PROFESSIONAL ETHICS PROFESSIONAL ETHICS Ethics Is

PROFESSIONAL ETHICS The central question of Ethics: “what ought one to do?” In seeking to answer this question we are left with some enduring truths…. • Ethics is about relationships • It’s about struggling to develop a well-informed conscience • It’s about being true to the idea of who we are and what we stand for • It’s about having the courage to explore difficult questions • It’s about accepting the cost • PROFESSIONAL ETHICS Ethics is a matter of practical concern. Plato records Socrates as having asked the fundamental question of ethics, “What ought one do?” • Whenever one seeks to answer that question then one is operating in the ethical dimension. • There are a number of things that should be noted about this question. • The first thing to note relates to what Socrates did not ask! • Socrates did not begin by asking questions such as, “What is good, what is evil?” or, “What is right, what is wrong?” rather, he asked an immensely practical question that confronts people whenever they have a decision to make, whenever they are in a position to exercise their capacity to choose. • PROFESSIONAL ETHICS Our aim is to make you unconsciously competent when confronted with a choice to be either ethical or unethical. • Many professionals find it difficult to accept the generality of Socrates’ question as they often operate under what they call a code of ethics. • The difficulty arises because much of what is placed within such a code is better understood as rules of professional conduct; including rules of etiquette, rules to regulate competition and so on. • These codes do contain and invariably are based on ethical principles. • However, their traditional formulation and composition often tends to distort understanding of the fundamental character of the ethical dimension of life. • .

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Professional Ethics: Responsible Practice in the Professions
Society for Ethics Across the Curriculum 13th International Conference on Ethics Across the Curriculum Professional Ethics: Responsible Practice in the Professions Saint Louis, Missouri November 3 – 5, 2011 Directors Donna J. Werner (St. Louis Community College) Jeanne Sokolec (Loyola University Chicago) Society for Ethics Across the Curriculum The purpose of the Society for Ethics Across the Curriculum is to stimulate scholarship on ethics and the teaching of ethics in all academic disciplines and to afford an opportunity for the exchange of research. President Dan Wueste (Clemson University) Executive Committee: Doug Chismar (Ringling College of Art and Design) Deborah Mower (Youngstown State University) Lisa Newton (Fairfield University) Wade Robison (Rochester Institute of Technology) Stephen Satris (Clemson University) Stephen Scales (Towson University) Jeanne Sokolec (Loyola University Chicago) Kelly Smith (Clemson University) Secretary-Treasurer Donna Werner (St Louis Community College) Editors of Teaching Ethics Elaine Englehardt (Utah Valley University) & Michael Pritchard (Western Michigan University) Special thanks to the following institutions for their generous support of SEAC: Dr. James Dale Ethics Center, Youngstown State University Center for the Study of Ethics, Utah Valley University Ezra A. Hale Chair in Applied Ethics, Rochester Institute of Technology Robert J. Rutland Institute for Ethics, Clemson University Program in Applied Ethics, Fairfield University Center for the Study of Ethics in Society, Western Michigan University Young Harris College Georgia Military College Special thanks to the following individuals for their generous support of the 2011 conference: Ellen Harshman, Dean of the John Cook School of Business at Saint Louis University Donna Dare, Vice Chancellor for Academic and Student Affairs, St.
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War Rights and Military Virtues: a Philosophical Re-Appraisal of Just War Theory
The University of Notre Dame Australia ResearchOnline@ND Theses 2014 War rights and military virtues: A philosophical re-appraisal of Just War Theory Matthew T. Beard University of Notre Dame Australia Follow this and additional works at: https://researchonline.nd.edu.au/theses Part of the Philosophy Commons COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING The material in this communication may be subject to copyright under the Act. Any further copying or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. Publication Details Beard, M. T. (2014). War rights and military virtues: A philosophical re-appraisal of Just War Theory (Doctor of Philosophy (PhD)). University of Notre Dame Australia. https://researchonline.nd.edu.au/theses/96 This dissertation/thesis is brought to you by ResearchOnline@ND. It has been accepted for inclusion in Theses by an authorized administrator of ResearchOnline@ND. For more information, please contact [email protected]. War Rights and Military Virtues A Philosophical Re-appraisal of Just War Theory Doctoral Thesis Prepared by Matthew T. Beard School of Philosophy and Theology University of Notre Dame, Australia Supervised by Christian Enemark and Hayden Ramsay Supported by The Morris Research Scholarship Declaration I, Matthew Thomas Beard, declare that this PhD thesis, entitled War Rights and Military Virtues: A Philosophical Re-appraisal of Just War Theory is no more than 100,000 words exclusive of title pages, table of contents, acknowledgements, list of figures, reference list, and footnotes. The thesis is my own original work, prepared for the specific and unique purposes of this academic degree and has not been submitted in whole or part for the awarding of any other academic degree at any institution.
