Makes two suggestions for presentation in the classroom and in textbooks of business communication regarding explanation in negative messages: (1) providing a reasonable explanation is the sender's moral obligation, and receiving such explanation is a natural right of the target; and (2) explanation should be presented on two levels: general and…

Ethics are often taught in higher education. but research shows that family environment and early childhood are most influential in developing ethical behavior. The importance of ethics to work and family life suggests that ethical training should not be limited to vocational/business courses and it should start early. (SK)

Survey examined ethics training of counselor educators and ensuing attitudes and actions in professional practice. Discovered that ethics pedagogy during training was related to later pedagogical strategies and to reactions to attraction with students. No single pedagogical strategy seemed to guarantee best teaching or ethical professional…

Vocational educators can express the renewed interest in ethical behavior through a shared monitoring of behavior and through preparing students for ethical dilemmas faced in the future. The authors synthesize guidelines for teaching ethics through the use of ethical dilemmas and deliberation. (Author/JOW)

This article describes an approach to examining an expository work which explores and reveals the work's structure of thought by examining it from three perspectives: interpretation, method and principle. This approach is applied to the works of Durkheim and Rousseau. (IAH)

The cognitive model of moral education, based on abstract moral reasoning, is largely a male model. The author argues that educators have ignored the voice of women when thinking about, planning, and implementing moral education in the schools. The feminine model is described and avenues for implementation are proposed. (Author/JOW)

This paper (1) deals with the misconceptions that prevail regarding moral education; (2) rationalizes the need for an understanding of morality; (3) highlights Kohlberg's cognitive development morality; (4) discusses moral education; and (5) rationalizes the need for further research. (JOW)

Explores the possibility of grounding an ethic of rhetoric in virtues suggested by the practice of rhetoric itself, to be discovered by examining the goods inherent to rhetoric, as well as the sources of cooperation and the standards of excellence implied by that practice. Considers a virtues-oriented pedagogy of communication. (SR)

Describes a first exercise in photojournalism and discusses how it can introduce students to such central issues as the rules of composition, the methods of editing, the ethics of dealing with subjects, and the role of the process in politics and culture. (SR)

Describes the development of "The Work Ethic Game" that focuses on integrity in the workplace. Explains that the game is divided into three categories: legal, judgment, and policy issues. Discusses different personality types in the typical employee population. Includes possibilities for use at different education levels. (DK)

The transmission of moral values has been one of public education's oldest endeavors and is currently one of its newest controversies. Today's complex arguments for and against ethical instruction in schools can be divided into three categories of issues: philosophical, political, and pedagogical. Secondary school leaders are in a key position to…

Discusses from a skeptical, transcendental-critical viewpoint the question of whether the expectations connected with a German ethics course are well-founded, and which assumptions have been made that have led to the conclusion that ethics can be taught. Argues that it is impossible to give a definitely positive answer. (DSK)

Proposes compassion as a new model for moral education, emphasizing empathy as a foundation for educating for compassion. Argues that socioaffective experiences, acquisition of social skills, and awakening moral awareness are resources that enable the development of empathy. Suggests emotional guidance and observation-based tasks as practical…

Responsible nursing practice cannot be realized under multicultural, relativist ethics. An alternate ethical basis for practice that is grounded in moderate realism is transcultural ethics, which argues that natural human needs, inherent in common human nature, can be determined empirically and what constitutes a good can be derived therefrom.…

Surveyed medical schools to determine the scope and content of required, formal ethics components in their curriculums. Found that ethics education is far from homogeneous among medical schools in both content and extensiveness. (EV)