Cover -- Series Page -- Title Page -- Copyright Page -- Contents -- Editor Biographies and Notes on Contributors -- Preface -- Part 1 Doing Ethics in the Classroom and on Campus -- Chapter 1 Teaching Ethics in the First Person -- 1.1 The Role of Ethics and the Purpose of Higher Education -- 1.2 The Systematic Study of Ethics Education -- 1.3 Institutional Messaging and the Alignment of Practice with Indicators -- 1.4 Alignment Within the Classroom -- 1.5 Ethical Analysis Begins at Home -- References -- Chapter 2 Ethics Teaching and the Motivation Challenge -- 2.1 Ethics and Ethics Work -- 2.2 Common Ethics Courses at the University Level -- 2.3 The Motivation Challenge -- 2.3.1 A brief Aside on the State of the Field -- 2.4 Meeting the Motivation Challenge -- 2.4.1 Strategic Considerations -- 2.4.2 Tactical Interventions -- 2.4.3 The Course Plan -- 2.5 Final Comments -- References -- Chapter 3 Teaching Everyday Ethics with a Care-Centered Approach -- 3.1 Care Theory and Pedagogy -- 3.1.1 Insights from Care Ethics -- 3.1.2 A Care-Centered Pedagogy -- 3.2 Comparing Care-Centered Pedagogy and Feminist Pedagogies -- 3.3 Challenges in Applying our Pedagogy -- 3.3.1 Feedback on Student Assignments -- 3.3.2 Differences in Student Perspectives -- 3.4 Concluding Remarks -- Acknowledgment -- References -- Chapter 4 Storytelling for Ethical Discernment and Moral Leadership: Negotiating Amidst Conflict, Uplifting Hope in Chaos, and Pursuing Visionary Repair -- 4.1 Professionals and Leadership Responsibility -- 4.1.1 A Storytelling Framework -- 4.1.2 Oxford Character Project's "Seven Strategies for Character Development" -- 4.1.3 A Process of Discernment -- 4.1.4 Moral Leadership at the Intersection -- 4.2 Conclusion -- References.

Chapter 5 "You Own Your Personal Information," "You Own Your Assignments": Educating Students on and Modeling Respect for Their Privacy Rights -- 5.1 Privacy in a Confessional Society -- 5.2 Privacy Law: Limiting Collection, Communicating Purpose, and Limiting Disclosure -- 5.2.1 OECD Principles -- 5.2.2 Applying OECD Principles in the Classroom -- 5.2.3 Respecting Students' Ownership of Their Texts and Their Personal Information -- 5.3 An Ethical Analysis of the Duty to Protect Privacy Rights -- 5.3.1 The Kantian Ethics of Freedom -- 5.3.2 Privacy as the Freedom to Reveal and Conceal -- 5.4 Three Values that Help Develop a Culture of Privacy in the Classroom -- 5.4.1 The Value of Not Wanting to Know -- 5.4.2 The Value of Concealing Information -- 5.4.3 The Value of Disclosure -- 5.5 Conclusion: Preserving Privacy to Preserve Autonomy -- References -- Chapter 6 The Role of Ethicists in Teaching Engineering Ethics: Fostering Moral Responsibility and Ethical Decision-Making -- 6.1 Codes of Ethics -- 6.1.1 Fundamental Canons -- 6.1.2 Rules of Practice -- 6.1.3 Professional Obligations -- 6.2 On Being Qualified to Teach Engineering Ethics -- 6.3 Practical Ethics: Common Sense or Deep Ethical Theory? -- 6.4 Engineering Ethics: An Account to Consider -- 6.4.1 Road Engineering -- 6.5 Conclusion -- References -- Chapter 7 "It's Just Business" -- 7.1 The Friedman Doctrine -- 7.2 Businesses, Social Responsibility, and Legal Personhood -- 7.3 Businesses Making Their Own Laws -- 7.4 The Virtues of the Practice of Being an Ethicist -- 7.5 Dealing with Broad Skepticism about Ethics as an Ethicist -- References -- Chapter 8 Teaching Ethics at a Catholic College -- 8.1 Lessons from Socrates about Teaching Ethics -- 8.2 Academic Freedom in Teaching -- 8.3 Catholic Higher Education in the United States: An Overview -- 8.3.1 Ecclesiastical Universities and Faculties.

8.3.2 Non-ecclesiastical Catholic Colleges and Universities -- 8.4 Conclusion -- References -- Part 2 Ethics Centers and Ethics Work -- Chapter 9 On Ethics Institute Activism -- 9.1 Activism in Police Reform: The Bakersfield Police Department-Community Collaborative -- 9.2 Debating Academic Activism -- 9.3 Final Reflections: Ethics Institute Activism -- References -- 9.A Bakersfield Police Department-CommunityCollaborative Committees -- 9.A.1 Communications and Community Outreach (Chair, NaTesha Johnson) -- 9.A.2 Officer Training and Education (Chair, Michael Burroughs) -- 9.A.3 Use of Force Policy and Oversight (Chair, Traco Matthews) -- 9.A.4 Building Trust and Legitimacy (Chair, Mark Martinez) -- Chapter 10 A Business Ethics Center Rethinks its Role -- 10.1 Mission and Brief History -- 10.2 The Idea of a University (to Coin a Phrase) -- 10.3 The Future of Capitalism -- 10.4 Principles and Pluralism -- 10.5 Background for Change -- 10.6 Four Phenomena I Can't Ignore -- 10.7 Back to the Future of Capitalism -- 10.8 Vaccine Mandates Forum -- 10.9 Conclusion -- References -- Chapter 11 Conceptual Stewardship and Ethics Centers: The Case of Integrity -- 11.1 Integrity and Ethics Centers -- 11.2 Normative Thickness and Virtue Signaling -- 11.3 Integrity Connotes both Structural and Moral Concerns -- 11.4 The Importance of an Integrated Concept of Integrity -- 11.5 The Role of Ethics Centers in Cultivating Integrity -- 11.6 Why Integrity? -- References -- Chapter 12 Ethics Centers' Conflicts of Interest and the Inadequacy of Disclosure as a Remedy -- 12.1 Conflicts of Interest: What They Are and How They Arise for Ethics Centers -- 12.2 The Multiple Failures of Disclosure as a Remedy for COI -- 12.3 Measures to Address COI and Their Effects -- 12.3.1 Avoiding COI or at Least Gifts/Relationships with Strings Attached.

