Relevant bibliographies by topics / Ethical reasoning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Ethical reasoning'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Ethical reasoning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Ethical reasoning"

1

Linder, G. Fletcher, Allison J. Ames, William J. Hawk, Lori K. Pyle, Keston H. Fulcher, and Christian E. Early. "Teaching Ethical Reasoning." Teaching Ethics 19, no. 2 (2019): 147–70. http://dx.doi.org/10.5840/tej202081174.

Full text
Abstract:
This article presents evidence supporting the claim that ethical reasoning is a skill that can be taught and assessed. We propose a working definition of ethical reasoning as 1) the ability to identify, analyze, and weigh moral aspects of a particular situation, and 2) to make decisions that are informed and warranted by the moral investigation. The evidence consists of a description of an ethical reasoning education program—Ethical Reasoning in Action (ERiA)—designed to increase ethical reasoning skills in a variety of situations and areas of life. ERiA is housed at a public, major comprehensive U.S. university—James Madison University—and assessment of the program focuses on interventions delivered prior to and during orientation for incoming first-year students. Findings indicate that the interventions measurably enhance the ability of undergraduate students to reason ethically. ERiA’s competency-targeted program and positive student learning outcomes offers a promising model for higher education ethics programs seeking to connect classroom learning in ethics to decision-making in everyday life.
APA, Harvard, Vancouver, ISO, and other styles
2

Abdolmohammadi, Mohammad J., and M. Francis Reeves. "Does Group Reasoning Improve Ethical Reasoning?" Business and Society Review 108, no. 1 (2003): 127–37. http://dx.doi.org/10.1111/1467-8594.00001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Uustal, Diann B. "Enhancing Your Ethical Reasoning." Critical Care Nursing Clinics of North America 2, no. 3 (1990): 437–42. http://dx.doi.org/10.1016/s0899-5885(18)30803-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Frolova, Alla. "Ecological reasoning: Ethical alternatives." Ecological Economics 24, no. 2-3 (1998): 169–82. http://dx.doi.org/10.1016/s0921-8009(97)00141-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Sternberg, Robert. "Teaching for Ethical Reasoning." International Journal of Educational Psychology 1, no. 1 (2012): 35–50. http://dx.doi.org/10.4471/ijep.2012.03.

Full text
Abstract:
This article argues for the importance of teaching for ethical reasoning.Much of our teaching is in vain if it is not applied to life in an ethical manner.The article reviews lapses in ethical reasoning and the great costs they have had for society.It proposes that ethical reasoning can be taught across the curriculum. It presents an eight-step model of ethical reasoning that can be applied to ethical challenges and illustrates its application. The eight steps range from recognizing there even is a situation to which to respond, to acting.It is argued that ethical behavior requires the completion of all eight steps.It further points to a source of frustration in the teaching and application of ethics: ethical drift.Finally it draws conclusions.
APA, Harvard, Vancouver, ISO, and other styles
6

Smith, Kristen, Keston Fulcher, and Elizabeth Hawk Sanchez. "Ethical Reasoning in Action: Validity Evidence for the Ethical Reasoning Identification Test (ERIT)." Journal of Business Ethics 144, no. 2 (2015): 417–36. http://dx.doi.org/10.1007/s10551-015-2841-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kin, Cheung. "How Meditation Affects Ethical Reasoning and Ethical Behavior: Limitations of Current Research and Suggestions Moving Forward." Institute of Mind Humanities 7 (October 31, 2023): 78–103. http://dx.doi.org/10.61420/mp.2023.4.2.78.

