•  1709
    The Virtues of Sharing
    Dissertation, University of Maryland, College Park. 1998.
    In "The Virtues of Sharing" I defend two central theses: that sharing is our most overarching ethical ideal, and that virtue ethics is able to serve as a comprehensive and free-standing approach to moral theory. My arguments for these theses are intertwined, because they are also designed to show how a virtue-ethical theory that treats the "Will to Share" as the basis of moral agency helps to resolve the contemporary Justice/Care Debate.
  •  1234
    Effective ethics teaching and training must cultivate both the critical thinking skills and the character traits needed to deliberate effectively about ethical issues in personal and professional life. After highlighting some cognitive and motivational obstacles that stand in the way of this task, the article draws on educational research and the author's experience to demonstrate how cooperative learning techniques can be used to overcome them.
  •  440
    Ethics, Logical Consistency and Practical Deliberation
    Theoretical and Applied Ethics 1 (3). 2011.
    Moral conflicts are real, and while a deontic logic containing a modified "agglomeration rule" may be able to accommodate this fact, even the most sophisticated logic will still overlook much of what everyday normative reasoning involves.
  •  436
    What's Philosophical About Moral Distress?
    Philosophical Practice: Journal of the American Philosophical Practitioners Association 2 (13): 2108-19. 2018.
    Moral distress is a well-documented phenomenon in the nursing profession, and increasingly thought to be implicated in a nation-wide nursing shortage in the US. First identified by the philosopher Andrew Jameton in 1984, moral distress has also proven resistant to various attempts to prevent its occurrence or at least mitigate its effects. While this would seem to be bad news for nurses and their patients, it is potentially good news for philosophical counselors, for whom there is both socially …Read more
  •  308
    Philosophy for life and other dangerous situations (review)
    Philosophical Practice: Journal of the American Philosophical Practitioners Association (American Philosophical Practitioners Association) 10 (1). 2015.
  •  280
    Women in Philosophical Counseling (review)
    Apa Newsletter on Feminism and Philosophy 16 (1): 12-14. 2016.
  •  274
    A Manual Of Experimental Philosophy (review)
    Philosophical Practice 5 (1): 593-595. 2010.
  •  230
    Save the World on Your Own Time (review)
    Philosophical Practice 4 (2): 480-481. 2009.
  •  198
    Afterwar. Healing the Moral Wounds of our Soldiers (review)
    Philosophical Practice: Journal of the American Philosophical Practitioners Association 11 (1): 1735-39. 2016.
  •  35
    Philosophical Counseling as an Alternative Process to Bioethics Mediation
    American Journal of Bioethics 15 (1): 56-58. 2015.
    This commentary shows how philosophical counseling offers an alternative way for consultants to facilitate "closure" in bioethical disputes.
  •  35
    Sexual Dimorphism and the Value of Feminist Bioethics
    American Journal of Bioethics 10 (7): 18-20. 2010.
    Robert Sparrow has recently claimed that unless there are reasons to think the sexed nature of human beings is normatively significant, current trends in bioethical reasoning force the conclusion that “we may do well to move toward a ‘post sex’ humanity” (American Journal of Bioethics 10: 7 (2010)). This commentary uses basic methodological principles from feminist ethics to argue that he has, in fact, given no reasons to think that a 'post sex' humanity is any more valuable than gender diverse …Read more
  •  33
    Understanding how Student Nurses Experience Morally Distressing Situations
    with Mary Jo Stanley
    Journal of Nursing Education and Practice 4 (10). 2014.
    Introduction/Background: Moral distress and related concepts surrounding morality and ethical decision-making have been given much attention in nursing. Despite the general consensus that moral distress is an affective response to being unable to act morally, the literature attests to the need for increased clarity regarding theoretical and conceptual constructs used to describe precisely what the experience of moral distress involves. The purpose of this study is to understand how student nurse…Read more
  •  21
    An Online Ethics Training Module for Public Relations Professionals
    with Lee Anne Peck
    Public Relations Journal 4 (4). 2010.
    Researchers developed and tested an online training module with both experienced public relations professionals and newcomers to the field with the hopes of helping them sharpen and refine their ethical decision-making skills. The study found that although most testers reported the Web site was difficult to navigate and/or found the ethical content to be complex, the majority believed their ethical decision-making abilities were improved.
  •  11
    Motive and Rightness (review)
    Metapsychology Online Reviews 16 (37). 2012.
    Review of Steven Sverdlik (2011) Motive and Rightness, Oxford University Press
  •  2
    An application of Aristotle's conception of happiness.
  •  1
    A philosophical counseling approach to moral distress
    Philosophical Practice: Journal of the American Philosophical Practitioners Association 14 (1). 2019.
    This paper completes an argument that the problem of moral distress offers philosophical counselors an opportunity to do work that is both socially useful and philosophically interesting in its own right. A previous Philosophical Practice article answered the question, What's Philosophical About Moral Distress? by conceptualizing it as a phenomenon that arises within a moral worldview (Matchett 2018). The present paper investigates ways in which a philosophical counseling response to moral distr…Read more
  •  1
    Ethics Across the Curriculum
    New Directions for Higher Education (142). 2008.
    After explaining why colleges cannot avoid teaching ethics across their undergraduate curricula, this chapter shows how an outcomes-based approach can be used to more effectively cultivate students' capacity for ethical deliberation.