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How to Write an Ethics Paper: Guide & Ethical Essay Examples

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An ethics essay is a type of academic writing that explores ethical issues and dilemmas. Students should evaluates them in terms of moral principles and values. The purpose of an ethics essay is to examine the moral implications of a particular issue, and provide a reasoned argument in support of an ethical perspective.

Writing an essay about ethics is a tough task for most students. The process involves creating an outline to guide your arguments about a topic and planning your ideas to convince the reader of your feelings about a difficult issue. If you still need assistance putting together your thoughts in composing a good paper, you have come to the right place. We have provided a series of steps and tips to show how you can achieve success in writing. This guide will tell you how to write an ethics paper using ethical essay examples to understand every step it takes to be proficient. In case you don’t have time for writing, get in touch with our professional essay writers for hire . Our experts work hard to supply students with excellent essays.

What Is an Ethics Essay?

An ethics essay uses moral theories to build arguments on an issue. You describe a controversial problem and examine it to determine how it affects individuals or society. Ethics papers analyze arguments on both sides of a possible dilemma, focusing on right and wrong. The analysis gained can be used to solve real-life cases. Before embarking on writing an ethical essay, keep in mind that most individuals follow moral principles. From a social context perspective, these rules define how a human behaves or acts towards another. Therefore, your theme essay on ethics needs to demonstrate how a person feels about these moral principles. More specifically, your task is to show how significant that issue is and discuss if you value or discredit it.

Purpose of an Essay on Ethics

The primary purpose of an ethics essay is to initiate an argument on a moral issue using reasoning and critical evidence. Instead of providing general information about a problem, you present solid arguments about how you view the moral concern and how it affects you or society. When writing an ethical paper, you demonstrate philosophical competence, using appropriate moral perspectives and principles.

Things to Write an Essay About Ethics On

Before you start to write ethics essays, consider a topic you can easily address. In most cases, an ethical issues essay analyzes right and wrong. This includes discussing ethics and morals and how they contribute to the right behaviors. You can also talk about work ethic, code of conduct, and how employees promote or disregard the need for change. However, you can explore other areas by asking yourself what ethics mean to you. Think about how a recent game you watched with friends started a controversial argument. Or maybe a newspaper that highlighted a story you felt was misunderstood or blown out of proportion. This way, you can come up with an excellent topic that resonates with your personal ethics and beliefs.

Ethics Paper Outline

Sometimes, you will be asked to submit an outline before writing an ethics paper. Creating an outline for an ethics paper is an essential step in creating a good essay. You can use it to arrange your points and supporting evidence before writing. It also helps organize your thoughts, enabling you to fill any gaps in your ideas. The outline for an essay should contain short and numbered sentences to cover the format and outline. Each section is structured to enable you to plan your work and include all sources in writing an ethics paper. An ethics essay outline is as follows:

Background information
Thesis statement
Restate thesis statement
Summarize key points
Final thoughts on the topic

Using this outline will improve clarity and focus throughout your writing process.

Ethical Essay Structure

Ethics essays are similar to other essays based on their format, outline, and structure. An ethical essay should have a well-defined introduction, body, and conclusion section as its structure. When planning your ideas, make sure that the introduction and conclusion are around 20 percent of the paper, leaving the rest to the body. We will take a detailed look at what each part entails and give examples that are going to help you understand them better. Refer to our essay structure examples to find a fitting way of organizing your writing.

Ethics Paper Introduction

An ethics essay introduction gives a synopsis of your main argument. One step on how to write an introduction for an ethics paper is telling about the topic and describing its background information. This paragraph should be brief and straight to the point. It informs readers what your position is on that issue. Start with an essay hook to generate interest from your audience. It can be a question you will address or a misunderstanding that leads up to your main argument. You can also add more perspectives to be discussed; this will inform readers on what to expect in the paper.

Ethics Essay Introduction Example

You can find many ethics essay introduction examples on the internet. In this guide, we have written an excellent extract to demonstrate how it should be structured. As you read, examine how it begins with a hook and then provides background information on an issue.