Full text
Abstract:
Some earlier scientific research on mindfulness, lovingkindness and compassion meditation have investigated their effects on ethical reasoning and ethical behavior. Unfortunately, when these studies are cited, improving ethical reasoning or awareness or judgment is too often conflated with increasing ethical behavior. However, empirical evidence from Experimental Philosophy shows a key gap between reasoning and behavior. A similar issue exists with research on meditation and ethical awareness or ethical judgment. Later studies on meditation and ethics acknowledge that there are mitigating factors that influence changing ethical behavior. Though I conclude that the current evidence from research is limited, it is still a promising area of study. This paper argues for the need for more multidisciplinary work to combine insights from the discipline of philosophy and the field of religious studies in order to inform psychological research on meditation and changing ethical behavior.
APA, Harvard, Vancouver, ISO, and other styles
8

Ho, Yi-Hui. "Associations Between the Religious Beliefs and Ethical-Reasoning Abilities of Future Accounting Professionals." Social Behavior and Personality: an international journal 37, no. 5 (2009): 673–78. http://dx.doi.org/10.2224/sbp.2009.37.5.673.

Full text
Abstract:
This paper was aimed at examining the associations between the ethical-reasoning abilities and religious beliefs of accounting students. The accounting-specific Defining Issues Test (Rest, 1979) was used to assess participants' ethical reasoning abilities. Results revealed significant associations between religious beliefs and ethical reasoning abilities. Accounting students with religious beliefs revealed higher levels of ethical reasoning abilities than their counterparts who did not hold religious beliefs. However, no significant difference in ethical-reasoning abilities was found among respondents with different religions overall.
APA, Harvard, Vancouver, ISO, and other styles
9

Callister, Lynn Clark. "Ethical Reasoning in Capstone Students." International Journal of Human Caring 8, no. 2 (2004): 55–60. http://dx.doi.org/10.20467/1091-5710.8.2.65.

Full text
Abstract:
Complex ethical issues characterize current healthcare environments. Nurse educators have been charged in the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Nursing Practice document with the responsibility to provide baccalaureate graduates with the knowledge and skills to apply ethical decision-making frameworks to clinical practice. However, there is a paucity of literature on ethical reasoning in nursing students. The purpose of this paper is to describe ethical reasoning in capstone students in an integrated baccalaureate nursing program. Themes identified from clinical journal entries include integration of ethics into both personal and professional life, strengthened commitment to professional integrity, and integration of the ethics of care with the ethics of justice. Helping students focus on empowered caring in nursing practice may be a significant way in which nurses can reform flawed healthcare delivery systems.
APA, Harvard, Vancouver, ISO, and other styles
10

KETEFIAN, SHAKÉ. "Moral Reasoning and Ethical Practice." Annual Review of Nursing Research 7, no. 1 (1989): 173–95. http://dx.doi.org/10.1891/0739-6686.7.1.173.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Ethical reasoning"

1

Berreby, Fiona. "Models of Ethical Reasoning." Electronic Thesis or Diss., Sorbonne université, 2018. http://www.theses.fr/2018SORUS137.

