Experience‐Based Ethics: A Developmental Model of Learning Ethical Reasoning

Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology

“…For example, in ethics training, we often use a problem-based learning model in which practical ethical dilemmas are presented to identify strengths and weaknesses in students' ethical reasoning and decisionmaking so that difficulties can be addressed by implementing remediation plans and/or changes in training approaches (Pelsma & Borgers, 1986). Such problem-based training could be developed better and implemented for teaching other competency domains (McBurney, 1995).…”

Using educational theory and moral psychology to inform the teaching of ethics in computing

“…The spiral of moral development [15] includes moving among the social, the cognitive, and the affective domains, but this does not happen in a predetermined sequence. For purposes of advancing students' moral development, addressing ethics in only one domain or trying to decouple what aspects of change are cognitive versus affective and/or social is naïve.…”

“…When students look critically at their own underlying assumptions as well as authoritative claims, the hope is that they will recognize and internalize universal ethical principles embodied in codes of ethics and frameworks and make these truly their own way of life. We acknowledge that there is a dilemma in deciding whether to "teach professional codes of ethical standards as a static body of knowledge (Stage 2 -following orders by the book) or to encourage students to arrive at their own decisions and codes, thereby risking disagreement with the stated code" [15]. While there is no guarantee that this will not occur, a personal theory that is well grounded in a professional code but also tested through active experimentation and concrete experience will serve students for a lifetime.…”

Group Work and the Teaching of Ethics

“…A few professionals have made recommendations for ethics education in counseling that attempt to integrate current research on the psychology of moral development with current thinking about applied ethics (e.g., Kitchener, 1986;Paradise & Siegelwaks, 1982;Pelsma & Borgers. 1986;Rest, 1984;Sprinthall & McVay, 1987;Strom & Tennyson, 1989).…”