Imagine living in a world where people only lie, and honesty is becoming a scarce commodity. Indeed, modern society is facing this reality as truth and deception can no longer be separated. Technology has facilitated a quick transmission of voluminous information, whereas it's hard separating facts from opinions.

In this example, the first sentence of the introduction makes a claim or uses a question to hook the reader.

Ethics Essay Thesis Statement

An ethics paper must contain a thesis statement in the first paragraph. Learning how to write a thesis statement for an ethics paper is necessary as readers often look at it to gauge whether the essay is worth their time.

When you deviate away from the thesis, your whole paper loses meaning. In ethics essays, your thesis statement is a roadmap in writing, stressing your position on the problem and giving reasons for taking that stance. It should focus on a specific element of the issue being discussed. When writing a thesis statement, ensure that you can easily make arguments for or against its stance.

Ethical Paper Thesis Example

Look at this example of an ethics paper thesis statement and examine how well it has been written to state a position and provide reasons for doing so:

The moral implications of dishonesty are far-reaching as they undermine trust, integrity, and other foundations of society, damaging personal and professional relationships.

The above thesis statement example is clear and concise, indicating that this paper will highlight the effects of dishonesty in society. Moreover, it focuses on aspects of personal and professional relationships.

Ethics Essay Body

The body section is the heart of an ethics paper as it presents the author's main points. In an ethical essay, each body paragraph has several elements that should explain your main idea. These include:

A topic sentence that is precise and reiterates your stance on the issue.
Evidence supporting it.
Examples that illustrate your argument.
A thorough analysis showing how the evidence and examples relate to that issue.
A transition sentence that connects one paragraph to another with the help of essay transitions .

When you write an ethics essay, adding relevant examples strengthens your main point and makes it easy for others to understand and comprehend your argument.

Body Paragraph for Ethics Paper Example

A good body paragraph must have a well-defined topic sentence that makes a claim and includes evidence and examples to support it. Look at part of an example of ethics essay body paragraph below and see how its idea has been developed:

Honesty is an essential component of professional integrity. In many fields, trust and credibility are crucial for professionals to build relationships and success. For example, a doctor who is dishonest about a potential side effect of a medication is not only acting unethically but also putting the health and well-being of their patients at risk. Similarly, a dishonest businessman could achieve short-term benefits but will lose their client’s trust.

Ethics Essay Conclusion

A concluding paragraph shares the summary and overview of the author's main arguments. Many students need clarification on what should be included in the essay conclusion and how best to get a reader's attention. When writing an ethics paper conclusion, consider the following:

Restate the thesis statement to emphasize your position.
Summarize its main points and evidence.
Final thoughts on the issue and any other considerations.

You can also reflect on the topic or acknowledge any possible challenges or questions that have not been answered. A closing statement should present a call to action on the problem based on your position.

Sample Ethics Paper Conclusion

The conclusion paragraph restates the thesis statement and summarizes the arguments presented in that paper. The sample conclusion for an ethical essay example below demonstrates how you should write a concluding statement.

In conclusion, the implications of dishonesty and the importance of honesty in our lives cannot be overstated. Honesty builds solid relationships, effective communication, and better decision-making. This essay has explored how dishonesty impacts people and that we should value honesty. We hope this essay will help readers assess their behavior and work towards being more honest in their lives.

In the above extract, the writer gives final thoughts on the topic, urging readers to adopt honest behavior.

How to Write an Ethics Paper?

As you learn how to write an ethics essay, it is not advised to immediately choose a topic and begin writing. When you follow this method, you will get stuck or fail to present concrete ideas. A good writer understands the importance of planning. As a fact, you should organize your work and ensure it captures key elements that shed more light on your arguments. Hence, following the essay structure and creating an outline to guide your writing process is the best approach. In the following segment, we have highlighted step-by-step techniques on how to write a good ethics paper.

