The use of a virtual learning environment: The Hong Kong experience

This paper argues for the teaching of ethics in financial services law through blended learning comprising face-to-face and online case studies. It draws on the insights of previous blended teaching in business management and corporate law to provide the justifications for its application in the teaching of ethics in financial services law. The measured success for the use of blended teaching in prior situations, the limitations of existing teaching through the conventional lecture method and the coming through of students increasingly exposed to active-based learning via information communications technology further justifies its application in financial law courses. The paper addresses the why, what and how issues in connection with the teaching of ethics in financial services law. It advocates strongly why teaching of ethics should cover hard and soft laws and even beyond to incorporate the relationships at play in the marketplace to provide more balanced and practical insights for law students. Though the article relies primarily on secondary data, it generated significant implications for the teaching of ethics in financial services law through a pervasive approach in contrast to stand-alone legal ethics courses.     

Law School Instruction in Professional Responsibility: A Curricular Paradox

Legal ethics has recently become the focus of professional and public concern. One aspect of that concern has to do with the education and socialization of law students in professional responsibility. This study, using data from a sample of law students in diverse school settings, examines the influence of prevailing learning norms in legal education on student responses to courses in professional responsibility. The author also reviews the bases of ambiguous sentiments about the role of education in professional ethics and concludes with a discussion of the difficulties and dilemmas involved in attempts to alter the established mode of instruction.     

法治思维视阈下科技伦理教育观完善探析——基于当下科技发展中学术道德失范行为现象的思考

学术瑕疵类、学术垄断类失范行为之所以普遍存在,与科技伦理教育观密切相关。当前,我国的科技伦理教育主要存在法治意识淡薄,忽视培养具有法治思维的科技伦理专业人才,以及缺乏法治化制度保障等问题。然而,法治思维作为社会治理的核心思维,具有将其引入科技伦理教育的必要性和可行性。为实现规制学术道德失范行为以净化科技伦理生态的道德理想,需要在科技伦理教育的过程中中融入法治思维并凸显法治作用,从而构筑起坚不可摧的法治屏障。所以,法治思维视域下科技伦理教育观的完善应从德法并重,严重的学术道德失范行为应以法律规制为主,且科技伦理教育中亟待重视法治思维的培育等方面着力;法治思维视域下,高等院校与科研机构对于科研人员科技伦理教育观的培育应从增设科技法和知识产权法课程,强化警示教育,且在对于学术道德失范行为的学术研究和立法规制等方面努力。     

Teaching scientific integrity and research ethics

Cases of misconduct in scientific research have enforced a lively public and scientific discussion. The international scientific community has been engaged during the last years in the search for adequate responses to fraud and misconduct. Most of the new guidelines emphasize the responsibility of researchers and scientific institutions for preventive measures; the teaching of research ethics should be included in undergraduate and postgraduate academic education. At the Universities of Ulm and Marburg members of the 'Study group Ethics in Medicine' are developing a teaching program in Research Ethics. They now offer courses: teaching in small groups (7-15 participants) with structured case discussions. These courses are not mandatory. The first steps in the development of the teaching program for young scientists in medicine, biology, chemistry, and physics have been taken. The fields of conflicts in these different fields of science are very similar. We offered five case discussion sessions with mixed groups (postgraduate students, postdocs, head of departments) and the first results are very positive: high acceptance, high motivation, high demand for next courses.     

医德重建：传统医德危机及其解决途径探析

目前,我国面临的医德危机是非常严重的。如何解决这一危机就成了一个不容回避的重大课题,不少学者提出要用传统医德来规范医务人员,并以此作为解决该危机的良方。然而,这种以人格伦理为特质的传统医德尽管有其一定的合理性,但其在实践中的有效性却受到了人们的质疑。本文试图从传统医德自身的局限性、医务人员利益意识的觉醒以及因社会失范而导致的越轨三个方面来分析我国医德危机产生的根源,并为此提出了三条对策。     

The place of law in a business studies curriculum

Abstract

LEGAL ETHICS are the values that inform the practice of law. This article establishes what and how Australian law schools teach about legal ethics and suggests what and how Australian law schools should teach about legal ethics.

First, the article establishes that Australian law schools tend to teach legal ethics as if it were only concerned with the law of lawyering. It also establishes that Australian law schools tend to teach legal ethics discretely over the course of one subject out of the whole undergraduate curriculum.

Secondly, this article suggests the adoption of a new approach to legal ethics as the ability to exercise legal ethical judgment. It also suggests a pervasive method of instruction that integrates issues of legal ethics and the process of legal ethical judgment into every subject in the undergraduate curriculum in combination with discrete subjects on the context and substance of the law of lawyering.     

