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| The reasoned study of what is morally right and wrong, good and bad. |
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| Moral questions or problems; situations or actions that contain legitimate questions of moral right or wrong. |
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Informed and logical though, or logical problem solving.
The active and systematic process of communication, problem solving, evaluation, analysis, synthesis, and reflection, both individually and in community, to foster understanding, support sound decision making, and guide action. |
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| Determining what is right or good solely on the basis of the momentary context; this implies that what is right or good today in one situation may not be right tomorrow in another set of circumstances. |
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| A situation in which personal needs and interests are at odds with professional obligations. |
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| The actual use of moral standards of behavior in making decisions about human problems. |
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| Behaviors that are judges to be consistent with good ethical thinking and decision making. |
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| Ethical (or moral) Issues |
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| Questions, problems, situations, or actions that contain legitimate questions of moral right or wrong. |
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| Ethical (or moral) Principles |
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| General guidelines of ethical behavior; the should statements of ethics. |
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| Character traits that make up a moral life. |
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| Moral qualities that are considered important and worthy. |
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| Conclusions as to whether specific actions are ethically right or wrong. |
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| Behaviors that are judged to be consistent with good ethical thinking and decision making. |
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| Behaviors that are contray to good moral reasoning. |
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| Behaviors that do not fall into the scope of the ethics environment and that normally have no moral effects on others. |
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| The assumption that there are no moral standards, judgements, or principles that apply to everyone; that what is morally right and wrong varies from one person to another (personal relativism) or from one culture to another (cultural relativism) |
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| The belief that there are no matters of opinion in ethics since all moral judgements are the same for everyone. |
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| The belief that ethical discussions are unnecessary because we have laws to govern people's behavior; or that ethical standards and legal standards are really the same. |
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| The continuing atrocities of which humans are capable sometimes overwhelm our moral senses, possibly leading us to questions whether discussions of ethics have become irrelevant. |
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| Is the act of using the words, ideas, or creative works of others while giving the impression that the material is your own. |
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| The offering, giving, receiving, or soliciting of any materials, items, or services of value to gain academic advantage for yourself or another. |
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| Any act or omission with intent to deceive an instructor for academic advantage. Includes using computer programs generated by another and handing them in as your own work unless expressly allowed by the instructor; lying to an instructor to increase your grade; lying or misrepresenting facts when confronted with an allegation of academic dishonesty. |
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| The planning or acting with one or more persons to commit any form of academic dishonesty to gain academic advantage for yourself or another. |
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The use of invented or fabricated information, or the falsification of research or other findings with the intent to deceive for academic professional advantage.
* Citing information not taken from the source indicated.
* Listing sources in a works cited or reference not used in the academic execrise.
* Inventing data or source information for research or other academic exercise
* Taking a test for someone else or permitting someone else to take a test for you. |
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| The act of working with another person on an academic undertaking for which a student is individually responsible. Unless working together on an individual assignment has been approved by the instructor, it is not allowed. On group projects, students must stay within the guidelines set by the instructor. |
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| Submission of the same or substantially same paper/project in more than one class unless prior permission has been obtained from the current instructors if the paper/project is being used in two classes in the same term or from the subsequent instructor if being used in a subsequent term. |
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| Improper Computer/Calculator Use |
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Definition
Unauthorized access, modification, use, creation, or destruction of calculator-stored or computer-stored data and programs
Selling or giving away all or part of the information on a calculator, computer disk, or hard drive that willbe used as graded material |
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| General Academic Misconduct |
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| Intentional violation of college policies by tampering with grades or taking part in obtaining or distributing any part of a test, quiz, or graded assignment. |
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| The ability to be aware of, recognize, and identify ethical issues and problems. |
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| The ability to make the right ethical decisions |
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| Possessing the courage, determination, and persistence to follow through and do what we know we ought to do. |
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| Human growth in understanding what makes actions right or wrong, and in the complexity of ethical thinking. |
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| Kohlberg's 6 Stages of Moral Development |
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Stage 1: Obedience/Punishment: Whats right is to obey authority figures and avoid punishment.
Stage 2: Intrument and Relativity: What's right is whatever meets one's own personal needs; using situations and other people to one's own advantage.
Stage 3: Interpersonal Concordance: Whats right is to act in ways that elicit social approval; that make others like you.
Stage 4: Law & Order: Whats right is to obey formal laws and rules in order to maintain social order.
Stage 5: Social Contract: Whats right is to live consistently with the deepest principles and values of one's society, culture, or subculture.
Stage 6: Universal Ethical Principles: Whats right is to live consistently with self-chosen, universal moral principles. |
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| Gilligan's Steps of Moral Development |
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Step 1: Care for Self: Caring only for self, at the expense of others if necessary.
Step 2: Care for others: Caring for others only, at the expense of self if necessary.
Step 3: Balancing and Integrating self-interest and interests of others: Balance and truth; caring for self and others. |
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| James Rest's "four components" of moral behavior |
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| Moral sensitivity, moral judgement, moral motivation, and moral character. |
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| Kohlberg's 3 levels of development |
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Level I: Pre-Concentional: Egocentric or self-centered thinking.
Level II: Conventional: Conforming to social standards and rules.
Level III: Post-Conventional: Reasoning based on ethical principles and values. |
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| The branch of philosophy that deals with thinking and reasoning processes. |
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| A series of statements that claim to prove a logical point. |
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| An illogical argument, often appearing logical at first glance, involving a statement or statements that in one way on or another deceive or mislead. |
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| Steps in Ctitical Thinking |
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Identification: The first step to solving a problem is to figure out what that problem is. PG: 97
Research: Our goal is to insightfully relate ethical concepts and ideas from multiple sources, using new information to better identify the problem and identify options. PG: 98
Analysis: Involves looking at the smaller parts of the problem and seeing how they work together to create the bigger picture. PG: 99
Application: Our goal is to make not just good or wise decisions but ethical one. apply universal ethical principles the type discussed in stage 6 of Kohlberg;s theory of moral development. PG: 101
Decision Making: Select the morally right or best option and be able to justify it. PG: 103
Evaluation: A key tool in this process is to identify the best arguments against our decision. PG: 105
Reflection: Step back and look at your decision as objectively and honestly as possible. PG: 106 |
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Deductive Argument: if the premises are true and the structure is valid, the conclusion is guaranteed. Example: If it is true that all textbooks are rectangular, and if it’s true that Ethics Applied Edition 6.0 is a textbook, then Ethics Applied Edition 6.0 textbook is rectangular.
Inductive Argument: assuming the truth of the premises, exceptions to the conclusion are still allowed. Therefore, inductive arguments can never be guaranteed. They can only be probably or likely true. Example: Earth has a moon, Jupiter has a moon. Therefore, all planets probably have a moon.
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1. Premises: The reasons and evidence that are cited, directly and indirectly, to support the conclusion.
2. Structure: Is how the argument is put together logically.
Santana 2
3. Conclusion: The point that the premises were designed to strengthen or support. |
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