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In this 2022 SEAC Presidential address, I explore the intricate interplay between the notions of greed and Effective Altruism (EA). These notions bear profound implications for both our individual obligations and our collective duties. The dialectic between greed and EA reveals a fundamental conflict. Greed is commonly aligned with the self-centered pursuit of riches, authority, or distinction, often neglecting the well-being of others and the enduring repercussions of one's actions. In contrast, EA stands as a philosophy and societal movement advocating the application of reason and empirical evidence to pinpoint the most efficacious avenues for aiding others and engendering a constructive global influence. Central to EA is the tenet of impartiality and equitable regard for all interests when selecting beneficiaries, resonating across domains such as the prioritization of scientific exploration, entrepreneurial endeavors, and policy undertakings geared towards alleviating suffering and preserving lives. [ABSTRACT FROM AUTHOR]

The movements to teach the responsible conduct of research (RCR) and engineering ethics at technological universities are often unacknowledged aspects of the ethics across the curriculum (EAC) movement and could benefit from explicit alliances with it. Remarkably, however, not nearly as much scholarly attention has been devoted to EAC as to RCR or to engineering ethics, and RCR and engineering ethics educational efforts are not always presented as facets of EAC. The emergence of EAC efforts at two different institutions—the Illinois Institute of Technology and Utah Valley University (UVU)—provide counter examples. The remarkably successful UVU initiative gave birth to EAC as a scholarly movement and to the associated Society for Ethics Across the Curriculum. EAC initiatives at the Colorado School of Mines, however, point up continuing institutional resistances to EAC. Finally, comparative reflection on successes and failures can draw some lessons for the future. One suggestion is that increasing demands for accountability and pedagogical research into what works in teaching and learning offers special opportunities. [ABSTRACT FROM AUTHOR]

We rely on doctors, accountants, engineers, and other professionals to be committed to the basic values of their professions and to exercise their expertise in competent, reliable ways, even when no one is watching them do their work. That is, we expect them to have professional integrity. Children obviously do not yet have professional integrity, even if someday they will become professionals. Nevertheless, the moral development of children who will become professionals plays an important role in the eventual emergence of their professional integrity. We will discuss both what this integrity involves and how the basic moral development of children contributes to its emergence in professional life. [ABSTRACT FROM AUTHOR]

A common view is that, whether taught in philosophy departments or elsewhere, practical ethics should include some introduction to philosophical ethics. But even an entire course cannot afford much time for this and expect to do justice to ethical concerns in the practical area (for example, business, engineering, or medicine). The concern is that ethical theories would need to be "watered down," or over-simplified. So, we should not expect that this will be in good keeping with either the theories or the practical concerns. In addressing this problem, we turn to philosopher Thomas Reid ( 1710-1796). He insisted that, because morality is for everyone, one needn't be a philosopher to understand its requirements. Although it can be useful to organize our moral thinking around a few basic principles, a system of morality is more like a system of botany or mineralogy than geometry. Noting this can guide us in constructing effective courses in practical ethics. [ABSTRACT FROM AUTHOR]

A small sample of sitting Chinese judges was each asked to describe a difficult case, what ethical issues were involved in the case, and how ethics hampered the case, among other questions. The narratives of the cases from family settings suggest--rising from the stew of Chinese social, political, and legal history, the mix of socialist and Confucian ethics, and case facts--that future research on the influence of Confucian ethics may well show that Chinese judges moderate ("democratize") the rigors of a rule-based legal system, or that they feel pressure to do so by their ethics (which, for disputes and crimes in a family setting their ethics, are Confucian ethics). We argue that "democratizing" the legal system by including society's ethics is allowable but unless there is a regular discourse on the role of Confucian ethics in legal decisions judges will continue to feel ethical tension as they go about their work. We recommend that ethics discourse be included along with the Chinese government's structural reforms such as increasing legal education, mandating codes of judicial ethics, and other measures calculated to align the legal system with the Bangalore Principles of Judicial Conduct 2002. [ABSTRACT FROM AUTHOR]