[Prof. Karen Goodlad]

Following are thoughts captured during a session in 2017. The faculty involved considered how ethical reasoning can be a part of their open pedagogy practices. How might you consider ethical reasoning in your course?
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Should we? Aught we teach ethical reasoning?
If you give an audience will the students be compelled to produce?
What effect do you want to have on your audience?
What are our wider platforms?
What level of dimension could result from discussions about ethical reasoning
Is reflection a way to explore ethical reasoning?
How does collaboration fit into an ethical reasoning assignment or position?
Identification of stake holders
consideration of student’s professional community
Student analysis through individual writing and then collaborative drawing

• This topic was modified 7 years, 1 month ago by Prof. Karen Goodlad.
• This topic was modified 6 years, 3 months ago by Prof. Karen Goodlad.

[Prof. Jieun Yang]

Certainly – we should absolutely teach ethical reasoning which has proven to be under threat in recent political climate. I think the action of reflection and collaboration is perhaps the most imperative one to incorporate. First, there needs to be a self-disciplined critical thinking process to dissect and digest the information (hence reflection). This should then be followed by collaboration and discussion with others (preferably someone with a different point of view) to challenge each student’s process and position and also to learn the process and skills required for consensus building.

[Keith Muchowski]

In the “Learning Places” course that I co-teach we spend a good deal of time teaching our students that the built environment that surrounds them every day is not “just there.” Elected officials at the local, state and even federal level; architects and urban planners; business leaders; and even concerned citizens all played their roles in constructing that building or putting up this bridge. We ask our students to think about the ethical decisions these stakeholders have made and whether or not those decisions have served the neighborhoods and communities we are studying well or poorly.

[Prof. Childers]

I agree with Prof Jieun Yang on the importance of reflection and collaboration in the process of exploring ethical reasoning. Reflection can clarify issues and individual points-of-view. When collaboration and discussion are brought in to the process alternate points-of-views are presented. Dialogue and specifically “collaboration” push towards a consideration of multiple issue dimensions, expansion on the awareness of multiple stakeholders, and an refinement of the issues complexity.