1. Pick a Topic

Before writing ethical papers, brainstorm to find ideal topics that can be easily debated. For starters, make a list, then select a title that presents a moral issue that may be explained and addressed from opposing sides. Make sure you choose one that interests you. Here are a few ideas to help you search for topics:

Review current trends affecting people.
Think about your personal experiences.
Study different moral theories and principles.
Examine classical moral dilemmas.

Once you find a suitable topic and are ready, start to write your ethics essay, conduct preliminary research, and ascertain that there are enough sources to support it.

2. Conduct In-Depth Research

Once you choose a topic for your essay, the next step is gathering sufficient information about it. Conducting in-depth research entails looking through scholarly journals to find credible material. Ensure you note down all sources you found helpful to assist you on how to write your ethics paper. Use the following steps to help you conduct your research:

Clearly state and define a problem you want to discuss.
This will guide your research process.
Develop keywords that match the topic.
Begin searching from a wide perspective. This will allow you to collect more information, then narrow it down by using the identified words above.

3. Develop an Ethics Essay Outline

An outline will ease up your writing process when developing an ethic essay. As you develop a paper on ethics, jot down factual ideas that will build your paragraphs for each section. Include the following steps in your process:

Review the topic and information gathered to write a thesis statement.
Identify the main arguments you want to discuss and include their evidence.
Group them into sections, each presenting a new idea that supports the thesis.
Write an outline.
Review and refine it.

Examples can also be included to support your main arguments. The structure should be sequential, coherent, and with a good flow from beginning to end. When you follow all steps, you can create an engaging and organized outline that will help you write a good essay.

4. Write an Ethics Essay

Once you have selected a topic, conducted research, and outlined your main points, you can begin writing an essay . Ensure you adhere to the ethics paper format you have chosen. Start an ethics paper with an overview of your topic to capture the readers' attention. Build upon your paper by avoiding ambiguous arguments and using the outline to help you write your essay on ethics. Finish the introduction paragraph with a thesis statement that explains your main position. Expand on your thesis statement in all essay paragraphs. Each paragraph should start with a topic sentence and provide evidence plus an example to solidify your argument, strengthen the main point, and let readers see the reasoning behind your stance. Finally, conclude the essay by restating your thesis statement and summarizing all key ideas. Your conclusion should engage the reader, posing questions or urging them to reflect on the issue and how it will impact them.

5. Proofread Your Ethics Essay

Proofreading your essay is the last step as you countercheck any grammatical or structural errors in your essay. When writing your ethic paper, typical mistakes you could encounter include the following:

Spelling errors: e.g., there, they’re, their.
Homophone words: such as new vs. knew.
Inconsistencies: like mixing British and American words, e.g., color vs. color.
Formatting issues: e.g., double spacing, different font types.

While proofreading your ethical issue essay, read it aloud to detect lexical errors or ambiguous phrases that distort its meaning. Verify your information and ensure it is relevant and up-to-date. You can ask your fellow student to read the essay and give feedback on its structure and quality.

Ethics Essay Examples

Writing an essay is challenging without the right steps. There are so many ethics paper examples on the internet, however, we have provided a list of free ethics essay examples below that are well-structured and have a solid argument to help you write your paper. Click on them and see how each writing step has been integrated. Ethics essay example 1

Ethics essay example 2

Ethics essay example 3

Ethics essay example 4

College ethics essay example 5

Ethics Essay Writing Tips

When writing papers on ethics, here are several tips to help you complete an excellent essay:

Choose a narrow topic and avoid broad subjects, as it is easy to cover the topic in detail.
Ensure you have background information. A good understanding of a topic can make it easy to apply all necessary moral theories and principles in writing your paper.
State your position clearly. It is important to be sure about your stance as it will allow you to draft your arguments accordingly.
When writing ethics essays, be mindful of your audience. Provide arguments that they can understand.
Integrate solid examples into your essay. Morality can be hard to understand; therefore, using them will help a reader grasp these concepts.

