarian crises and calls for global justice.

本研究係針對會計師及會計系學生之不當學習行為是否會影響其日後對一般工作不道德行為與審計專業不道德行為之認知與意圖進行探討，並試圖瞭解兩者形成從事審計專業不道德行為意圖之考慮因素。 本研究係以問卷方式蒐集資料，其中，會計師樣本係從台北市會計師公會登錄之會計師進行隨機選取，學生樣本則係從北部四所大學會計系四年級學生為對象進行問卷調查。研究結果顯示： 一、 會計師相對於會計系學生而言，較能確定不會從事審計不道德行為，且對於不當學習行為之認知亦較學生嚴重。 二、 會計師與會計系學生若認為他人亦有從事審計不道德行為之意圖時，就愈有可能從事該審計不道德行為；且不論是會計師或是會計系學生，曾經做過愈多不當學習行為者，就愈可能存有從事審計不道德行為之意圖。 三、 對於不當學習行為認知愈不嚴重之會計師，對於一般工作不道德行為之認知亦愈不嚴重；而對不當學習行為的認知愈不嚴重之會計系學生，對於一般工作不道德行為或是對審計專業不道德行為之認知亦愈不嚴重。 / This research was aimed to examine relationship among academic misconduct, improper business practice and morally questionable behavior in auditing of CPAs and auditing students. In addition, this research also examined the factors affecting the intention of CPAs and auditing students to behave unethically in auditing. The data were collected by questionnaires. The CPA samples were chosen randomly from CPAs registered in the CPA Association of Taipei City and the student samples were auditing students from four universities in northern Taiwan. Empirical results were summarized as follows: 1. CPAs appeared more certain about refraining from morally questionable behavior in auditing and perceived academic misconduct more seriously than auditing students. 2. When CPAs or auditing students deemed that others would breach ethics in auditing, they appeared to be more prone to do the same. Besides, if they had committed academic misconduct previously, it was more likely for them to choose morally questionable behavior in auditing. 3. CPAs who took academic misconduct less seriously perceived improper business practice less seriously. Auditing students who took academic misconduct less seriously perceived improper business practice and morally questionable behavior in auditing less seriously.

Une maladie est considérée comme étant rare si elle touche moins d’une personne sur 2000. Étant donné les connaissances limitées sur ces conditions médicales, les adultes atteints de maladies rares peinent à être diagnostiqués rapidement et à obtenir des traitements appropriés. Ces soins inadéquats leur occasionnent des difficultés importantes dans le milieu de la santé, leurs vies quotidiennes, leurs relations interpersonnelles ainsi que leurs carrières et leurs études. Plusieurs de ces difficultés peuvent être qualifiées de situations moralement problématiques selon l’éthique pragmatiste. L’éthique pragmatiste est une théorie en éthique qui reconnaît la place centrale de la moralité dans la vie humaine. Elle souligne l’importance existentielle de ces situations pour les personnes qui les vivent. Elle apprécie leur agentivité. Elle leur offre des outils pour mieux comprendre ces situations et les résoudre. Malgré la signification qu’ont ces situations pour les personnes qui les vivent, elles n’ont pas été étudiées précédemment. En parallèle, le concept de situation moralement problématique a seulement été décrit superficiellement dans la littérature. Pour répondre à ces lacunes dans la littérature, le projet de recherche décrit dans cette thèse avait quatre objectifs : (1) identifier des situations moralement problématiques vécues par les adultes atteints de maladies rares; (2) approfondir les situations moralement problématiques les plus significatives vécues par les adultes québécois atteints de maladies rares; (3) proposer un plan d’action de nature éthique qui soutient la résolution des trois situations moralement problématiques les plus significatives vécues par les adultes atteints de maladies rares; et (4) enrichir le concept de situation moralement problématique en précisant ses composantes. Pour répondre à ces objectifs, nous avons entrepris un projet de recherche-action participative compris d’étapes de recherche qualitatives. Nous avons formé le Groupe de travail sur l’éthique et les maladies rares pour nous appuyer dans la mise en œuvre du projet. Le groupe de travail était constitué de trois personnes atteintes de maladies rares, deux cliniciens-chercheurs, une représentante d’une association de patients, une assistante de recherche et un éthicien. Les étapes de recherche du projet étaient une revue de littérature, une collecte de témoignages sous la forme d’un sondage en ligne et le développement d’un plan d’action de nature éthique. Les membres du groupe de travail ont contribué au développement de ces étapes, à l’interprétation des résultats et à la rédaction des chapitres de résultats qui en découlent. Ces étapes de recherche révèlent que les adultes atteints de maladies rares vivent des situations moralement problématiques dans le milieu de la santé, la vie quotidienne, la carrière et les études ainsi que dans les interactions sociales et les relations interpersonnelles. Ces situations sont moralement problématiques parce qu’elles engendrent des tensions internes chez les personnes qui les vivent, contraignent leur agentivité et à l’occasion, les incitent à mobiliser des stratégies d’autonomisation pour les surmonter. Ces situations ont des causes et des répercussions affectives, elles évoluent et elles ont des impacts négatifs et positifs. Dans notre plan d’action de nature éthique, nous présentons des interventions prometteuses qui pourraient limiter l’émergence de ces situations dans le milieu de la santé. / A disease is considered rare if its prevalence is less than 1 in 2,000 people. Given the limited knowledge about these medical conditions, adults living with rare diseases struggle to be promptly diagnosed and receive appropriate treatment. This inadequacy in care causes them significant difficulties in the healthcare environment, their daily lives, their interpersonal relationships, and their careers and studies. Many of these difficulties can be qualified as morally problematic situations according to pragmatist ethics. Pragmatist ethics is a theory in ethics that recognizes the centrality of morality in human life. This theory underlines the existential importance of these situations for the people who experience them. It also appreciates their agency. Thus, it provides them with tools to better understand these situations and resolve them. Despite the significance that these situations have for those who experience them, they have not been studied previously. Moreover, the concept of the morally problematic situation has only been superficially described in the literature. To address these gaps in the literature, the research project described in this dissertation had four objectives: (1) to identify morally problematic situations experienced by adults living with rare diseases; (2) to understand in greater depth the most significant morally problematic situations experienced by adults living with rare diseases in the province of Québec; (3) to propose an ethics action plan that supports the resolution of the three most significant morally problematic situations experienced by adults living with rare diseases; and (4) to enrich the concept of the morally problematic situation by specifying its components. To meet these objectives, we undertook a participatory action research project that included qualitative research steps. We created the Ethics and Rare Diseases Working Group to support us in carrying out the project. The working group was made up of three individuals living with rare diseases, two clinician researchers, a representative of a patient association, a research assistant and an ethicist. The research stages of the project were a literature review, collecting testimonies through an online survey and the development of an ethics action plan. The members of the working group notably contributed to the development of these stages, the interpretation of the results, and the drafting of the chapters reporting these results. Our research reveals that adults with rare diseases experience morally problematic situations in the health environment, daily life, career and studies, and in social interactions and interpersonal relationships. These situations are morally problematic because they elicit internal tensions within the people who experience them, constrain their agency and, on occasion, prompt them to mobilize empowerment strategies to overcome them. These situations have causes and emotional repercussions, they evolve, and they have negative and positive impacts. In our ethical action plan, we present promising interventions that could limit the emergence of these situations in the health sector.

