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  • Accounting Ethics Education : Making Ethics Real
    Accounting Ethics Education : Making Ethics Real

    Accounting education ought to prepare future professionals to enter a principles-based, rules-oriented field of activity wherein technical knowledge of accounting standards (principles, rules and decision procedures) and ethical awareness (the capacity to discern moral issues and resolve ethical dilemmas) are crucial.Accounting education is best performed by the accountant’s adherence to the principles of the accounting profession and by individuals and firms following the appropriate rules, act according to the codes of conduct adopted by their profession, exercise clear judgment whenever they address financial transactions and consider/assess the state of a given business. Accounting Ethics Education: Making Ethics Real gathers a diversity of contributions from invited well-known experts and other specialists.It promotes comprehensive reflection around key trends, discussing and highlighting the most updated research on accounting ethics education, being an essential and useful reference in the field.In the performance of accounting tasks, the accountant should be educated and supported in the skills development and habit formation to solve accounting problems, recognize moral issues and resolve ethical dilemmas that will be encountered in their special tasks.Also, this book provides a moral map for identifying and acting on values when difficult situations arise.Examining multiple perspectives, the book improves the scholarly debate by providing cutting-edge and insightful research vital for all those interested and immersed in these matters.It will be of great value to academics, students, researchers and professionals in the fields of accounting, accounting education and ethics.

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  • Historical and Moral Consciousness in Education : Learning Ethics for Democratic Citizenship Education
    Historical and Moral Consciousness in Education : Learning Ethics for Democratic Citizenship Education

    Historical and Moral Consciousness highlights how ethics can be understood in the context of History education.It analyses the qualitative differences in how young people respond to historical and moral dilemmas of relevance to democratic values and human rights education.Drawing on a four-year international project, the book offers nuanced discussion and new scholarly understanding of the intersections between historical consciousness and moral consciousness within research.It develops new theoretical tools for history teaching and learning that can support teachers as they endeavor to educate for democratic citizenship.The book includes a meta-analysis of research within history Didaktik and around historical events with a moral bearing, and presents a comparative study of Australian, Finnish, and Swedish high school students' moral understandings of historical dilemmas. Raising important questions about how our learning from the past is intertwined with our present and future interpretations and judgements, this book will be of great interest to academics, scholars, teachers, and post graduate students in the fields of history education, democratic education, human rights education, and citizenship education.

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  • The Ethics of Entrepreneurship Education
    The Ethics of Entrepreneurship Education


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  • On Teaching and Learning Christian Ethics
    On Teaching and Learning Christian Ethics

    An expansion of the discipline of ethics demonstrates that Aquinas’s “infusing of virtue” makes better sense of the moral life than finding a method to guide actionWhile teaching ethics is universally applauded, how one goes about it is much more difficult and contested than is often recognized. On Teaching and Learning Christian Ethics addresses what it means to teach and learn ethics through a thorough comparison of two ethicists, Henry Sidgwick and F.D. Maurice. Where Sidgwick understood ethics as developing a method for guiding voluntary action to what is right, Maurice maintained that ethics concerns life as a whole, and that requires placing it within a metaphysical and theological realm in which the good is much more definitive than right.This comparative history argues that Maurice’s use of Thomas Aquinas’s “infusing of virtue” makes better sense of the moral life of ordinary persons than the specialized, academic discipline Sidgwick bequeathed.Long expands the discipline of ethics through the central theme of his work: that moral life is a gift rather than an achievement.He provides a clear argument in favor of a more holistic approach to teaching ethics.

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  • What contribution does ethics education make to learning about morality?

    Ethics education plays a crucial role in helping individuals understand and navigate moral dilemmas. By engaging with ethical theories, case studies, and discussions, students can develop a deeper understanding of different perspectives on morality and ethical decision-making. This can help them cultivate critical thinking skills, empathy, and a sense of responsibility towards others. Ultimately, ethics education can empower individuals to make more informed and ethical choices in their personal and professional lives.

  • Ethics or Catholic religious education?

    Both ethics and Catholic religious education are important aspects of a well-rounded education. Ethics provides a framework for understanding and navigating moral and ethical dilemmas in a secular context, while Catholic religious education offers a specific religious perspective on moral and ethical issues. Ultimately, the choice between the two depends on the values and beliefs of the individual or institution, as well as the specific educational goals and objectives. It is possible to integrate both ethics and Catholic religious education into a comprehensive educational program to provide students with a broad understanding of moral and ethical principles.

