Ethics across the curriculum: Detecting and describing emergent trends in ethics education |
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| Institution: | 1. Harvard Graduate School of Education, United States;2. Edmond J. Safra Center for Ethics at Harvard University, United States;3. Harvard University, United States |
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| Abstract: | This paper presents an inclusive and emergent approach to identifying ethics courses and revealing their pedagogical methods and goals. It outlines a two-year study of undergraduate and professional courses at a private university addressing ethical themes. The study began with three assumptions: 1) ethics education occurs across the curriculum; 2) instructors are master practitioners with learning theories and goals that are often implicit; and 3) education contributes to three domains of human development: existential, civic, and vocational. These principles informed the development of a method for describing ethics education based on instructor reports of what and how they teach. Results of an application of this method are presented, and implications for ethics teaching and assessment in higher education are discussed. |
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| Keywords: | Ethics across the curriculum Human development Craft practice Ethics education |
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