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The National Association of Social Workers (NASW) Code of Ethics
The National Association of Social Workers (NASW) The Code offers a set of values, principles, and standards to guide decision making and conduct when ethical issues arise. It does not provide a set of rules Code of Ethics that prescribe how social workers should act in all situations. Specific applications of the Code must take into account the context in which it is being considered and the possibility of conflicts among the Code’s values, principles, Preamble and standards. Ethical responsibilities flow from all human relationships, from the personal and familial to the social and professional. The primary mission of the social work profession is to enhance human well- being and help meet basic human needs of all people, with particular attention Further, the NASW Code of Ethics does not specify which values, principles, and to the needs and empowerment of people who are vulnerable, oppressed, and standards are most important and ought to outweigh others in instances when living in poverty. A historic and defining feature of social work is the they conflict. Reasonable differences of opinion can and do exist among social profession’s focus on individual well-being in a social context and the well- workers with respect to the ways in which values, ethical principles, and ethical being of society. Fundamental to social work is attention to the environmental standards should be rank ordered when they conflict. Ethical decision making in forces that create, contribute to, and address problems in living. a given situation must apply the informed judgment of the individual social worker and should also consider how the issues would be judged in a peer Social workers promote social justice and social change with and on behalf of review process where the ethical standards of the profession would be applied.
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Altruism–Self-Interest Archetypes
Altruism–Self-Interest Archetypes: A Paradigmatic Narrative of Counseling The Professional Counselor VolumeVolume 3, Issue 3, Issue 2, Pages 2, Pages 54–66 – Professionals http://tpcjournal.nbcc.org http://tpcjournal.nbcc.org © 2013 NBCC, Inc. and Affiliates doi:10.15241/svf.3.2.54 Stephen V. Flynn Linda L. Black The quality of the therapeutic relationship and the personal characteristics of professional counselors are key determinants of positive counseling outcomes and decision making, and they are believed to be influenced by conscious and unconscious processes. Beliefs about the unconscious nature of altruism and self-interest among 25 mental health professionals were examined through a paradigmatic narrative analysis. Data from 19 semi-structured individual interviews, one focus group, 19 artifacts and participant member checks were subjected to a secondary qualitative analysis. The results of the analysis generated three salient archetypes representative of the altruism–self-interest dynamic: exocentric altruist, endocentric altruist, and psychological egoist. Keywords: professional counselors, altruism, self-interest, archetype, qualitative, paradigmatic narrative analysis The constructs altruism and self-interest have long been described in dichotomous terms and as the sole motivators of human behavior (Holmes, Miller, & Lerner, 2002; Simpson, Irwin, & Lawrence, 2006). In 1851, Comte defined the term altruism as “self-sacrifice for the benefit of others” (1875/2001, p. 565). More than a century later, Sober (1993) defined self-interest as “the sole fixation on gaining pleasure and avoiding pain.” Because these two constructs typically have been associated with individuals’ actions and viewed through a polarized lens, there is a dearth of research examining the unified and unconscious nature of both altruism and self- interest (Bishop, 2000).
