Ethics in Focus
Ethics in Focus (from Vol 14, No 1 (2020))
| After “Morality”: Alasdair MacIntyre and the Teaching of Ethics | |
| Bernard G. Prusak | 1-8 |
| On Being Quite a Few Things to Quite a Few People: Ethics Pedagogy as Stratified, Personal, Utopian Nudging | |
| Regan Lance Reitsma | 9-33 |
| Moral Education in the Classroom: A Lived Experiment | |
| Rebecca Konyndyk DeYoung | 34-50 |
| Forming Moral Agents in Bioethics Education “after Morality” | |
| Emily Trancik | 51-63 |
| The Story Is the Point: Alasdair MacIntyre, Reading Literature, and Teaching Ethics | |
| Joel James Shuman | 64-76 |
| Teach the Stories, not the Debates: On MacIntyre’s Suggestion to Use Novels to Teach Ethics | |
| Jordan Rodgers | 77-85 |
| Desire, Conflict, and Tradition in Ethics in the Conflicts of Modernity | |
| Ashleen Menchaca-Bagnulo | 86-96 |
| Whose Revolution? Which Future?The Legacy of Alasdair MacIntyre for a Radical Pedagogy in Virtue | |
| M. Therese Lysaught, Daniel P. Rhodes | 97-125 |
Ethics in Focus (from Vol 12, No 1 (2018))
| Just War or Just Peace? The Future of Catholic Teaching on War and Peace | |
| Bernard G. Prusak | 1-7 |
| Preventing Unjust War: The Role of the Catholic Church | |
| Roger Bergman | 8-19 |
| The Future of (Catholic) Just War Theory: Marginal | |
| Lisa Sowle Cahill | 20-32 |
| Just War in the Twenty-First Century: Nonviolence, Post Bellum Justice, and R2P | |
| Drew Christiansen | 33-59 |
| Just Peace and Just War | |
| Maryann Cusimano Love | 60-71 |
| Jumping into Combat without a Parachute—on Purpose? | |
| Robert H. Latiff | 72-79 |
| The Gospels Draw Us Further: A Just Peace Ethic | |
| Eli S. McCarthy | 80-102 |
| Must the "Violent Bear It Away"? A Restorative Critique of Just War | |
| William R. O'Neill | 103-125 |
| Our Vocation Is Peacebuilding (Construo pacem est nostra vocatione) | |
| Gerard F. Powers | 126-141 |
| Why I Shall Continue to Use and Teach Just War Theory | |
| Tobias Winright | 142-161 |
Ethics in Focus (from Vol 11, No 1 (2017))
| The Ethics of Cooperation and the Contraceptive Mandate: Legal, Political, and Moral Dimensions | |
| Bernard G. Prusak | 1-14 |
| Co-operation in the Age of Hobby Lobby: When Sincerity is Not Enough | |
| David S. Oderberg | 15-30 |
| Religious Doctrine and the HHS Mandate | |
| Charles F. Capps | 31-43 |
| Coerced Proximate Contingent Material Cooperation: An Analysis of the HHS Contraceptive Mandate | |
| T.A. Cavanaugh | 44-59 |
| Presence, Privilege, and Moral Appropriation: Reading Zubik as an Act of Protest | |
| Kate Ward | 60-71 |
Ethics in Focus (from Vol 10, No 1 (2016))
| Ethics after Kohlberg: Catholic Social Teaching as Example and Test | |
| Bernard G. Prusak | 1-7 |
| Catholic Social Teaching: Transforming Students, Transforming Society | |
| Jennifer Reed-Bouley | 8-16 |
| "Justice Matters": A Multi-Faceted Implementation of Catholic Social Teaching across the Curriculum | |
| Jerome Zurek | 17-31 |
| Faculty as Moral Gardeners: Formation Rooted in the Catholic Social Tradition | |
| Margarita M. Rose | 32-39 |
| Framing Student Appropriation of Catholic Social Teachings and Tradition | |
| Heather Mack | 40-51 |
The Idea of a Catholic College (from Vol 9, No 1 (2015))
| Editor's Introduction | |
| Bernard G. Prusak | 31-32 |
| The Catholic Intellectual Tradition and American Catholic Higher Education | |
| Alexander R. Eodice | 33-40 |
| Newman and the Virtue of Philosophy | |
| Jonathan J. Sanford | 41-55 |
| Identity and the Catholic University: Culture or Epistemology? | |
| Ilia Delio, O. S. F. | 56-68 |
| Imagining How to Be Christ-Like Together | |
| Karen Eifler, Charles Gordon, C. S. C | 69-77 |
| Educating for Shalom | |
| Cornelius Plantinga, Jr. | 78-89 |
| Pre-Christian Classics in the Catholic Intellectual Tradition | |
| Kim Paffenroth | 90-95 |
| Philosophy, Theology, and the Core Curriculum: Case Studies at the University of St. Thomas | |
| Stephen J. Laumakis | 96-105 |
Ethics in Focus (from Vol 8, No 2 (2014))
| The Ethics of Metaethics: On Thomas Nagel’s Mind and Cosmos | |
| Bernard G. Prusak | 1-10 |
| The Peculiar Flavor of Nagel’s Metaethics | |
| Regan Lance Reitsma | 11-25 |
| Explaining Value: Nagel on Normative Realism and the Teleology of Evolution | |
| Micah Lott | 26-37 |
| Dissolving the Debunker’s Puzzle | |
| Terence Cuneo | 38-49 |
| Evolution and Value | |
| Francisco J. Ayala | 50-58 |
Ethics in Focus (from Vol 7, No 1 (2013))
| Ethics Education: More Than a Good Idea? | |
| Bernard G. Prusak | 16-21 |
| Learning from the Labs: Reimagining Ethics Instruction | |
| Karen Adkins, Abigail Gosselin | 22-32 |
| Mearsheimer’s Mistakes: Why Colleges Should (and Inevitably Do) Provide Moral Guidance | |
| Gregory Bassham | 33-41 |
| What’s the Purpose of Ethics Education? | |
| Ronald Duska | 42-52 |
| The Virtue of Teaching Theological Ethics | |
| Daniel J. Issing, C. S. C. | 53-63 |
| Why Teach Moral Development? | |
| D. Kay Johnston | 64-71 |
| Educating for Ethical Engagement: Teaching Ethics to Graduate and Professional Students | |
| Toby Schonfeld | 72-87 |