Consider Ethics: Theory, Readings, and Contemporary Issues. Questo articolo non è disponibile.Consider Ethics: Theory, Readings, and Contemporary Issues

Offering a balance of theory and applications and a mix of text and readings, Consider Ethics begins with chapters covering ethical theory, each of which is followed by related, classical readings. The book concludes with an examination of six contemporary ethical issues presented in a pro/con format with introductory material that places each issue in context.

Featuring selections from the world’s most influential philosophers, this combination of primary texts and explanatory pedagogy presents the material in a clear, accessible way that does not sacrifice rigor. Making connections among different ethical theories throughout, the text helps students to engage the subject matter and apply theories to important contemporary ethical issues.

In This Section:

I. Author Bio

II. Author Letter

I. Author Bio

Dr. Bruce N. Waller is Chair of the Department of Philosophy and Religious Studies at Youngstown State University. He received his Ph.D. in 1979 from the University of North Carolina at Chapel Hill. His other works include Consider Ethics: Theory, Readings, and Contemporary Issues, Critical Thinking: Consider the Verdict, You Decide! Current Debates in Criminal Justice, You Decide! Current Debates in Contemporary Moral Problems, You Decide! Current Debates in Introductory Philosophy, You Decide! Current Debates in Ethics, and Coffee and Philosophy: A Conversational Introduction to Philosophy with Readings.

II. Author Letter

Dear Colleague,

Consider Ethics

is based on the belief that undergraduate students from widely divergent backgrounds and levels of preparation can understand, appreciate, and benefit from the best and most insightful work on ethical theory. My students at Youngstown State University have provided solid evidence to substantiate that belief: they arrive at YSU from rough inner city schools, richly-funded suburban schools, and grossly underfunded rural schools. They come from the Appalachian region of southern Ohio and West Virginia, from the coal mining districts of Pennsylvania, and from the rust belt cities of northeast Ohio and they represent every ethnic group that arrived in Youngstown to work in the steel mills.

They come together to examine, explore and debate ethical theories, to share perspectives and insights, and to learn with and from one another. They demonstrate, year after year, that they are fully capable of the careful study of ethical theory, that they find the subject fascinating, and that they not only gain richer perspectives on ethics and a deeper understanding of their own views, but also make significant gains in their philosophical abilities and in their self-confidence for tackling difficult subjects. It is the success and the insights of those students that inspired this book, and that has guided the development of new editions.

Ethical theory is not an esoteric mystery, but instead the rigorous development of ideas and views that people of all ages, cultures, and backgrounds find fascinating. It is a subject of important historical insights, exciting contemporary developments, challenging arguments, and deep disagreements. The study of ethical study enables students to view contemporary ethical debates from new perspectives and different angles – often allowing them space and freedom to re-evaluate their beliefs on specific ethical issues.

What remains from earlier editions is the overall style and structure of the text: the major approaches to ethical theory, from classical to contemporary, are presented in an accessible conversational style, together with representative passages from major theorists. Every chapter includes challenging questions for reflection and discussion that pose difficult quandaries, avoid easy answers, and push students to think hard and reflectively about their own conclusions.

In the 3rd Edition, there are new exercises for every chapter, a number of new readings (both classical and contemporary), new boxed quotations, examples and questions. There are new specific debates on the question of performance-enhancing drugs as well as the issue of police use of deceptive interrogation practices, as well as new sections on value pluralism and on sentimentalism. All of the new material has been tested on my own long-suffering students, who have been wonderfully frank in telling me what material does – and does not – work.

I would be delighted to hear from anyone reviewing, teaching, or studying this book, and am always happy to receive suggestions for improvements as well as new exercises for reflection and analysis. My email is bnwaller@ysu.edu.

Cheers,

Bruce N. Waller

Youngstown State University