Introduction: In This Session, You Have Been Considering Mor ✓ Solved

Introduction in This Session You Have Been Considering Moral Ethical D

Now that you have had an opportunity to explore ethics formally, create a reflective assessment of your learning experience and the collaborations you engaged in throughout this session. You will submit both of the following: A written reflection and an oral presentation using a PowerPoint narrated slide show. For the written reflection, address Jane Doe's case and respond to the following: Articulate again your moral theory from week eight discussion (You can revise it if you wish). What two ethical theories best apply to it? Why those two?

Apply to Jane Doe's case your personal moral philosophy as developed in week eight discussion and now. Use it to determine if what Jane Doe did was ethical or unethical per your own moral philosophy. Consider if some of these examples are more grave instances of ethical transgressions than others. Explain.

Propose a course of social action and a solution by using the ethics of egoism, utilitarianism, the "veil of ignorance" method, deontological principles, and/or a theory of justice to deal with students like Jane. Consider social values such as those concerning ways of life while appraising the interests of diverse populations (for instance, those of differing religions and economic status).

For the oral presentation, briefly summarize your feelings about taking a course in Ethics and explore your process of transformation in this course. Discuss your experiences of the course, your beginnings, and where you are now. Consider your interaction in discussions. Should health care workers be required to take a course in Ethics? Why or why not.

Sample Paper For Above instruction

Introduction

Ethics, fundamentally, revolves around understanding what is morally right or wrong and applying this understanding to everyday life. My journey into the realm of ethics, especially during this course, has transformed my perception of moral decision-making and highlighted the importance of systematic philosophical inquiry. In this reflection, I will revisit my initial moral theory, elucidate its alignment with specific ethical paradigms, analyze Jane Doe’s ethical conduct using my evolving philosophy, and propose social solutions grounded in various ethical frameworks. Additionally, I will share my personal growth through this course and contemplate the necessity of ethics education for healthcare professionals.

Initially, my moral theory centered on virtue ethics, emphasizing character and moral virtues such as honesty, integrity, and compassion. I believed that cultivating a virtuous character naturally guides individuals toward morally correct actions. However, through the discussions and readings, I have incorporated elements of consequentialism and deontology into my framework. Consequently, my revised moral stance now integrates virtue ethics with two primary theories: utilitarianism and Kantian deontology.

Utilitarianism, which advocates for actions that maximize overall happiness and minimize suffering, aligns closely with my concern for societal well-being. For instance, ensuring fair treatment of all students and promoting equitable access to education embodies utilitarian principles, seeking the greatest benefit for the greatest number. Kantian deontology, with its emphasis on duty, moral rules, and respect for individuals as ends in themselves, complements my virtue ethics by reinforcing the importance of acting according to moral principles, regardless of outcomes. Applying these theories to Jane Doe’s case offers nuanced insights into ethical decision-making.

In analyzing Jane's actions through my moral philosophy, I find that her behavior raises significant ethical concerns. From a deontological perspective, her repeated plagiarism and dishonest actions violate fundamental duties of honesty and integrity. These are impermissible regardless of her circumstances. Virtue ethics also condemn her behaviors since they demonstrate a lack of moral virtues such as honesty and responsibility. Conversely, utilitarian assessment might consider her actions justifiable if they ultimately led to her success, but in reality, her duplicity compromises academic integrity, potentially harming fellow students and undermining trust in the educational system.

Some examples of Jane's transgressions are more grave than others. For instance, submitting an entirely blank paper or copying work without acknowledgment not only breaches university policies but also fundamentally disrespects the educational process. These acts erode the integrity of academic evaluations and diminish the value of the degree. Conversely, relying on translated articles using machine translation, while ethically questionable, may be viewed as less severe if it stems from genuine time pressures and lack of awareness.

Devising social solutions requires impartiality and fairness. The “veil of ignorance,” as proposed by John Rawls, suggests designing policies without knowledge of one's own position, promoting justice for all. Applying this, educational institutions could implement strict anti-plagiarism policies, mandatory ethics courses for students, and robust detection systems like Turnitin. From an egoist perspective, students should be encouraged to recognize that integrity benefits their reputation and future career prospects. A utilitarian approach would advocate for penalties and educational interventions that maintain fairness and uphold the system's credibility.

Addressing diverse social values entails respecting varying religious and cultural perspectives. For example, some religions permit certain shortcuts under hardship, whereas others strictly prohibit dishonest conduct. Recognizing these differences, institutions should promote an inclusive ethic emphasizing honesty as a universal value while remaining sensitive to individual beliefs. Efforts should also consider economic disparities; students under financial strain may face temptations to cheat. Providing academic support and counseling can help address underlying causes of unethical behavior.

Reflecting on my personal transformation, this course has profoundly influenced my appreciation for structured ethical reasoning. I began with a somewhat naive notion that morality was primarily about personal virtues. Now, I understand the complexity and contextuality of moral judgments, recognizing the importance of applying different ethical theories according to circumstances. My participation in discussions and engagement with diverse perspectives have enriched my understanding of moral pluralism. This growth has made me more attentive to ethical issues, especially in healthcare, where patient trust and moral integrity are vital.

I believe that health care professionals should indeed be required to take ethics courses. Ethical competence ensures that practitioners can navigate moral dilemmas such as patient autonomy, confidentiality, and resource allocation. Formal ethics education fosters critical thinking, moral sensitivity, and institutional accountability, ultimately enhancing patient care quality. In a rapidly evolving healthcare landscape, ethics training is essential for fostering professionals who are not only skilled but also morally grounded.

Conclusion

In summary, my journey through this ethics course has been transformative, shifting my understanding from intuitive morality to a systematic, multi-theoretical perspective. Applying these insights to real-world dilemmas like Jane Doe’s case underscores the significance of ethical reflection and informed decision-making. As future healthcare workers, adopting a solid foundation in ethics will enable us to serve with integrity, compassion, and justice in our professional lives.

References

• Beauchamp, T. L., & Childress, J. F. (2019). Principles of Biomedical Ethics (8th ed.). Oxford University Press.
• Kant, I. (1785). Groundwork of the Metaphysics of Morals.
• Mill, J. S. (1863). Utilitarianism. Parker, Son, and Bowerie.
• Rawls, J. (1971). A Theory of Justice. Harvard University Press.
• Ross, W. D. (1930). The Right and the Good. Oxford University Press.
• Singer, P. (2011). Practical Ethics. Cambridge University Press.
• Tavani, H. T. (2015). Ethics and Technology: Controversies, Questions, and Strategies for Ethical Computing. John Wiley & Sons.
• Beauchamp, T. L., & Walters, L. (2014). Contemporary Issues in Bioethics. Wadsworth Publishing.
• Smith, J. (2020). Moral Philosophy. Routledge.
• Williams, B. (1985). Moral Luck and Moral Responsibility.