This article presents evidence supporting the claim that ethical reasoning is a skill that can be taught and assessed. We propose a working definition of ethical reasoning as 1) the ability to identify, analyze, and weigh moral aspects of a particular situation, and 2) to make decisions that are informed and warranted by the moral investigation. The evidence consists of a description of an ethical reasoning education program—Ethical Reasoning in Action —designed to increase ethical reasoning skills in a variety of (...) situations and areas of life. ERiA is housed at a public, major comprehensive U.S. university—James Madison University—and assessment of the program focuses on interventions delivered prior to and during orientation for incoming first-year students. Findings indicate that the interventions measurably enhance the ability of undergraduate students to reason ethically. ERiA’s competency-targeted program and positive student learning outcomes offers a promising model for higher education ethics programs seeking to connect classroom learning in ethics to decision-making in everyday life. (shrink)

In the seventeenth chapter, the discussion of the relationship between the organic whole of the historical work and its individual storylines (previously mentioned as parts of history), which began in the sixteenth chapter, continues. It turns out which of them are essential to the general course of events, and which do not affect it, and therefore may be ignored. Obviously, the continuation of such consideration is in the following chapters.

In this paper an assessment will be made of the state of Business Ethics as an academic discipline as well as on the extent to which theory on Business Ethics has been translated into practice within the South African society. First the way in which Business Ethics is defined will be examined. Then the issues within the field of Business Ethics that is considered to be most important will be addressed, as well as the reasons why it is believed to (...) be important to address them. From there the attention will be shifted to the way in which Business Ethics has been institutionalised at tertiary education level. An overview of important initiatives taken by the business sector themselves will also be reviewed. Then co-operation between business and academia on Business Ethics will be discussed. Finally an assessment will be made of what can be learned from Business Ethics elsewhere in the world and what can be offered in this regard. Also some future prospects of Business Ethics in South Africa will be explored. (shrink)

This article focuses mainly on (1) the policy of Delft University of Technology since 1992 as regards the university-wide introduction of a compulsory course on ethics and engineering, and (2) the ideal structure of such a course, including the educational goals of the course.