Full text
Abstract:
Cette thèse s’inscrit dans le cadre du projet ANR eThicAa, dont les ambitions ont été : de définir ce que sont des agents autonomes éthiques, de produire des représentations formelles des conflits éthiques et de leurs objets (au sein d’un seul agent autonome, entre un agent autonome et le système auquel il appartient, entre un agent autonome et un humain, entre plusieurs agents autonomes) et d’élaborer des algorithmes d’explication pour les utilisateurs humains. L’objet de la thèse plus particulièrement a été d’étudier la modélisation de conflits éthiques au sein d’un seul agent, ainsi que la production d’algorithmes explicatifs. Ainsi, le travail présenté ici décrit l’utilisation de langages de haut niveau dans la conception d’agents autonomes éthiques. Il propose un cadre logique nouveau et modulaire pour représenter et raisonner sur une variété de théories éthiques, sur la base d’une version modifiée du calcul des événements, implémentée en Answer Set Programming. Le processus de prise de décision éthique est conçu comme une procédure en plusieurs étapes, capturée par quatre types de modèles interdépendants qui permettent à l’agent d’évaluer son environnement, de raisonner sur sa responsabilité et de faire des choix éthiquement informés. En particulier, un modèle d’action permet à l’agent de représenter des scénarios et les changements qui s’y déroulent, un modèle causal piste les conséquences des décisions prises dans les scénarios, rendant possible un raisonnement sur la responsabilité et l’imputabilité des agents, un modèle du Bien donne une appréciation de la valeur éthique intrinsèque de finalités ou d’évènements, un modèle du Juste détermine les décisions acceptables selon des circonstances données. Le modèle causal joue ici un rôle central, car il permet d’identifier des propriétés que supposent les relations causales et qui déterminent comment et dans quelle mesure il est possible d’en inférer des attributions de responsabilité. Notre ambition est double. Tout d’abord, elle est de permettre la représentation systématique d’un nombre illimité de processus de raisonnements éthiques, à travers un cadre adaptable et extensible en vertu de sa hiérarchisation et de sa syntaxe standardisée. Deuxièmement, elle est d’éviter l’écueil de certains travaux d’éthique computationnelle qui directement intègrent l’information morale dans l’engin de raisonnement général sans l’expliciter – alimentant ainsi les agents avec des réponses atomiques qui ne représentent pas la dynamique sous-jacente. Nous visons à déplacer de manière globale le fardeau du raisonnement moral du programmeur vers le programme lui-même<br>This thesis is part of the ANR eThicAa project, which has aimed to define moral autonomous agents, provide a formal representation of ethical conflicts and of their objects (within one artificial moral agent, between an artificial moral agent and the rules of the system it belongs to, between an artificial moral agent and a human operator, between several artificial moral agents), and design explanation algorithms for the human user. The particular focus of the thesis pertains to exploring ethical conflicts within a single agent, as well as designing explanation algorithms. The work presented here investigates the use of high-level action languages for designing such ethically constrained autonomous agents. It proposes a novel and modular logic-based framework for representing and reasoning over a variety of ethical theories, based on a modified version of the event calculus and implemented in Answer Set Programming. The ethical decision-making process is conceived of as a multi-step procedure captured by four types of interdependent models which allow the agent to represent situations, reason over accountability and make ethically informed choices. More precisely, an action model enables the agent to appraise its environment and the changes that take place in it, a causal model tracks agent responsibility, a model of the Good makes a claim about the intrinsic value of goals or events, and a model of the Right considers what an agent should do, or is most justified in doing, given the circumstances of its actions. The causalmodel plays a central role here, because it permits identifying some properties that causal relations assume and that determine how, as well as to what extent, we may ascribe ethical responsibility on their basis. The overarching ambition of the presented research is twofold. First, to allow the systematic representation of an unbounded number of ethical reasoning processes, through a framework that is adaptable and extensible by virtue of its designed hierarchisation and standard syntax. Second, to avoid the pitfall of some works in current computational ethics that too readily embed moralinformation within computational engines, thereby feeding agents with atomic answers that fail to truly represent underlying dynamics. We aim instead to comprehensively displace the burden of moral reasoning from the programmer to the program itself
APA, Harvard, Vancouver, ISO, and other styles
2

Richmond, Kelly Ann. "Ethical Reasoning, Machiavellian Behavior, and Gender: The Impact on Accounting Students' Ethical Decision Making." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27235.

Full text
Abstract:
This research is designed to gain an understanding of how accounting students respond to realistic, business ethical dilemmas. Prior research suggests that accounting students exhibit lower levels of ethical reasoning compared to other business and non-business majors. This study uses the Defining Issues Test, Version 2 (Rest, et al., 1999) to measure accounting studentsâ ethical reasoning processes. The Mach IV scale (Christie and Geis, 1970) is used to measure moral behavior. Eight ethical vignettes adapted from prior ethics studies represent realistic, business ethical scenarios. A total of sixty-eight undergraduate accounting students are used to examine three hypotheses. Literature suggests that individuals with lower ethical reasoning levels are more likely to agree with unethical behavior. Therefore, hypothesis one investigates the relationship between ethical reasoning and ethical decision making. Literature also suggests that individuals agreeing with Machiavellian statements are more likely to agree with questionable activities. Hypothesis two investigates the relationship between Machiavellian behavior and ethical decision making. Prior gender literature suggests that gender influences ethical decision making, with females being more ethical than males. Therefore, hypothesis three examines whether female accounting students agree less with questionable activities compared to males. Results indicate that ethical reasoning is significantly correlated with studentsâ ethical ratings on the business vignettes. Similarly, Machiavellian behavior is significantly correlated with studentsâ ethical ratings. Consistent with prior gender literature, females agree less with questionable activities compared to male accounting students.<br>Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
3