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Professional Ethics 1.9
CANDIDATE GUIDE PROFESSIONAL ETHICS OUTCOME 8 T ABLE OF CONTENTS PAGE NO. CANDIDATE INFORMATION 4 COMPETENCY STANDARD REQUIREMENTS 5 KEYS TO ICONS 6 GENERAL GUIDELINES 7 CANDIDATE SUPPORT 9 SECTION 1: AN INTRODUCTION TO THE CONCEPT OF ETHICS AND 10 ETHICAL BEHAVIOUR 1.1. What are Ethics? 1.2. Value Systems 1.3. A Brief History of Ethics 1.4. Ethics Definitions 1.5. Key Concepts 1.6. Ethics Alarms 1.7. Importance of Ethical Conduct in Business 1.8. Professional Ethics 1.9. Ethical Issues Facing Engineers 1.10. Code of Ethics 1.11. SAIMechE‟s Code of Conduct INITIAL TEST 2 SECTION 2: PRACTICAL ETHICAL DECISION MAKING MODEL AS 37 PER THE ASSESSMENT CRITERIA 2.1. Introduction 2.2. Steps in Ethical Decision Making STEP 1: Define the Ethical Problem STEP 2: Identify Affected Parties STEP 3: Explore Optional Solutions STEP 4: Evaluate Solutions STEP 5: Select and Justify a Solution ASSESSMENT TEST SECTION 3: GENERIC GUIDELINES: LEARNING OUTCOMES AND 57 ASSESSMENT CRITERIA ARE THE GUIDING PRINCIPLES OF PROFESSIONAL PRACTICE APPENDICES 59 REFERENCES 70 RECORDING OF REPORTS 73 ASSESSMENT PROCESS 74 3 CANDIDATE INFORMATION Details Please Complete details Name of candidate Name of supervisor Work Unit Name of mentor Date started Date of completion & Assessment 4 COMPETENCY STANDARD REQUIREMENTS (Direct extract from SAIMechE‟s Standard of Professional Competency (SPC)) LEARNING OUTCOME 8 Conduct his or her engineering activities ethically. Assessment Criteria: The candidate is expected to be sensitive to ethical issues and adopt a systematic approach to resolving these issues, typified by: 1. Identify the central ethical problem; 2.
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Is Bioethics a Profession? Craig M
Online Journal of Health Ethics Volume 5 | Issue 2 Article 6 Is Bioethics A Profession? Craig M. Klugman Ph.D. University of Nevada Reno, [email protected] Follow this and additional works at: http://aquila.usm.edu/ojhe Recommended Citation Klugman, C. M. (2008). Is Bioethics A Profession?. Online Journal of Health Ethics, 5(2). http://dx.doi.org/10.18785/ojhe.0502.06 This Article is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Online Journal of Health Ethics by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. Running head: BIOETHICS 1 Is Bioethics A Profession? Craig M. Klugman, Ph.D. Associate Professor of Bioethics and Medical Humanities University of Nevada Reno [email protected] Abstract The development of an occupation into a profession is an historical process that concerns power, jurisdiction, social contracts, and economic interests. Sociological theories of professionalization view these developments through perspectives of superior work, pay for performance, historical processes, jurisdictional disputes, struggles of social and economic power, and virtues. This essay explores these theories and examines the field of bioethics through each of these lenses looking at such issues amateur versus professional, education, professional organizations, specialized knowledge, code of ethics, jurisdiction, work sites, work focus, research, socialization, professional autonomy, licensure, legislation, and prestige. Bioethics is seen as falling in the middle of Goode’s “profession continuum.” While bioethics has adopted some of the necessary characteristics of a profession, having those elements is not a sufficient condition to being a profession.
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Virtue and Advice: Socratic Perspectives on Lawyer Independence and Moral Counseling of Clients
Texas A&M Law Review Volume 1 Issue 1 2013 Virtue and Advice: Socratic Perspectives on Lawyer Independence and Moral Counseling of Clients Michael S. McGinniss Follow this and additional works at: https://scholarship.law.tamu.edu/lawreview Part of the Law Commons Recommended Citation Michael S. McGinniss, Virtue and Advice: Socratic Perspectives on Lawyer Independence and Moral Counseling of Clients, 1 Tex. A&M L. Rev. 1 (2013). Available at: https://doi.org/10.37419/LR.V1.I1.1 This Article is brought to you for free and open access by Texas A&M Law Scholarship. It has been accepted for inclusion in Texas A&M Law Review by an authorized editor of Texas A&M Law Scholarship. For more information, please contact [email protected]. ARTICLES VIRTUE AND ADVICE: SOCRATIC PERSPECTIVES ON LAWYER INDEPENDENCE AND MORAL COUNSELING OF CLIENTS By: Michael S. McGinniss† ABSTRACT This Article examines the ethical and moral responsibilities of lawyers in their role as advisors to clients, with continual reference to the Greek philoso- pher Socrates.* Although Socrates was not a lawyer, he was an “advisor,” who lived a life committed to engaging in dialogue about virtue and its mean- ing and, at times, about the law and one’s duties in relation to the law. Ac- cording to Rule 2.1 of the ABA Model Rules of Professional Conduct, when representing clients and acting as advisors, lawyers are expected to “exercise independent professional judgment” and “render candid advice,” which in- cludes authority to counsel clients on moral considerations relevant to their legal situation.
