This article provides a systematic analysis of the cognitive processes required for acquiring skill in practical ethical reasoning in a professionalIn considering professional ethical reasoning from the viewpoint of cognitive science, an area of primary interest concerns students' abilities to recognise and respond appropriately to ethical problems characteristic of their professional practice. Increasingly, professional schools in higher education are including ethics courses in their programs and increasingly the pedagogical methods of these courses have relied on the use of case-based instructional strategies. The pedagogical value of focusing ethics instruction on individual cases, on case-based comparison, and on explicit procedures for conducting moral deliberation has been recognised by Jonsen and
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