Institutional change in the European Parliament: balancing legislative ethics and parliamentary independence

Research on legislative ethics has shown how scandals often trigger ethics reform; yet, the content of the reform often differs from that of the scandal. Why is this the case? And if scandals don't explain legislative ethics reform outcomes, then what does? If not this kind of external shock, then what factor(s) shape legislative reform outcomes? These questions provide the point of departure for a case study of the European Parliament's 2011 ethics reform. Drawing from the legislative ethics literature and from recent theories of institutional change, the article examines the impact of the scandal that initiated the reform, the interests and strategies of reform agents who wanted a quick reform process that would not undermine the EP's independence; and the institutional order in which those actors were embedded. It argues that an institutional logics perspective offers a convincing and comprehensive account of EP ethics reform, and suggests a new analytical framework that might be used by researchers in future research on legislative ethics.     

我国公益伦理何以需要法律维护

公益伦理的价值在于能增进人民的福祉,推动人类社会的可持续发展.基于公益救助的视角,遵循公益伦理的价值取向,同样能够深入公益伦理的核心.当前,我国公益救助面临诸多困境,正视这些困境,能深刻领会公益伦理应有的普世价值.实现现阶段公益伦理的应有价值,仅依靠道德自觉难以解决,必需借助法律维护的手段,以期最终实现道德自觉下的公益伦理.     

法学教育中的法律伦理教育问题研究

从法律的内在价值要求、我国法治建设中存在的问题,提出法律伦理教育是我国法学教育不可或缺的重要组成部分.法律伦理包括蕴含在法律制度中的制度伦理与法律职业者在职业活动中的法律行为伦理即职业道德两部分.法律伦理教育的目标就是要把学生培养成为具有健全的法律伦理人格,有助于法律终极目标实现的"社会医生".这一目标的实现有赖于法学教育理念的重构和法学教学方法的转变.目前,开展法律伦理教育面临的障碍主要有思想认识上的偏颇,社会"道德滑坡"的大环境以及法律国家主义的影响等.     

医学生公民意识与医德认知状况调查报告简

医德教育是医学教育的重要组成部分,在我国公民社会积极发育的大背景下,传统医德教育面临现代转型的课题。通过对医学生公民意识、医德及医患关系认知状况的调查,对医学院校医德教育进行评估,初步提出实现公民教育与医德教育有机契合,建构医德教育新模式的建议。     

Enforcing ethics in social work

The attention paid by the social work profession to ethical issues has waxed and waned since the formal inauguration of the profession in the late 19th century. For the first half century of the profession's life, relatively little attention was devoted to problems of professional ethics, though social work's literature was filled with discussions of value-laden issues that arise in practice. In recent years, interest in professional ethics has increased substantially. This article discusses the growth of interest in professional ethics, the formulation of the social work code of ethics, the adjudication of grievances in social work, and the strengths and limitations of the profession's code.     

智能司法中的伦理问题及其应对

人工智能使用于司法涉及到突出的伦理问题,智能司法与司法伦理既有紧密关系又有紧张关系.司法公正的一个很重要因素是证据的获取,证据的获取与知识智慧有很大的关联性,人工智能使用于司法在证据获取等方面具有相对于人工的以下优势:准确性、重复性、快速性、抉择性、无私性.智能司法与司法伦理的紧张关系是指智能司法可能损害司法公正:算法...     

略论中国古代的法律伦理——以《唐律疏议》为中心

中国古代也存在法律伦理。《唐律疏议》是中华法系的代表作,以它为中心来审视古代的法律伦理,具有一定的代表性。中国古代的法律伦理存在于法律的原则、制度和具体内容之中,《唐律疏议》中法律伦理的形成有一定的条件支撑。与中国古代的法律伦理相关,法律伦理的作用、阐发和影响等问题值得关注。     

环境刑法的伦理基础及其对环境刑法新发展的影响

环境伦理与环境刑法的发展具有互动性。环境刑法必须遵循环境伦理的导向性指引,同时环境刑法对环境伦理具有能动作用。随着环境伦理的不断发展,人们逐步认识到人类中心主义环境伦理观的局限与非人类中心主义环境伦理观的困境,折中的可持续发展环境伦理观成为环境刑法之伦理基础。可持续发展环境伦理观影响着环境刑法的新发展,这主要表现在环境法益的扩容和环境犯罪设置向刑事犯的逐步转化方面。     

Teaching professional ethics through popular culture

The LETR urged UK law schools to consider how they might do more to encourage the development of professional ethics. This article engages with that call and reflects on the experience of teaching professional ethics through popular culture. It begins by outlining some of the theoretical work that has been undertaken in establishing law and popular culture as a discipline more generally, before focusing on professional ethics in particular. The course itself is designed to encourage students to understand the changes to professional ethics over the past 100 years and how these changes have pushed law away from a model of professionalism towards one of commercialism. These changes are mirrored by a subsequent downturn in cultural representations of the lawyer. The module encourages students to see professional ethics as a possible reason for these negative portrayals. The paper then considers student evaluations of the first two years that the course has run, highlighting its positives and also looking at how it may be improved for the future.     