McAlpine, Heather F. N. "Ethical reasoning of practising nurses: Does ethics education make a difference?" Thesis, McAlpine, Heather F.N. (1998) Ethical reasoning of practising nurses: Does ethics education make a difference? PhD thesis, Murdoch University, 1998. https://researchrepository.murdoch.edu.au/id/eprint/50478/.

Full text
Abstract:
Before researchers or educators can examine the effectiveness of various approaches to professional ethics education, there is need for reliable and valid tools to assess practitioners’ ethical reasoning. Instruments used in the past to measure moral reasoning of nurses have proven problematic. Empirical evidence indicates that moral development and ethical reasoning are complex, multidimensional processes. As such, they present a severe test to theory and instrument development. This study’s overall intent was to ascertain the ethical reasoning of practising nurses in response to a practice dilemma, and whether that reasoning was affected by an ethics education course. The study was divided into two interlinked phases. Phase One focused on the development and pilot testing of an instrument, the Ethical Reasoning Tool (ERT), to measure unprompted ethical reasoning of nurses as demonstrated in written responses to a case study. Phase Two involved use of the ERT to ascertain nurses’ ethical reasoning before (pre-test) and following (post-test) an ethics course. Quantitative and qualitative methods were used to explore specific questions guiding each of the study’s two phases. The instrument’s theoretical framework (and the content of the educational intervention) represented integration and synthesis of an extensive body of interdisciplinary theory and research. The ERT’s design was rooted in the hypotheses that there are levels of professional ethical reasoning, and key influential factors/components involved in nursing contemplation of ethical issues. Participants of Phases One (n=30) and Two (n=41) were enrolled in a required ethics course in a university nursing programme. Results of quantitative and qualitative analyses in both phases found traditional/unreflective ethical reasoning, as measured by the ERT, to be the norm in pre-test responses. Statistically significant changes in reasoning were found in quantitative analyses of post-test results. No significant differences in ethical reasoning were found according to demographic variables of age, years of nursing experience. previous ethics education exposure, or level on the career structure. The ERT was found to meet pre-set criteria for content and construct validity, demonstrated inter-rater reliability, and demonstrated internal consistency reliability as measured by a standardised Cronbach’s Coefficient Alpha of .84 at pre-test and .91 at post-test. Thematic analysis of respondent written pre and post-test responses supported the accuracy of the ERT’s hypothesised components and levels of nurses’ ethical reasoning. Respondents’ written data concerning their own pre and post-test responses indicated perceptions of significant differences in reasoning which they attributed to the ethics course. The ERT demonstrates a promising way to measure professional responses to ethical issues. Further research is required to demonstrate validity and reliability.
APA, Harvard, Vancouver, ISO, and other styles
4

Swanson, Jacqueline V. (Jacqueline Viola). "Ethical Reasoning Among Baccalaureate Female Nursing Students." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332287/.

