Nursing faculty must not only teach ethics to prospective nurses but also demonstrate it in relationships with students. Principles for ethical educational practice include mutual respect, open communication, boundary setting, consistent behaviors, and personal values. (SK)

Proposes ways for students to achieve global awareness on a personalized basis, particularly through courses for college freshmen and graduating seniors taught simultaneously in institutions all over the world. The courses would focus on global awareness and the local solution of globally relevant problems. Feasibility for courses would depend…

Discusses the development of non-technical education and ethics in engineering curricula in Europe and particularly in France. Investigates two projects at the Catholic University of Lille. The first project is an engineering ethics course and the second has to do with writing a European handbook on engineering ethics as a discipline. (Contains 28…

This qualitative study investigated perceptions of contemporary leaders regarding moral and ethical learning and the role of higher education. There were three steps in the data collection procedures: a survey of graduate students, open-ended interviews with the selected leaders, and document content analysis. Participants were asked whether they…

Ethics training in graduate psychology programs has blossomed in the last decade but the debate continues regarding how graduate ethics should be taught. While an effective model of ethics training is being discussed among professors, student input has been negligible, and information from students in counseling psychology programs nonexistent.…

Journalism instructors are concerned that the credibility of images and consequently of words will suffer if the image content, as the photographer took the picture at the time, is altered by a computer operator far removed from the actual scene. Any discussion of picture manipulation ethics must take into account where and why a picture was…

Reports the data from a survey of journalism programs that teach media ethics, and indicates that little agreement exists on the structure, focus, and place of such courses in the journalism curriculum. (RL)

Provides examples of case studies on journalism law and ethics, handled in the Socratic questioning method, showing how this approach helps students to realize what legal and ethical implications they may encounter as reporters and editors. (RL)

Examines gender differences in professional school students' ethical sensitivity and moral reasoning. Results indicate that male and female dental students differ in general sensitivity to ethical issues, but not in recognition of issues of care or in moral reasoning. Suggests new directions for research in moral development. (Author/DH)

Argues that contemporary world problems involve intractable questions of values and value priorities. Presents supporting material from four sources and considers the challenges posed to higher education. States that teaching must evoke a personal response from students so that they may deal with questions of values. (Author/GEA)

In an earlier article in this journal (v9 1980), Rich argued that the emotions should have a more central place in moral education. David W. Gosling (Journal of Moral Education; v13 1984) claimed that these arguments cannot be sustained. Rich responds to Gosling's critique. (Author/RM)

Warnock believes that in moral education example is everything and instruction comparatively worthless. The assumptions behind this view are uncovered and demolished. (Author/RM)

Describes the process and results of two groups of undergraduates' attempt to formulate a new Decalogue. By comparison with the original, they preferred general positive formulations to specific, negative ones. Analysis of the results shows a lack of clearly religious (as opposed to moral) content and the absence of anything to do with sexual…

The author advocates an approach to ethics teaching that places critical reflection at the center of ethics inquiry. Three other approachs to ethics teaching (applied ethical theory, applied Kohlberg, and values clarification) are critiqued. Suggestions for curriculum design are offered. (MT)

A bibliography of 278 publications and articles concerning professional ethics in dentistry and dental hygiene, developed by the Professional Ethics in Dentistry Network, is presented. (MSE)