Abstract
The piece argues that there is a connection between academic integrity (AI) and teaching ethics across the curriculum (EAC) that extends beyond shared terminology in a practical and purposeful way, i.e., in a way that is responsive to a challenge in practical and professional ethics. The twofold purpose of the essay is (a) to explain how linking AI and EAC is responsive to this challenge and (b) to make the case for the approach it involves. Two large questions are addressed. The first is about how EAC should be done, if it is connected to AI. The second (two-part) question is (a) What would success look like? and (b) How would we know that it had been achieved—how would it (success) be measured? The first concern receives the lion’s share of attention and involves taking cues from Jonathan Haidt’s social intuitionism and writing about logic and the law by Oliver Wendell Holmes Jr., and, in particular, John Dewey. Several considerations that argue for the connection are discussed before the two-part question about success is addressed in the conclusion.
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According to Haidt, Graham, Nosek, and Joseph’s moral foundations theory there are five foundations: Harm/care; Fairness/reciprocity (the first two are “individualizing foundations); Ingroup/loyalty; authority/respect; Purity/sanctity (the last three are “binding foundations). The five foundations have been called out in efforts to explain how liberals and conservatives differ. The story that’s told, which is based on four psychological studies, is that liberals more vigorously embrace and employ the first two, harm/care and fairness/reciprocity, than conservatives who embrace and employ all five in a rather even-handed way (2009). Haidt’s discussion of the moral foundations in The Righteous Mind (2012), which is based on further research, is richer in that, for example, it includes a sixth foundation, namely, liberty/oppression, which is grouped with what were earlier called individualizing foundations, and includes an interesting change: fairness is contrasted with cheating rather than reciprocity.
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Wueste, D.E. (2018). Linking Academic Integrity and Ethics Across the Curriculum: Groundwork for Sustainability in Practical and Professional Ethics. In: Englehardt, E.E., Pritchard, M.S. (eds) Ethics Across the Curriculum—Pedagogical Perspectives. Springer, Cham. https://doi.org/10.1007/978-3-319-78939-2_19
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