Full text
Abstract:
The focus for this study was ethical reasoning among baccalaureate female nursing students. This descriptive and correlational study examined the ethical reasoning of freshmen and senior students at a large southwestern university for women. The research instrument used was the Defining Issues Test developed by Rest. The senior nursing students differed significantly (p < ,05) from the freshmen nursing students in ethical reasoning. However, nursing majors did not differ significantly from the non-nursing majors. A multiple regression analysis was performed that identified two factors associated with ethical reasoning (viz., age and GPA), The correlation coefficients were r= .377 for age and P_ score and r= .315 for GPA and P score. Older students were found to be significantly more advanced in ethical reasoning than were younger students. Students with higher GPAs used principled reasoning significantly more often than did students with lower GPAs. Of interest are the findings related to demographic characteristics, ethnicity, and religious preference. The sample was predominantly white, but a significant difference in use of principled reasoning between whites and non-whites was found. In the sample, whites used ethical reasoning more often than did non-whites. The students in the sample who labeled themselves as Baptists were significantly different from Traditional Christians (Methodists, Episcopalians, Presbyterians, Lutherans, and members of the Church of Christ) and Other Christians (all others, excluding Baptists, Catholics, and the Traditional Christians). The Baptist group used principled reasoning less often than did the other two groups of Christians. The Catholics were not significantly different from the Baptist, Traditional Christian, or Other Christian groups. The results are ambiguous and may reflect only a conservative philosophy or a conservative theological ideology rather than cognitive processing.
APA, Harvard, Vancouver, ISO, and other styles
5

Boaheng, Paul B. "Skepticism and practical reasoning in Hume's ethical theory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ51302.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Daniels, Dianne M. "Ethical Leadership And Moral Reasoning: An Empirical Investigation." NSUWorks, 2009. http://nsuworks.nova.edu/hsbe_etd/25.

Full text
Abstract:
The study of ethical behavior and moral reasoning is an important area of concentration in a period of changing technology and with the dynamics of globalization. Shareholder wealth, profitability, and organizational success have been linked to successful leadership. Corporate success can be found through strategies that capitalize on the opportunities globalization provides, and yet can be eroded by unethical behavior or poor moral decision-making. The primary purpose of this study is to explore the relationship between ethical leadership and levels of moral reasoning. Through the use of the Ethical Leadership Scale and the Managerial Moral Judgment Test, an empirical investigation of ethical leadership and moral reasoning is made. There is a very small element of literature on ethics that discusses leadership in the context of moral decision-making. There is little testing of ethical leadership as a construct (Brown, Trevino, & Harrison, 2005), and it generally is assumed in the literature that an ethical leader exhibits conventional or post-conventional levels of moral reasoning when faced with an ethical dilemma. This study finds the internal reliability of the Ethical Leadership Scale to be significant (r = 0.998). This research does not support the general assumption that ethical leaders exhibit conventional or post-conventional levels of moral reasoning. The Ethical Leader's age, gender, level of education, and amount of ethics training is not shown to be related to level of moral reasoning in this study.
APA, Harvard, Vancouver, ISO, and other styles
7

Oljar, Elizabeth Ann. "Moral reasons and motivation : prospects for ethical externalism /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/5704.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Dean, Robyn K. "Sign language interpreters' ethical discourse and moral reasoning patterns." Thesis, Heriot-Watt University, 2015. http://hdl.handle.net/10399/3074.

Full text
Abstract:
This study investigates the ethical reasoning abilities of sign language interpreters in the US using two data sources, one that is qualitative and one that is quantitative. The twenty-five participants involved in this study were recruited after their completion of an online training session on interpreting ethics (unrelated to this study or the author). Their responses to six ethical scenarios (e.g., what would you do and why) were analysed through the lens of James Rest’s three tacit moral schemas: personal interest schema, maintaining norms schema, and post-conventional schema. These data were then compared to the results of Rest’s standardised instrument of moral reasoning, the Defining Issues Test, also based on these three schema preferences. These data show that the interpreter participants have a preference for a maintaining norms schema on both qualitative and quantitative data sources. This moral reasoning pattern found in the interpreter cohort is more typical of adolescent reasoning – a much younger profile than the actual age and education level of the participant pool. Furthermore, this reasoning preference does not coincide with the justice claims often made in the profession (e.g. the ally model). Justice as defined by collaboration by both moral psychologists and translation scholars is only weakly evident in the ethical discourse of the interpreter participants. These reasoning patterns that reveal an adolescent and non-collaborative approach are also evident in ethical documents and literature of the sign language interpreting profession. How the profession has come to conceive of and articulate ethics is explored as a potential limiting factor on the study participant’s abilities to express more sophisticated reasoning. In addition to moral judgement patterns evident in the quantitative and qualitative data, the study cohort’s qualitative data are examined for other psychological aspects of Rest’s Four Component Model (FCM). Findings indicate that sign language interpreters make many assumptions about service users’ needs, actions, and intentions. Further, they are more concerned for how decisions might impact them than the potential impact on service users. As a result, education interventions are indicated particularly for moral sensitivity and moral judgement.
APA, Harvard, Vancouver, ISO, and other styles
9