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Understanding Dharma and Artha in Statecraft Through Kautilya's
UNDERSTANDING DHARMA AND ARTHA IN STATECRAFT...| 1 IDSA Monograph Series No. 53 July 2016 Understanding Dharma and Artha in Statecraft through Kautilya’s Arthashastra Pradeep Kumar Gautam 2 | P K GAUTAM Institute for Defence Studies and Analyses, New Delhi. All rights reserved. No part of this publication may be reproduced, sorted in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photo-copying, recording or otherwise, without the prior permission of the Institute for Defence Studies and Analyses (IDSA). ISBN: 978-93-82169-65-9 Disclaimer: It is certified that views expressed and suggestions made in this monograph have been made by the author in his personal capacity and do not have any official endorsement. First Published: July 2016 Price: Rs. 175 /- Published by: Institute for Defence Studies and Analyses No.1, Development Enclave, Rao Tula Ram Marg, Delhi Cantt., New Delhi - 110 010 Tel. (91-11) 2671-7983 Fax.(91-11) 2615 4191 E-mail: [email protected] Website: http://www.idsa.in Cover & Layout by: Geeta Kumari Printed at: M/S Manipal Technologies Ltd. UNDERSTANDING DHARMA AND ARTHA IN STATECRAFT...| 3 Contents Acknowledgements ...................................................................... 5 1. Introduction ............................................................................ 7 2. The Concept of Dharma and Artha .................................... 14 3. Dharma in Dharmashastra and Arthashastra: A Comparative Analysis ...................................................... 37 4. Evaluating Dharma and Artha in the Mahabharata for Moral and Political Interpretations ........................... 72 5. Conclusion.............................................................................. 107 4 | P K GAUTAM UNDERSTANDING DHARMA AND ARTHA IN STATECRAFT...| 5 ACKNOWLEDGEMENTS I thank the panelists and participants in the two of my fellow seminars in 2015 for engaging with the topic with valuable insights, ideas and suggestions.
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WMA Medical Ethics Manual
3rd edition 2015 2 1 WORLD MEDICAL ASSOCIATION Medical Ethics Manual World Medical Association Medical Ethics Medical Ethics Manual – Principal Features of Manual 3rd edition 2015 Medical student holding a newborn © Roger Ball/CORBIS 2 1 © 2015 by The World Medical Association, Inc. TABLE OF CONTENTS All rights reserved. Up to 10 copies of this document may be made for your non-commercial personal use, provided that Acknowledgments ...................................................................................4 credit is given to the original source. You must have prior written Foreword ........................................................................................................5 permission for any other reproduction, storage in a retrieval system or transmission, in any form or by any means. Requests Introduction ..................................................................................................7 for permission should be directed to The World Medical · What is medical ethics? Association, B.P. 63, 01212 Ferney-Voltaire Cedex, France; · Why study medical ethics? email: [email protected], fax (+33) 450 40 59 37. · Medical ethics, medical professionalism, human rights and of Contents Table Medical Ethics Manual – law This Manual is a publication of the World Medical Association. · Conclusion It was written by John R. Williams, Director of Ethics, ...14 WMA (2003-2006) Chapter One – Principal Features of Medical Ethics Medical Ethics Manual – Principal Features of · Objectives Cover, design and concept by Tuuli Sauren, · What’s special about medicine? INSPIRIT International Communications, Belgium. · What’s special about medical ethics? Production and concept by · Who decides what is ethical? World Health Communication Associates, UK. · Does medical ethics change? Pictures by Van Parys Media/CORBIS · Does medical ethics differ from one country to another? · The role of the WMA Cataloguing-in-Publication Data · How does the WMA decide what is ethical? Williams, John R.