  • Can you explain virtue ethics, duty ethics, and goods ethics?

    Virtue ethics focuses on the character of the individual and emphasizes the development of virtuous traits such as honesty, courage, and compassion. It is concerned with cultivating moral excellence and living a good life. Duty ethics, also known as deontological ethics, is based on the idea that certain actions are inherently right or wrong, regardless of their consequences. It emphasizes the importance of following moral rules and fulfilling one's duties and obligations. Goods ethics, or consequentialism, evaluates the morality of an action based on its outcomes or consequences. It focuses on maximizing the overall good or happiness and considers the potential impact of an action on others.

  • What justification is there for ethics education?

    Ethics education is essential for several reasons. Firstly, it helps individuals develop a strong moral compass and the ability to make ethical decisions in various personal and professional situations. Secondly, it promotes a culture of integrity, honesty, and respect in society, leading to better relationships and a more harmonious community. Lastly, ethics education is crucial for preventing unethical behavior and misconduct in various fields, such as business, healthcare, and government, ultimately contributing to a more just and equitable society.

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  • Ethics for Health Promotion and Health Education
    Ethics for Health Promotion and Health Education

    Ethics for Health Promotion and Health Education discusses ethical principles and interpretations by classical ethicists as they apply to health promotion and health education.The book unpacks ethical expectations in promoting and teaching health in both the classroom and as a researcher or practitioner and then applies the code of ethics using case study methods throughout.This informative text was written by health educators and practitioners to assist health educator and practitioner communities.

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  • Ethics and Politics in Early Childhood Education
    Ethics and Politics in Early Childhood Education

    The early childhood services of Reggio Emilia in Northern Italy has gained worldwide interest and admiration.Drawing on the ‘Reggio approach’, and others, this book explores the ethical and political dimensions of early childhood services and argues the importance of these dimensions at a time when they are often reduced to technical and managerial projects, without informed consideration for what is best for the child. Extending and developing the ideas raised in Beyond Quality in Early Childhood Care and Education the successful team of authors make a wide range of complex material accessible to readers who may have little knowledge of the various important and relevant areas within philosophy, ethics, or politics, covering subjects such as:post-structural thinkers and their perspectivesthe history and practice of early childhood work in Reggio Emiliaglobalization, technological change, poverty, and environmental degradationethical and political perspectives relevant to early childhood services from Foucault and Deleuze, to Beck, Bauman and Rose. This book presents essential ideas, theories and debates to an international audience.Those who would find this particularly useful are practitioners, trainers, students, researchers, policymakers and anyone with an interest in early childhood education.

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  • Markets, Ethics, and Business Ethics
    Markets, Ethics, and Business Ethics

    This book introduces a study of ethics and values to develop a deeper understanding of markets, business, and economic life.Its distinctive feature is its thorough integration across personal and institutional perspectives; across applied ethics and political philosophy; and across philosophy, business, and economics.Part 1 studies markets, property rights, and law, and introduces normative theories with many applications.Part 2 examines the purpose of corporations and their responsibilities.Parts 3 and 4 analyze business and economic life through the ethics and values of welfare and efficiency, liberty, rights, equality, desert, personal character, community, and the common good.This second edition maintains the strengths of the first edition—short, digestible chapters and engaging writing that explains challenging ideas clearly.The material is user-friendly, with an emphasis on a strong theoretical core.Easily adaptable to the instructor’s teaching, the chapters are separable and can be shaped to the interests of the instructor with suggested course outlines and flexible application to case studies.This text is designed both for coursework in business ethics, as well as interdisciplinary programs in philosophy, politics, economics, and law. This second edition: revises presentation of eight normative theories, with increased emphasis on linksto business and economic life; incorporates recent scholarship on shareholder/stakeholder debates about the purpose of corporations, bringing this important topic up to date; includes a new, streamlined preface that provides a quick overview of the book before smoothly guiding the reader to the first chapter; uses updated examples and applications; revamps a useful appendix, including enhancing the popular primer on ethics; includes Key Terms, Discussion Questions, Biographies, and Lists of Further Readings at the end of each chapter; includes a new ending chapter on the value of an ethical life.

