This dissertation explores the role of justice in the writings of Catholic ethicist Lisa Sowle Cahill. Since 1990, Cahill has supported theological voices participating in the public forum, which she describes as a meeting ground for diverse intellectual and religious traditions. Good argumentation is necessary but not sufficient to resolve ethical dilemmas within the politically liberal context in which Cahill makes her claims. Instead, her commitment to justice underwrites those narratives and practices which demand one's fullest possible participation in contributing toward the common good. Cahill's notion of justice develops correlatively to the degree that she integrates the principles of Catholic Social Teaching into her project. The dissertation describes this expansion in Cahill's later essays as "collaborative justice." The dissertation concludes with an examination of her writings on human genetic engineering as a potential application of collaborative justice. Cahill's strong arguments can be helpful in steering the process toward less-harmful outcomes. In doing so, Cahill's principles of collaborative justice look beyond act-focused considerations of Catholic ethics or the procedural justice of liberal traditions, and leaves open the possibility of reconciliation should such future genetic intervention prove undesirable. / McAnulty College and Graduate School of Liberal Arts; / Theology / PhD; / Dissertation;

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Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Aim: This study aimed to explore the perceptions of third year nursing students regarding the ethics module at Shifa College of Nursing, Islamabad, Pakistan. Methods: Third year nursing students (n=26) completed a retrospective pre/post survey rating their knowledge before and after the ethics module. Focus group discussions (FGDs) addressed the importance of ethics teaching in nursing, the content, teaching and learning strategies of the module as well as whether the application of the concepts learned in the classroom were practiced in the clinical setting. Results: Participants rated their knowledge higher in the post-test (4.00) than the pretest questionnaire (2.26) (p=0.003). The main themes identified during the focus group discussions were: understanding their responsibilities towards the patient; an appreciation of the patient as a human being; applicability of the module to the clinical setting; the role of student nurses in ethical decision making in the clinical setting; and the teaching and learning strategies. The context of the nurse’s practice was also identified as being important. Conclusion: The participants valued the ethics module and its applicability to the clinical setting, but changes in the content of the module and the teaching and learning strategies were suggested.

This essay explores the use of young adult literature, primarily the young adult novel The Hunger Games by Suzanne Collins (2008), and how it creates an educational potential for learning and discussing ethics and ethical dilemmas for upper secondary school students. First, the curriculum for upper secondary school in Sweden is examined and confirms literature as important content of communication in the English subject and what the role of literature can be. Further, the curriculum’s ethical aspects are analysed, and it is affirmed that ethics has a significant part in the Swedish school and the English subject. However, the curriculum does not state how ethics should be taught. Additionally, research is presented and displays the connection between ethics and literature. Suzanne S. Choo’s thoughts and ideas on teaching ethics through literature are the framework of the analysis, and by analysing the ethical themes and issues in The Hunger Games, the aim is to prove the educational potential of teaching ethics with the use of the novel. The novel contains multiple ethical themes and topics suitable for an upper secondary school class, both broader themes regarding social and political issues, and internal ethical dilemmas. In conclusion, the novel appeals to many of the qualities requested in a book by young adults, and the educational potential is promising.

Diploma work aims on ethics education for pre-school children. First gives theoretical frame with specification of terms as etics, morality and definition pre-school period from development a psychological perspective. Approaching selected fields of children's moral development and show it in connection with traditional and contemporary strategy of education. In comparison is showing differences and conformity in particular conceptions. Practical part apply specific project realized last year with small group of pre- school children in selected kindergarten/nursery school. Work think about question of strengthening moral and ethics education in contemporary education system of pre-school teaching and suggest targeted intensification of discussion between teachers and children on chosen ethical topics.

This study presents a critical investigation into the teaching of computer ethics. A qualitative pluralistic approach (a mixture of qualitative approaches) was used to investigate case studies of teaching computer ethics to university-level students from Bahrain. The main issue was that ethics to Arabs and Muslims is a matter of religion than a matter of philosophy whereas the dominant perception in the academic literature which discussed computer ethics teaching is that computer ethics is a form of practical philosophy and hence separate from religion. In order to shed light on this, the study investigated computer ethic’s perceptions and teaching practices which were occurring in universities in Bahrain. The study found that the issue was not a matter of perception but rather a matter of confusion and a misconception. Computer ethics was being confused with morality, religion, basic computer skills to name just a few. And such confusion was causing computer ethics to gradually disappear from the curriculum and become substituted with concepts which were not necessarily capable of building students’ ethical thinking. The study recommends that computer ethics teachers and policy makers from Bahrain distinguish computer ethics from religion, morality and from any other concept and identify it as an independent field of study, also teachers need to involve their students in social and ethical analysis of various kinds so that students understand that ethics is not a set of rules on what is forbidden and allowed aimed at providing straightforward answers to a given problem but rather ethics is a ‘cognitive tool’; a mechanism through which different competing ethical theories and standards are used to reflect on a given problem.

The purpose of this study was to discover which southern universities have graduate preparatory programs in community college leadership and how, if at all, ethics is addressed in their curricula and in instruction. Surveys were mailed to 38 southern universities located in the Southern Regional Education Board member states. Of the 21 responses received, there were 16 usable responses from universities in these states. Through an examination of databases of Council for the Study of Community Colleges Graduate Studies and the American Association of Community Colleges Leadership Programs for Community College Professionals databases, 38 senior universities were found to have community college leadership programs. State programs were further confirmed through the survey to personnel listed on program websites for the universities. 15 of 16 southern universities responding to the survey item were found to have community college leadership preparatory programs that provide ethics instruction. Although the results of this survey indicate that the majority of the respondents include ethics in their curricula and in instruction, the manner in which they integrate it is varied and shows a lack of consensus among southern universities. Of the institutions that responded, the majority of respondents indicated that ethics instruction is integrated into specific discipline- or department-based courses. Offering ethics in an elective or general core course requirement was noted as a less common approach, but a viable alternative to the specific discipline- or department-based course method. Additionally, several respondents revealed that ethics instruction is institution-wide. This finding, in particular, is hopeful because it suggests that colleges are going beyond the confines of courses and degree programs and making ethics instruction a university priority. A review of the graduate preparatory programs in community college leadership courses, syllabi, and course descriptions revealed that a number of universities often incorporated instruction in ethics-based courses such as Ethical Decision Making or Ethics in the Workplace and Education. Conversely, the majority of the universities in this study addressed ethics through community college leadership core courses to include, but not limited to, The Community College, The History and Philosophy of the Community College, and Legal Aspects of Higher Education.