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Aleksandar Jokić WHAT IS REALLY MILITARY ETHICS
THEORIA 4 https://doi.org/10.2298/THEO1704035J BIBLID 0369–2485 : (2017) : 60: str. 35–54 Originalni naučni rad Original Scientific Paper Aleksandar Jokić WHAT IS REALLY MILITARY ETHICS (AND WHAT THEY THINK IT IS IN THE WEST)? ABSTRACT: In this article the author considers a recent proposal to understand “military ethics” as a species of the genus “professional ethics”. This contention is reject- ed on the grounds that “professional ethics” are not a matter of ethics but policy, and it is argued that “military ethics” properly belongs to applied ethics, as a branch of moral phi- losophy instead. The article proceeds by offering an account of the notion of “reflexivity in normativity” in order to argue against the practice of using “just war” theory as a moral doctrine. A distinct feature of the current production in military ethics by Western schol- ars and publicists is their reliance on “just war” theory. Two considerations are offered aimed at ending this practice. First, the author uses Pierre Bourdieu’s distinction between “activism in scholarship” and “activism with scholarship” to demonstrate that the post- Cold War uses of the ‘just war’ theory could amount only to pseudo-scholarship. Second, and most disturbing, the author shows how this practice has two unsettling consequences: regarding the ad bellum (moral) justice, it leads to the decriminalization of aggression, the supreme crime in international law; and regarding the in bello (moral) justice to the decriminalization of actual war crimes committed by the “good guys”. KEYWORDS: Military ethics, professional ethics, reflexivity in normativity, “just war” theory, activism, pseudo-scholarship What is military ethics? What areas of scholarly endeavors does it properly belong to, if any? The word “ethics” being part of the phrase indicates that a normative enterprise of sorts is at stake.
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Table 1. a Short Description of Subfields As an Indicator. Table 2. A
Appendix tables Table 1. A short description of subfields as an indicator. Subfield Description General General bioethics covers topics relevant to the history, development, bioethics methods and overview of the bioethics or its subfields. Clinical ethics Clinical or medical ethics covers general issues of bioethics, including health care systems, provider payment systems, health equity and justice, death and disability. Research ethics Research ethics covers everything relevant with research, including researchers’ integrity, methods and biobanks. Biotech ethics Biotech ethics covers advanced technologies in medicine and health, including nanotechnology, genetics and artificial intelligence. Public health Public health ethics covers topics relevant with public health, including public ethics participation, advertising, community health, smoke control, organ distribution and organ transplantation. Neuroethics Neuroethics covers topics relevant with mental health and psychiatry, including neurocognitive mechanisms of morality and ethics. Professional Professional ethics covers professional ethics, moral distress and education. ethics Religious Religious bioethics covers topics relevant with faith and religion. bioethics Law and Law and bioethics covers every topic relevant with regulations, laws and legal bioethics systems. Environmental Environmental ethics covers ethical issues relevant to local and global ethics environments, climate change and ecosystems. Table 2. A short description of selected topics Topic Description End of life issues Issues such as withdrawing/withholding treatment, brain death, advance directives, terminal care, etc. Patient decision Issues such as patient autonomy, informed consent, and issues relevant making to patient making decision in clinical and research settings. Reproduction issues Issues such as abortion, eugenics, surrogacy, cesarean, and IVF, etc. Enhancement Issues relevant to physical and cognitive enhancement, moral enhance, etc.
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Protecting the Profession — Professional Ethics in the Classroom
Protecting the Profession — Professional Ethics in the Classroom ARTICLES As Seen on RealClearEducation.com Contents Introduction ................................................................................................ 3 Professional Ethics and the Classroom ...................................................................... 4 What Professional Ethics Mean ............................................................................. 5 Teaching as a High-Risk Profession ......................................................................... 6 Navigating the Gray Areas of Teacher Behavior ............................................................. 8 Would You Know an Ethical Dilemma If You Saw One? ..................................................... 9 Peers and Professional Ethics .............................................................................. 10 Breaking the Silence ....................................................................................... 12 Professional Ethics and Professionalizing Education ........................................................ 13 2 | Protecting the Profession — Professional Ethics in the Classroom Introduction Make no mistake about it, “ethics” is a loaded word. The mere mention of ethics, whether in political debates or casual conversations among friends, often results in a value-laden discussion of what is considered “right” or “wrong.” When placed within the context of a profession, however, ethics acknowledges the complexities inherent within a practitioner’s work and
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