Teaching Ethics: Instructional Models, Methods, and Modalities for University Studies encourages teachers and students to approach their work with a deep awareness that people, not as disinterested reasons devoid of or effectively cut-off from passions, make ethical judgments. An individual's social and emotional constitution should be taken into account when about the work of forming ethical judgments. This collaborative publication offers salient instructional models, methods and modalities centered on the whole person.

Teaching Ethics: Instructional Models, Methods, and Modalities for University Studies encourages teachers and students to approach their work with a deep awareness that people, not as disinterested reasons devoid of or effectively cut-off from passions, make ethical judgments. An individual's social and emotional constitution should be taken into account when about the work of forming ethical judgments. This collaborative publication offers salient instructional models, methods and modalities centered on the whole person.

With chapters from experienced teachers and school and district leaders, this text provides a wealth of practical strategies and inspirational guidance on incorporating social-emotional and ethical learning across a district and educational community.

With chapters from experienced teachers and school and district leaders, this text provides a wealth of practical strategies and inspirational guidance on incorporating social-emotional and ethical learning across a district and educational community.

The digital era has brought many opportunities - and many challenges - to teachers and students at all levels. Underlying questions about how technologies have changed the ways individuals read, write, and interact are questions about the ethics of participation in a digital world. As users consume and create seemingly infinite content, what are the moral guidelines that must be considered? How do we teach students to be responsible, ethical citizens in a digital world? This book shares practices across levels, from teaching elementary students to adults, in an effort to explore these questions. It is organized into five sections that address the following aspects of teaching ethics in a digital world: ethical contexts, ethical selves, ethical communities, ethical stances, and ethical practices.

How we teach ethics has been an ambiguous instructional area for many years. In religious schools it is left to the work of the religion teacher, and in public schools it is often incorporated into a civics course. Across the curriculum there are multiple points at which we can incorporate the study of ethics in interdisciplinary ways. In this volume we will focus on how educators in high schools (grades 9-12) can incorporate the teaching of ethics effectively across all disciplines (Sciences, Humanities, Arts, Math and Technology). The introduction of the book will be a foundational description of ethics - what it means to study ethics and to be an ethical person.

The digital era has brought many opportunities - and many challenges - to teachers and students at all levels. Underlying questions about how technologies have changed the ways individuals read, write, and interact are questions about the ethics of participation in a digital world. As users consume and create seemingly infinite content, what are the moral guidelines that must be considered? How do we teach students to be responsible, ethical citizens in a digital world? This book shares practices across levels, from teaching elementary students to adults, in an effort to explore these questions. It is organized into five sections that address the following aspects of teaching ethics in a digital world: ethical contexts, ethical selves, ethical communities, ethical stances, and ethical practices.

How we teach ethics has been an ambiguous instructional area for many years. In religious schools it is left to the work of the religion teacher, and in public schools it is often incorporated into a civics course. Across the curriculum there are multiple points at which we can incorporate the study of ethics in interdisciplinary ways. In this volume we will focus on how educators in high schools (grades 9-12) can incorporate the teaching of ethics effectively across all disciplines (Sciences, Humanities, Arts, Math and Technology). The introduction of the book will be a foundational description of ethics - what it means to study ethics and to be an ethical person.

This book sets the scene for the deliberations on ethics and its application to healthcare in the twenty-first century. The word ethics, in classical Greek, means the "beliefs of the people" the study of what is right and good in human conduct and the justification of such claims. Without a doubt this task is not simply about setting up a list of rights and wrongs. Rather, it is a discussion, a process that helps tease out the real issues and find and teach ethical solutions to complex practical problems. The centrality of the patient is of prime consideration in this book, and the health of the individual patient is the first consideration in the teaching considerations discussed. Applied ethics in healthcare may have lost sight of what traditional ethics was trying to accomplish: a good life for good people over a lifetime in society with others. We must put biomedical ethics into perspective and develop a truly comprehensive approach to health care ethics. On the practical level, we need structures integrating givers ethical perspectives. But, there seems to be a gap and significant perception differences among healthcare providers' learning environments and actual professional situations. Hence, teaching ethics and healthcare providers values is important to bridge this gap.

This book sets the scene for the deliberations on ethics and its application to healthcare in the twenty-first century. The word ethics, in classical Greek, means the "beliefs of the people" the study of what is right and good in human conduct and the justification of such claims. Without a doubt this task is not simply about setting up a list of rights and wrongs. Rather, it is a discussion, a process that helps tease out the real issues and find and teach ethical solutions to complex practical problems. The centrality of the patient is of prime consideration in this book, and the health of the individual patient is the first consideration in the teaching considerations discussed. Applied ethics in healthcare may have lost sight of what traditional ethics was trying to accomplish: a good life for good people over a lifetime in society with others. We must put biomedical ethics into perspective and develop a truly comprehensive approach to health care ethics. On the practical level, we need structures integrating givers ethical perspectives. But, there seems to be a gap and significant perception differences among healthcare providers' learning environments and actual professional situations. Hence, teaching ethics and healthcare providers values is important to bridge this gap.