The author is reviewing the research that E. Kuruczová demonstrated in her diploma thesis called The effect of social organization of games on the orientation in their moral dimension. The main goal of the diploma thesis Kuruczová developed another contribution to Piaget's theory of the development of moral reasoning of school-age children. Piaget's empirical data suggested that social organizations could influence orientation in their moral dimensions. Kuruczová found that in her 180 children from one school (aged 1st - 9th grade) the development of orientation in the moral dimension of the game King of Deer Hunters (organized as a competition) performs ahead of the development of orientation in the moral dimension of the game Hot Potato (organized as a collaboration). Furthermore, in the research, children of Kuruczová think about the stories of unjust play situations organized by "Mrs. Teacher". Even the youngest and unoriented did not argue the evaluation of the situation as a fair authority of the teacher - which, according to Piaget's theory, could assume the key role of the criterion of obedience of authority in the heteronomous understanding of the criteria of moral evaluation. This thesis therefore answers the question of whether it can replicate these findings. Unlike Kuruczová,...

In dem Beitrag wird Kritik an die Gauguin-Ausstellung an der Alten Nationalgalerie Berlin, die von einer heftigen Hypernervosität/Hyperverstörung erfasst ist und an eine ideologische und voreingenommene Beschäftigung mit der Darstellenden Kunst (aber auch mit Literatur, Theater, Ballett usw.) und wo Theorien und Begriffe wie Kolonialismus, Dekolonisierung, Postkolonialismus, Dekonstruktion und Multiperspektivismus zu modischen Schlagwörtern verkommen. Die Texte strotzen von kulturtheoretischer Unwissenheit und Halbverdautem. Diese tragen mit einem Bombardement teilweise irreführender Texte zu Desinformation, Exotisierung und Stereotypisierung von Gauguins Werken bei, indem sie undifferenziert und naiv-idealisierend die Welt in Schwarz-Weiß einteilen: Hier die bösen Europäer, dort die guten Indigenen, und an ihrer Seite die guten aufgeklärten und moralisch tadellosen neuen Menschen Europas, die neuen Gralshüter:innen von Moral und Kunst des 21. Jahrhunderts. / The article is critical of the Gauguin exhibition at the Alte Nationalgalerie Berlin, which is gripped by a vehement hypernervousness/hyperdisturbance, and of an ideological and biased preoccupation with the performing arts (but also with literature, theatre, ballet, etc.) and of the use of theories and concepts such as colonialism, decolonisation, postcolonialism, deconstruction and multiperspectivism in fashionable buzzwords. The texts bristle with cultural-theoretical ignorance and half-digestedness. They contribute to the disinformation, exoticisation and stereotyping of Gauguin's works with a bombardment of partly misleading texts by undifferentiatedly and naively idealisingly dividing the world into black and white: Here the bad Europeans, there the good indigenous people, and alongside them the good enlightened and morally impeccable new people of Europe, the new guardians of the Grail of morality and art in the 21st century. / El artículo critica la exposición de Gauguin en la Alte Nationalgalerie de Berlín, que está embarcada en una fuerte hipernerviosidad/hiperperperperturbación, así como en una preocupación ideológicamente sesgada por las artes escénicas (pero también por la literatura, el teatro, el ballet, etc.) y en el uso de teorías y conceptos como colonialismo, deco-lonización, postcolonialismo, deconstrucción y multiperspectivismo en términos de moda. En los textos abunda la ignorancia cultural y teórica, semidigeridos. Contribuyen a la desinformación, exotización y estereotipación de la obra de Gauguin mediante un bombardeo de textos parcialmente erróneos, al dividir el mundo en blanco y negro de forma indiferenciada e ingenuamente idealizadora: Aquí los malos europeos, allí los buenos nativos, y junto a ellos los buenos nuevos pueblos ilustrados y moralmente irreprochables de Europa, los nuevos guardianes del Grial de la moral y el arte en el siglo XXI.