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  • Markets, Ethics, and Business Ethics
    Markets, Ethics, and Business Ethics

    This book introduces a study of ethics and values to develop a deeper understanding of markets, business, and economic life.Its distinctive features include a thorough integration of personal and institutional perspectives; applied ethics and political philosophy; and philosophy, business, and economics. Part 1 introduces a study of markets, property rights, and law.Part 2 examines the purpose and responsibilities of corporations.Parts 3 and 4 analyze economic life through the ethics and values of welfare and efficiency, liberty, rights, equality, desert, personal character, community, and the common good. This third edition maintains the strengths of previous editions – short, digestible chapters and engaging writing that explains challenging ideas clearly.The material is easily adaptable with suggested course outlines, separable chapters, and flexible applications to case studies.This book is designed for interdisciplinary programs in philosophy, politics, and economics (PPE), as well as courses in business ethics. Updates to the third edition include:addition of a new introductory chapter on the value of an ethical lifecoverage of AI developments, including copyrights and patent implications, social media companies and CSR, ethical differences between AI and human personality, and impacts on meaningful work integration of recent scholarship, bringing discussions and references up to dateimprovement of the writing across all chapters, making the book easier to read addition of new material on the is-ought gap in Chapter 1 with revised discussion of personal and institutional points of view editing and repositioning of consequentialist and deontological ethics in Chapter 3revision of appendix for instructors that includes different syllabi possibilities for different types of coursesThe eBook of the third edition now includes hyperlinks (1) between when a term is first used in the main text and its definition in the Glossary and (2) between germane sections when they are cross-referenced. Steven Scalet is Professor of Philosophy and Director of the Hoffberger Center for Ethical Engagement at the University of Baltimore, USA.Prior to Baltimore, Scalet was Director of the Program in Philosophy, Politics, and Law at Binghamton University (SUNY), USA, where he received the Chancellor’s Award for Excellence in Teaching.Scalet received his PhD in philosophy and MA in economics from the University of Arizona, USA.Scalet is the author of many articles and the editor of Morality and Moral Controversies: Readings in Moral, Social, and Political Philosophy, 10th Edition (Routledge, 2019).

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  • Is Buddhist ethics comparable to Christian ethics?

    Buddhist ethics and Christian ethics share some similarities, such as the emphasis on compassion, love, and non-violence. Both traditions also promote the idea of treating others with kindness and respect. However, there are also significant differences between the two, such as the concept of sin and salvation in Christianity, which is not present in Buddhism. Additionally, the role of divine authority and the concept of God differs between the two traditions. Overall, while there are some common ethical principles, the underlying beliefs and foundations of Buddhist and Christian ethics are distinct.

  • Should religious education in schools be replaced by ethics education?

    The decision to replace religious education with ethics education in schools depends on the values and beliefs of the community and the educational goals of the school. While religious education provides students with an understanding of different faith traditions, ethics education focuses on moral reasoning and critical thinking. Some argue that ethics education is more inclusive and relevant in a diverse society, while others believe that religious education is important for transmitting cultural and spiritual heritage. Ultimately, the decision should be made with input from various stakeholders and with the goal of providing a well-rounded education that respects the diversity of beliefs and values in the community.

  • How can one switch from religious education to ethics education?

    One can switch from religious education to ethics education by first understanding the differences between the two. Religious education focuses on teachings and beliefs specific to a particular religion, while ethics education explores moral principles and values that are more universal. To make the switch, one can start by exploring secular ethics courses or programs that align with their interests and values. It may also be helpful to engage in discussions with educators or counselors to get guidance on transitioning from religious education to ethics education.

  • Why is religious ethics part of general education?

    Religious ethics is an important part of general education because it provides students with an understanding of the moral and ethical principles that guide the behavior and decision-making of individuals and societies. It also helps students to appreciate the diversity of religious beliefs and practices, fostering tolerance and understanding in a multicultural world. Additionally, religious ethics can provide valuable insights into the historical and cultural development of societies, and can help students to critically analyze and evaluate ethical issues from different perspectives. Overall, including religious ethics in general education helps to promote a well-rounded and informed understanding of the world and the ethical considerations that shape it.

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