This module uses student absences as an opportunity to reflect on the moral values of honesty and responsibility as they arise in the context of class attendance and class absences. Students are provided a framework with which to examine the legitimacy of the excuses they offer. Then they are encouraged to "take responsibility" by developing plans for reporting to class groups, making up for material missed, and developing plans to prevent future absences. Finally, students are asked to affirm the moral rigor and truthfulness of their reflections by signing a pledge at the end of the module. This module is being developed as a part of an NSF-funded project, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF SES 0551779.
Twister provides an excellent opportunity to discuss shared responsibilities at home/school as well as to demonstrate working together in a "movement" situation. Young children will enjoy the movement involved while learning directional words, such as right, left, etc. This lesson incorporates literature, technology, and motor skills.
In this lesson, we will look at firefighters and the role they play in our community. This lesson will familiarize the students with the types of equipment used by firefighters, the special clothing worn by firefighters, and the responsibilities each of them have in our community.
Examines competing ethical concepts and the ethical implications of certain actions and commitments by close reading of literary works. Topics include: origins of morality, ideals of justice, the nature of the virtues, notions of responsibility, ethics and politics, and the ethics of extreme situations. Philosophic texts by Plato, Aristotle, Machiavelli, Hobbes, and Kant. Narrative and dramatic texts by Sophocles, Euripides, Shakespeare, Swift, Ibsen, Shaw, Dostoyevsky, and Conrad; plus some Biblical materials. The aim of this subject is to acquaint the student with some important works of systematic ethical philosophy and to bring to bear the viewpoint of those works on the study of classic works of literature. This subject will trace the history of ethical speculation in systematic philosophy by identifying four major positions: two from the ancient world and the two most important traditions of ethical philosophy since the renaissance. The two ancient positions will be represented by Plato and Aristotle, the two modern positions by Immanuel Kant and John Stuart Mill. We will try to understand these four positions as engaged in a rivalry with one another, and we will also engage with the philosophy of Thomas Hobbes, which offers a bridge between ancient and modern conceptions and provides a source for the rivalry between the viewpoints of Kant and Mill. Further, we will be mindful that the modern positions are subject to criticism today by new currents of philosophical speculation, some of which argue for a return to the positions of Plato and Aristotle.
Upon completion of this WebQuest, the young learner (3rd, 4th or 5th grade) will understand the basics of running a small Farm Stand business. Operations involved: Selecting the produce to be sold after product and pricing research. Calculating total sales. Substracting the expenses set by the WebQuest for their Farm Stand. Paying taxes based on their sales. Meeting savings, and charitable donation goals. Learners will experience how different decisions can affect results. They will be asked to think about the reasoning behind their choices.
Subject:
Business, Mathematics and Statistics, Social Sciences
The "Incident at Morales" dramatizes a fictional industrial accident that occurred at a chemical plant in the village of Morales. Produced by the National Institute for Engineering Ethics with a grant from the National Science Foundation, this video raises a series of important ethical problems that engineers and other professionals face when they make decisions and solve problems in the dynamic, competitive context of business. This module provides a theory-building activity where students plan and carry out an imaginary public hearing into who is responsible for the incident. It sets forth summaries of the different senses of the concept of moral responsibility, outlines the different constituencies participating in the public hearing, and provides a time line for preparing for, carrying out, and debriefing on the public hearing. Students learn about moral responsibility by using different responsibility frameworks to prepare public statements, raise questions, and reach blame assessments about the incident at morales. This module is being developed as a part of an NSF-funded project, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF SES 0551779.
This module explores different models of CSR (corporate social responsibility) including a shareholder model (based on the arguments of Milton Friedman), the stakeholder model (based on the work of Evan and Freeman), and an alliance model advocated by Patricia Werhane. Students will develop a framework based on an exercise to determine a social contract between society and business. They will use this social contract to assess each CSR approaches. Then they will develop a CSR program for the hypothetical corporation, Burger Man. (Based on an exercise developed by Paul Thompson.) This module is being developed as a part of a project funded by the National Science Foundation, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF-SES-0551779. It is currently being used in the courses "Business, Society and Government" and "Corporate Leadership and Social Responsibility" being taught at the University of Puerto Rico at Mayaguez
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