Browning, Amanda. "The Impact of Culture on Accounting Students' Ethical Reasoning." Ohio University Honors Tutorial College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1461147696.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Thorne, Linda 1956. "The influence of social interaction on auditors' moral reasoning /." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34471.

Full text
Abstract:
Although auditors engage in considerable social interaction (Gibbins & Mason, 1988; Solomon, 1987), little is known about how social interaction influences an auditor's moral reasoning process. In order to address this gap, this study used an experiment to examine the effect of social influence on 288 auditors' moral reasoning on realistic moral dilemmas. The results of this study indicate that social interaction influences the moral reasoning of auditors. Auditors' level of prescriptive reasoning appears to increase after engaging in discussion of a realistic moral dilemma, particularly for those which discuss dilemmas with others at high levels of moral development, while auditors' level of deliberative reasoning appears to decrease after engaging in discussion of a realistic moral dilemma. At a practical level, these findings suggest that auditors should be encouraged to prescriptively discuss moral dilemmas with others of high levels of moral development as this tends to result in the use of more principled moral reasoning. In contrast, auditors should avoid deliberative discussion of moral dilemmas, as this tends to result in the use of less principled moral reasoning than would be used in the absence of discussion.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Ethical reasoning"

1

Navari, Cornelia, ed. Ethical Reasoning in International Affairs. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137290960.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Collmann, Jeff, and Sorin Adam Matei, eds. Ethical Reasoning in Big Data. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28422-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Harding, Carol Gibb. Moral dilemmas and ethical reasoning. Transaction Publishers, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Audi, Robert. Practical reasoning and ethical decision. Routledge, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ferrara, Lyndsie. Ethical Reasoning in Forensic Science. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-58392-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Vassiliou, Anastasia. Ethical reasoning in the Gorgias. University of Birmingham, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Gibb, Harding Carol, ed. Moral dilemmas and ethical reasoning. Transaction Publishers, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ford, Gary George. Ethical reasoning for mental health professionals. SAGE Publications, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Willigenburg, Theodoor van. Inside the ethical expert: Problem solving in applied ethics. Kok Pharos Pub. House, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ford, Gary George. Ethical reasoning in the mental health professions. CRC Press, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Ethical reasoning"

1

Liszka, James Jakób. "Ethical Reasoning." In Charles Peirce on Ethics, Esthetics and the Normative Sciences. Routledge, 2021. http://dx.doi.org/10.4324/9781003160892-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ferrara, Lyndsie. "Improving Ethical Reasoning." In Ethical Reasoning in Forensic Science. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-58392-6_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ekmekci, Perihan Elif. "Ethical Reasoning Methodology." In Ethical Dilemma in Psychiatry. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-56211-2_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