论现代法学教育中的法律伦理教育

现代法律教育必同时是开发受教育者的道德情怀,砥砺受教育者的伦理能力的过程。法律伦理包括法律制度赖以形成的内在的伦理结构和法律制度得以良好运行的外在的法律职业行为伦理两部分。法律伦理教育的目的是培养受教育者的伦理问题意识和提升受教育者的伦理推理能力与伦理选择能力。这一目的的实现有赖于法学教育理念的变革和教育方式的更新。     

Health law and mental health law courses in US medical schools

Results of a recent survey of all 127 medical schools in the United States indicate that about two fifths of medical schools offer a separate course that focuses on topics in medicine and law and a number of medical schools integrate health law topics into other courses. Presumably reflecting concern over temporary medical malpractice litigation, most health law courses include informed consent, medical malpractice, privileged/confidential information, and patients' rights. In contrast, schools that offer a course on psychiatry and law are clearly in a minority. It is elective at all but two of the 13 schools with such a course. Although the hours allotted and the format of these courses vary greatly, courses typically cover most of the topics listed on the questionnaire. Most of the courses are led or co-led by a member of the American Academy of Psychiatry and the Law. Information from two additional surveys suggests two related factors that may influence a medical school to present a separate course on health law. Medical licensing boards were surveyed to determine which states require physicians to be examined on health law. In two states that require physicians to pass a separate medical jurisprudence examination for licensure, all four-year medical schools offer a course on health law for medical students. Medical malpractice companies providing coverage in all 50 states and the District of Columbia were surveyed to determine which states have the highest claim rates. The claim rate per 1,000 physicians insured per year was significantly greater in states with health law courses than was the rate in states without such courses.     

The importance of ethics in the law curriculum: essential or incidental?

Recently, the debate as to whether ethics should be a compulsory requirement of a law degree was refuelled when the English and Welsh Legal Education Training Review (LETR) recommended that professional ethics should be primarily addressed in vocational Legal Services and Education Training programmes and that learning outcomes in the academic curriculum should include reference to morality and the law, the values supporting the legal system and their connection to the role of lawyers. This debate is also occurring in other jurisdictions. In Australia the debate is focused on the proposal that ethics be removed as a compulsory subject in the law degree. This proposal has raised a concern that law students will be denied the opportunity to develop as ethically competent lawyers. This paper argues for the continuation of ethics as a core component of a law degree and evidences the model used for the teaching of ethics in the law degree at the University of Technology Sydney in support of our argument. The background to the model is examined to highlight the significance of student feedback and ongoing curriculum review, including the alignment of parallel pedagogical factors. This model serves as an example of not only why ethics should be core to a law degree but, in order to provide graduates who are ethical and reflective practitioners, why ethics should be pervasively taught throughout the degree and supported by an introductory and capstone presence.     

试论家庭伦理剧的性别建构策略

1990年代以来的家庭伦理剧是一种颇受欢迎的大众文化形式,在家庭伦理剧中,父子、夫妻、兄弟姐妹之间的复杂纠葛成为其叙事主线,并由此而表达了复杂的文化意蕴。家庭伦理剧通过"夫妇之伦"这一叙事主线,对当下中国现实图景以大众文化的形式做了自己的表达;通过性别建构的各种策略,家庭伦理剧复制了男女两性的性别"神话"、表达着吸纳了情感自由伦理的传统责任伦理。     

The bioethics and law paradox: an argument to maintain separateness with a hint of togetherness

This article analyses how bioethics and law interact and work together. The first half of the article provides definitions of both ethics and bioethics. The article then considers a number of different bioethical standpoints to demonstrate the variance of views in relation to bioethics. In addition, the first half of the article focuses on the different regulatory possibilities in regard to bioethical contexts. This demonstrates that law is of central importance to bioethics. This part also shows that even though law and ethics are often used simultaneously to achieve bioethical goals, law and ethics cannot be used interchangeably. Thus, even though it is somewhat inevitable that law will be used in the pursuit of the goals of bioethics, bioethics and bioethical principle should not be merely a vehicle for law-makers to utilise. The second half of the article focuses on the issues of autonomy and consent to demonstrate how law and ethics have developed in one of the foundation areas of bioethics.