Teaching Ethics

Teaching Ethics is dedicated to ethical issues across the curriculum with particular attention to pedagogical methodology and practice in both academic inquiry and professional practice. The journal’s editorial focus is on ethics as a dimension of all academic inquiry rather than as an isolated philosophical discipline. Its primary mission is to provide a peer-reviewed forum for academic dialogue in ethics instruction across disciplines such as business, medicine, trades, technology, law, science, and other areas of liberal education.

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    Submission Guidelines

    Guidelines:

    • Submissions to the journal should follow the guidelines and be uploaded via the application-form accessible on this page in Microsoft Word (.doc or .docx) or as a PDF.
    • An abstract of not more than 150 words should accompany each submission along with full contact information, including name, title, institution, and email and mailing addresses. All articles will be subject to blind review and editorial modification.
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    “Teaching AI Ethics” Fall 2024 Special Issue of Teaching Ethics

    Special Edition Submission Information

    Want to submit to the special editition of Teaching Ethics? Please read through the Submission Guidelines at the top of the page and then follow the below instructions:

    • Deadline for submission of abstracts is February 1, 2024.
    • Submissions should be sent by email to guest editors Glen MIller (glenmiller@tamu.edu) and Deborah Mower (dsmower@olemiss.edu).
    • For more information, please check our website: https://www.pdcnet.org/tej/Calls-for-Submissions
    • Call for Papers Document here
    Interested in knowing more?

    Click the ‘Next’ button to read more about the upcoming Special Issue.

    The rapid development and adoption of artificial intelligence (AI), and the widespread attention given to its capabilities, creates a fecund moment for those teaching ethics. Every day, there are new developments and news reports on how AI already predicts what will draw our interest (Netflix and Instagram), analyzes more data faster than humans can (financial and x-ray analysis), drives our cars (Tesla, and now all “legacy” automakers), answers our questions (Alexa and Siri), and even generates text, images, and code (ChatGPT, DALL-E, GitHub Copilot).

    At an immediate level, the development of AI raises a host of normative and epistemic questions. What kinds of cognitive tasks should be offloaded to technology? How should they be regulated? How does AI development necessitate the reconsideration of ethical and legal approaches to privacy and bias? How do we trust, and whom (or what) should we trust? What sort of transparency or explainability is required? To what extent are individuals and corporations responsible for the impacts of their technology?

    At a more fundamental level, the development of AI prompts reconsideration of our humanity, our interactions with each other, and our ethical concepts. How should we think about humanity as machines absorb many cognitive and communicative tasks that had been considered distinctly human? As generative AI populates images, text, and deep fakes, how should we evaluate authenticity, knowledge claims, and even the nature of the interlocutors in civil (or uncivil) exchanges? As new AI technologies are trained, how should legacies of discrimination and oppression be addressed, and what will lead to a just society? And in the face of massive data collection needed for the development of new AI applications, how should one conceptualize individual and collective rights and agency?  

    The special issue seeks to compile a robust multidisciplinary collection of papers—drawing from philosophy, the humanities, social sciences, computer science, and other STEM fields—that explore novel pedagogical methodology and practice that use this moment of AI attention to promote the ethical development of students, broadly understood. We welcome both empirical and conceptual papers. Papers may be theoretical, developing intellectual resources, concepts, potential, and anticipated problems of AI and ethics, or practical. Papers that describe actual or planned courses should follow the following structure:

    • Overview (course name, description, and institutional context)
    • Course Trajectory (high level narrative that explicates the progression of ideas, skills, and techniques; learning objectives and their importance; and key resources)
    • Pedagogy and Assessment (pedagogical methodology and practice, assignments, and assessment of student work)
    • Lessons Learned and Future Plans (if the course has been taught)

    This special issue of Teaching Ethics invites contributions from ethics scholars and educators that address issues related to the teaching of AI Ethics, including but not limited to those identified above. We welcome both empirical and conceptual papers of 4,500-6,000 words (excluding references). Full paper drafts are due March 31, 2024. This special issue is scheduled to be published in Fall 2024. Information regarding preparation of manuscripts is available in the journal’s Submission Guidelines.

    More Information

    Editorial Team

    Editors

    Book Editor

    The Journal is hosted by the Clemson University Philosophy Department.

    Access Options

    Access Options: Teaching Ethics is published twice a year, in print and electronic format, by the Philosophy Documentation Center. All issues are available online and forthcoming articles are also available online prior to final publication. SEAC members receive the journal as a benefit of membership. Institutions have access by subscription or with bundles in PDC’s E-Collection. Institutions have additional online access via EBSCO databases.

    Copyright & Permissions

    Copyright & Permissions: A condition of publication is that authors assign copyright to the Society for Ethics Across the Curriculum. Permissions are managed on SEAC’s behalf by the Philosophy Documentation Center. More information, including the journal’s open access archiving policy and permissions contacts, is on the journal’s website.

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