McHugh, Francis P. "Using Ethical Reasoning." In Ethics. Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12149-6_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ferrara, Lyndsie. "Ethical Principles." In Ethical Reasoning in Forensic Science. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-58392-6_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Delany, Clare, and Ian Edwards. "From Ethical Reasoning to Ethical Action." In Clinical Reasoning and Decision Making in Physical Therapy. Routledge, 2024. http://dx.doi.org/10.4324/9781003523130-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kvalnes, Øyvind. "Two Ethical Principles." In Moral Reasoning at Work. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15191-1_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kvalnes, øyvind. "Two Ethical Principles." In Moral Reasoning at Work. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137532619_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Martins, Silvia. "Spiritual and Ethical Reasoning." In Global Perspectives in Professional Reasoning. Routledge, 2024. http://dx.doi.org/10.4324/9781003524373-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sternberg, Robert J. "Creativity in Ethical Reasoning." In The Ethics of Creativity. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137333544_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Ethical reasoning"

1

Grey, Stuart. "Enhancing Ethical Reasoning in Engineering Education through Student-Created Interactive Ethical Scenarios Using Generative AI." In 2025 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2025. https://doi.org/10.1109/educon62633.2025.11016531.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lykov, Artem, Miguel Altamirano Cabrera, Koffivi Fidèle Gbagbe, and Dzmitry Tsetserukou. "Robots can feel: LLM-based Framework for Robot Ethical Reasoning." In 2024 2nd International Conference on Foundation and Large Language Models (FLLM). IEEE, 2024. https://doi.org/10.1109/fllm63129.2024.10852462.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Upreti, Nijesh, Jessica Ciupa, and Vaishak Belle. "Towards Developing Ethical Reasoners: Integrating Probabilistic Reasoning and Decision-Making for Complex AI Systems." In 17th International Conference on Agents and Artificial Intelligence. SCITEPRESS - Science and Technology Publications, 2025. https://doi.org/10.5220/0013314200003890.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kotluk, Nihat, and Roland Tormey. "Emotional empathy and engineering students’moral reasoning." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1124.

Full text
Abstract:
Although engineering education is often characterized as a principally rational activity, research suggests that emotions are vital for learning at all levels of education. In ethics education in particular, there is evidence that including mild emotional information in case studies can enhance learning. Evidence also suggests that specific emotions such as guilt and shame can impact on motivation to act in ethical scenarios. The place of emotions in ethics education remains controversial, however, since emotion can be perceived as a source of bias rather than as a valuable factor in learning and in motivating action. While some specific emotions have been explored in ethics research, there is a lack of empirical research addressing the relationship between ethical judgement and emotional empathy. In this research, therefore, we aimed to investigate the impact of mild emotional empathy on engineering students' ethical judgements. We conducted this study as an experimental design with 305 participants in two groups. Both groups took a modified version of the Engineering and Sciences Issues Test (ESIT) with an experimental group in which we induced a low level of emotional empathy and an emotionally neutral control group. Results show that a low level of emotional empathy does not impact participants' ethical decisions/judgments. Since the prior research evidence suggest that low level of emotional content improves learning, and given that it does not introduce biases in moral reasoning, we conclude it would make sense to include a low level of emotional content into ethics case studies.
APA, Harvard, Vancouver, ISO, and other styles
5

Lindner, Felix, and Martin Mose Bentzen. "The Hybrid Ethical Reasoning Agent IMMANUEL." In HRI '17: ACM/IEEE International Conference on Human-Robot Interaction. ACM, 2017. http://dx.doi.org/10.1145/3029798.3038404.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Burton, Emanuelle, David Dueber, Judy Goldsmith, Beth Goldstein, Shannon Sampson, and Michael D. Toland. "Assessment of CS Students' Ethical Reasoning Skills." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. ACM, 2020. http://dx.doi.org/10.1145/3328778.3372529.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Garcia, Tyler, Caitlin Solis, Caleb Linville, et al. "Examining Physicists' Ethical Reasoning: A New Methodology." In 2022 Physics Education Research Conference. American Association of Physics Teachers, 2022. http://dx.doi.org/10.1119/perc.2022.pr.garcia.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Woodgate, Jessica. "Ethical Principles for Reasoning about Value Preferences." In AIES '23: AAAI/ACM Conference on AI, Ethics, and Society. ACM, 2023. http://dx.doi.org/10.1145/3600211.3604728.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lewis, Stephanie. "Ethical Global Citizens: A Review of Ethical Reasoning Assessment in Higher Education." In AERA 2023. AERA, 2023. http://dx.doi.org/10.3102/ip.23.2014747.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hidayat, Hajan. "The Effect of Moral Reasoning, Ethical Sensitivity, and Ethical Climate on The Accounting Student's Ethical Behavior." In Proceedings of the 1st International Conference on Applied Economics and Social Science (ICAESS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icaess-19.2019.10.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Ethical reasoning"

