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Teaching College Students How to Solve Real-Life Moral Dilemmas

An Ethical Compass for Quarterlifers

Series:

Robert J. Nash and Jennifer J.J. Jang

Teaching College Students How to Solve Real-Life Moral Dilemmas will speak to the sometimes confounding, real-life, moral challenges that quarterlife students actually face each and every day of their lives. It will spell out an original, all-inclusive approach to thinking about, and applying, ethical problem-solving that takes into consideration people’s acts, intentions, circumstances, principles, background beliefs, religio-spiritualities, consequences, virtues and vices, narratives, communities, and the relevant institutional and political structures. This approach doesn’t tell students exactly what to do as much as it evokes important information in order to help them think more deeply and expansively about ethical issues in order to resolve actual ethical dilemmas. There is no text like it on the market today. Teaching College Students How to Solve Real-Life Moral Dilemmas can be used in a variety of ethics courses.
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Chapter 12. The End of the Semester: Our Students Share Their Learnings via Narrative Self-Evaluations

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THE END OF THE SEMESTER

Our Students Share Their Learnings via Narrative Self-Evaluations

When our semester-long ethics course begins, we find ourselves facing many students who think of themselves as “ethical illiterates.” Some question whether they have what it takes to study such a complex, even arcane, topic. What they know for sure about ethics is that it appears to be mostly a prescriptive term. They have been told by various “authorities” throughout their lives to do what is good and to avoid doing what is bad. As members of the so-called me generation, they have been called “narcissistic,” “self-absorbed,” “egotistical,” “entitled,” and, worst of all, “amoral opportunists.” What we see, however, is very different.

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