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- W1578906871 abstract "It is a truism to describe philosophy as a theoretical field. But while all fields of study have theories that ground their work, philosophy as a discipline has theory as its subject. In other words, the focus in philosophy is so deeply on theory that applications of theory can be treated as afterthoughts. This is evident both in how philosophers approach the field of ethics in their research, and in how philosophers typically teach ethics courses. The effect on students is that what they learn in the classroom is disconnected from how they actually experience and react to moral conflicts they face. As feminists, we think it important that ethical engagement accounts for our situatedness as moral agents and for the complexity of lived, embodied experience. In this paper, we explain how traditional methods of teaching ethics, as theory that is to be applied, fail to give students useful tools that allow them to address actual ethical problems that they will face. We criticize these traditional methods from a feminist perspective which demands that moral reasoning be grounded in lived experience rather than reflect abstract reasoning about idealized situations. We examine the shift in teaching science—from a formalistic approach that emphasizes getting the answer right, by applying scientific theory correctly to laboratory work, to an experimental approach in which students practice “thinking like a scientist”—as a model for thinking about how we should shift the ways that we teach ethics. Finally, we propose several suggestions for how we can reimagine teaching ethics in ways that give students practical tools for moral reasoning that they can use in actual, real-life moral conflicts." @default.
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- W1578906871 date "2013-01-01" @default.
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- W1578906871 title "Learning from the Labs: Reimagining Ethics Instruction" @default.
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