1

Nickels, Marvin L. Ethical Reasoning: A Comparative Study. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada263587.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lam, Hau-Yan, Jennifer Yurchisin, and Sasikarn Cook. Young Adults' Ethical Reasoning Concerning Fast Fashion Retailers. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1739.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hernández Orellana, Marisol. Educating for the Future: Why Universities Must Lead the Way in Ethical and Digital Competence. Carver University; Universidad Autónoma de Chile, 2025. https://doi.org/10.32457/hernandez2202597.

Full text
Abstract:
As artificial intelligence (AI) reshapes our world, higher education faces a pivotal decision: will it merely adopt these technologies or will it actively guide their integration in ways that preserve human judgment, ethics, and intellectual autonomy? This opinion article argues that universities must take a leadership role—not only to safeguard their institutional identity but also to contribute to a society populated by digitally competent, ethically grounded professionals. Recent studies show that AI tools like ChatGPT and Wolfram Alpha are increasingly used by students to automate complex academic tasks, from essay writing to mathematical problem-solving. While these tools offer clear advantages in terms of efficiency and access, they also risk diminishing critical thinking, ethical reasoning, and problem-solving abilities—skills essential for lifelong learning and civic engagement. The concept of Professional Noticing, which refers to the ability of educators to interpret and respond to nuanced learning signals, is under threat. Delegating this judgment to algorithms may erode the relational and reflective dimensions of teaching. Research by Jacobs et al. (2010) and Yang et al. (2020) underscores that this competency cannot be replaced by data analysis alone; it is inherently human, contextual, and ethical.
APA, Harvard, Vancouver, ISO, and other styles
4

Pasupuleti, Murali Krishna. Decision Theory and Model-Based AI: Probabilistic Learning, Inference, and Explainability. National Education Services, 2025. https://doi.org/10.62311/nesx/rriv525.

Full text
Abstract:
Abstract Decision theory and model-based AI provide the foundation for probabilistic learning, optimal inference, and explainable decision-making, enabling AI systems to reason under uncertainty, optimize long-term outcomes, and provide interpretable predictions. This research explores Bayesian inference, probabilistic graphical models, reinforcement learning (RL), and causal inference, analyzing their role in AI-driven decision systems across various domains, including healthcare, finance, robotics, and autonomous systems. The study contrasts model-based and model-free approaches in decision-making, emphasizing the trade-offs between sample efficiency, generalization, and computational complexity. Special attention is given to uncertainty quantification, explainability techniques, and ethical AI, ensuring AI models remain transparent, accountable, and risk-aware. By integrating probabilistic reasoning, deep learning, and structured decision models, this research highlights how AI can make reliable, interpretable, and human-aligned decisions in complex, high-stakes environments. The findings underscore the importance of hybrid AI frameworks, explainable probabilistic models, and uncertainty-aware optimization, shaping the future of trustworthy, scalable, and ethically responsible AI-driven decision-making. Keywords Decision theory, model-based AI, probabilistic learning, Bayesian inference, probabilistic graphical models, reinforcement learning, Markov decision processes, uncertainty quantification, explainable AI, causal inference, model-free learning, Monte Carlo methods, variational inference, hybrid AI frameworks, ethical AI, risk-aware decision-making, optimal control, trust in AI, interpretable machine learning, autonomous systems, financial AI, healthcare AI, AI governance, explainability techniques, real-world AI applications.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Ethical reasoning' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography