What characterises “quality” in ethics education?

I recently read Ercan Avci‘s 2017 paper Learning from experiences to determine quality in ethics education (International Journal of Ethics Education 2:3-16). Avci, from Duquesne University, conducted a literature review looking for shared characteristics in peer-reviewed, full text articles with “ethics education”, “ethics teaching” or “ethics learning” in the title and “ethics” or “ethics education” in the keywords during the period 2010-2015 (which the author describes as the “the last five years”, though it looks like six years to me). A total of 34 papers were examined, drawn from 11 academic disciplines and 10 countries (plus 3 international studies). As one might anticipate, the USA was the most represented geographical context, and healthcare (Nursing, Medicine, etc) was the discipline with the highest number of studies. I was a little surprised to see that none of the reports were from the UK.

As the author himself points out, this is a rather eclectic mix of settings. This might be spun either as an advantage (e.g. capturing diversity) or as a limitation (when it comes to drawing universal lessons). Notwithstanding these issues, Avci makes a number of important observations, some of which resonate with my own experience (e.g. see the Notes for the Tutor section, p16 onwards, in my contribution to the 2011 book Effective Learning in the Life Sciences).


Taking a step back, there is an initial question before examining the quality of any ethics programme, namely is ethics being taught at all? It is apparent that many courses – even in Medicine, even in the States – do not include a formal ethics component. However, a broad range of subjects are now including some ethics in their teaching. Continue reading

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