12.3.2 Pooling External Support to Defuse the Impact of Divergent Interests -- 12.3.3 Internal Funding and Intra-Institutionally Generated COI -- 12.3.4 Crowding out Bias Created by COI -- References -- Chapter 13 Doing Ethics with Integrity -- 13.1 Ameliorating the Challenges -- 13.2 Jerome Frank's Legal Realism and Jonathan Haidt's Social Intuitionism -- 13.3 Ethical Problems as Design Problems -- 13.4 Conclusion -- References -- Chapter 14 Ethics Work and Conflict of Interest -- 14.1 Characterizing COI -- 14.2 The Ethicist's Role -- 14.2.1 Clinical Ethicists -- 14.2.2 Ethics Center Directors -- 14.3 Managing COI -- References -- Part 3 Doing Ethics in Medicine -- Chapter 15 The Changing Role of Ethics in Health Care -- 15.1 Ethics in the Clinic -- 15.2 Ethics Consultation Services -- 15.3 Limitations of Ethics Consultation -- 15.4 Trends in Health Care Exacerbate Those Limitations -- 15.5 Proposed Additional Skills -- 15.5.1 Conceptual Analysis -- 15.5.2 Identify Shared Themes Through Abstraction -- 15.5.3 Construct and Communicate Reasoned Argument -- 15.6 Conclusion and Upshot -- References -- Chapter 16 We Are the Ethics Police -- 16.1 Attempting to Have One's Cake and Eat it Too -- 16.1.1 Denying The Process/Content Distinction -- 16.1.2 Supporting Appropriate "Values Imposition" -- 16.2 We Are the Ethics Police -- 16.3 Conclusion -- References -- Chapter 17 Moral Failure and the Sometimes-Impossible Requirements of Being an Ethicist -- 17.1 A Reluctant Public Health Ethicist: A Narrative -- 17.1.1 COVID-19 and its Complications -- 17.1.2 Making Due -- 17.2 Moral Failure -- 17.3 Conclusion -- References -- Part 4 Doing Ethics in the Public Sphere -- Chapter 18 Doing Ethics in the Public Sphere -- 18.1 Doing Ethics -- 18.2 The Public Sphere -- 18.3 Richard Spencer Comes to Florida -- 18.3.1 Values and Moral Claims.

18.3.2 Assessing Moral Conflicts -- 18.3.3 Resolving the Conflict -- 18.4 #MeToo and Sexual Violence -- 18.4.1 Values and Moral Claims -- 18.4.2 Assessing Moral Conflicts -- 18.4.3 Resolving the Conflict -- 18.5 Conclusions: Doing Ethics in the Public Sphere -- References -- Chapter 19 "But I Was Right": Truth and Persuasion in Public Philosophy -- 19.1 Uptake: There's a Difference Between What You Say and What People Hear -- 19.2 Born this Way -- 19.3 But I Was Right, Revisited -- 19.4 Another Illustration: Fantl and Openmindedness -- 19.5 Concluding Remarks -- References -- Chapter 20 The Role of Ethicists in Civic Learning, Engagement, and Civil Discourse -- 20.1 Three Developing Literatures -- 20.2 The Challenges -- 20.3 The Unique Role of Ethicists and Ethics Work -- 20.4 Targeting Polarization -- 20.5 Conclusion -- Acknowledgment -- References -- Chapter 21 From Community Organizer to Religious Ethicist: How Ethics Work Can Enrich Political Participation -- 21.1 Understanding (Religious) Ethics -- 21.2 How (Religious) Ethicists can Support Political Participation -- References -- Chapter 22 Doing and Teaching Public Health Ethics as Public Philosophy -- 22.1 Public Health Ethics as Public Philosophy -- 22.2 Doing and Teaching Public Health Ethics -- 22.3 Conclusion -- References -- Part 5 New Frontiers in Doing Ethics -- Chapter 23 Conceptualizing Zoonoethics from the Global South: Imagining Cross-Cultural Strategies from One Health Ethics to Prevent and Respond to Pandemic Risks -- 23.1 Zoonoethics: A New Frontier in Precautionary and Earth Stewardship Ethics -- 23.2 Expanding Ethical and Political Theory to Nurture an Intercultural Approach to One Health -- 23.3 The Rise of Zoonoethics: A Call for Interdisciplinary Collaboration in the Context of Global Ecological Crises -- 23.4 Zoonotic Risks Require a One Health Ethics of Interconnectedness.