Abstract

This dissertation centers on professional ethics teaching at four institutions of higher education in the northwest region of the United States. In the frame of qualitative case study, the dissertation explores the evolution of professional ethics courses, the views of practicing faculty on the teaching of ethics, and institutional, cultural influences on the extent, vitality, and meaning of ethics teaching in professional schools. Overall, the four case studies show particular congruity. ;Typically, development of a professional ethics course represents an open engagement between the professional school and philosophy faculty. The direct exchange between academics from professional schools and faculty of departments of philosophy illustrates an intermixture of dissimilar philosophical and academic backgrounds. ;Professors' testimony of preferring a professor who is a grounded philosopher couples with professors' weighting on the side of applied ethics. Conservatively, it appears that exposure of applied ethics overall is at least on par with ethical theory. ;Faculty generally do not think they are isolated because they teach ethics. Several faculty, however, note a seemingly inharmonious sentiment: that many of their colleagues and peers do not understand ethics or their ethics courses very well. ;The discussion next considers the question posed in the literature on whether ethics can be properly taught. Professors comprehend, though not of equal proportion, the merits of the philosopher, the professional, and modern literature. ;The study also examines ethics courses in terms of leadership, tradition, expectation, and vitality. These topics, although dissimilar, relate to an understanding of culture. Finally, a section of recommendations discusses desirable professional standards, subjectiveness of ascertaining qualifications, design and emphasis of ethics training, and enhancing institutions' ethical climate