Bottom Line on Writing an Ethics Paper

Creating this essay is a common exercise in academics that allows students to build critical skills. When you begin writing, state your stance on an issue and provide arguments to support your position. This guide gives information on how to write an ethics essay as well as examples of ethics papers. Remember to follow these points in your writing:

Create an outline highlighting your main points.
Write an effective introduction and provide background information on an issue.
Include a thesis statement.
Develop concrete arguments and their counterarguments, and use examples.
Sum up all your key points in your conclusion and restate your thesis statement.

Contact our academic writing platform and have your challenge solved. Here, you can order essays and papers on any topic and enjoy top quality.

Daniel Howard is an Essay Writing guru. He helps students create essays that will strike a chord with the readers.

Introduction of moral codes

Problems of divine origin
Nonhuman behaviour
Kinship and reciprocity
Anthropology and ethics
The Middle East
Ancient Greece
The Epicureans
Ethics in the New Testament
St. Augustine
St. Thomas Aquinas and the Scholastics
Machiavelli
The first Protestants
Early intuitionists: Cudworth, More, and Clarke
Shaftesbury and the moral sense school
Butler on self-interest and conscience
The climax of moral sense theory: Hutcheson and Hume
The intuitionist response: Price and Reid
Moore and the naturalistic fallacy
Modern intuitionism
Existentialism
Universal prescriptivism
Moral realism
Kantian constructivism: a middle ground?
Irrealist views: projectivism and expressivism
Ethics and reasons for action
The debate over consequentialism
Varieties of consequentialism
Objections to consequentialism
An ethics of prima facie duties
Rawls’s theory of justice
Rights theories
Natural law ethics
Virtue ethics
Feminist ethics
Ethical egoism
Environmental ethics
War and peace
Abortion, euthanasia, and the value of human life

What is ethics?

How is ethics different from morality, why does ethics matter, is ethics a social science.

What did Aristotle do?

Aristotle (384-322 BC), Ancient Greek philosopher and scientist. One of the most influential philosophers in the history of Western thought, Aristotle established the foundations for the modern scientific method of enquiry. Statue

Our editors will review what you’ve submitted and determine whether to revise the article.

Humanities LibreTexts - What is Ethics?
Internet Encyclopedia of Philosophy - Ethics and Contrastivism
Internet Encyclopedia of Philosophy - Empathy and Sympathy in Ethics
VIVA Open Publishing - Ethics and Society - Ethical Behavior and Moral Values in Everyday Life
Philosophy Basics - Ethics
American Medical Association - Journal of Ethics - Triage and Ethics
Psychology Today - Ethics and Morality
Government of Canada - Treasury Board of Canada Secretariat - What is ethics?
Cornell Law School - Legal Information Institute - Ethics
ethics and morality - Student Encyclopedia (Ages 11 and up)
Table Of Contents

The term ethics may refer to the philosophical study of the concepts of moral right and wrong and moral good and bad, to any philosophical theory of what is morally right and wrong or morally good and bad, and to any system or code of moral rules, principles, or values. The last may be associated with particular religions , cultures, professions, or virtually any other group that is at least partly characterized by its moral outlook.

Traditionally, ethics referred to the philosophical study of morality, the latter being a more or less systematic set of beliefs, usually held in common by a group, about how people should live. Ethics also referred to particular philosophical theories of morality. Later the term was applied to particular (and narrower) moral codes or value systems. Ethics and morality are now used almost interchangeably in many contexts, but the name of the philosophical study remains ethics .

Ethics matters because (1) it is part of how many groups define themselves and thus part of the identity of their individual members, (2) other-regarding values in most ethical systems both reflect and foster close human relationships and mutual respect and trust, and (3) it could be “rational” for a self-interested person to be moral, because his or her self-interest is arguably best served in the long run by reciprocating the moral behaviour of others.

No. Understood as equivalent to morality, ethics could be studied as a social-psychological or historical phenomenon, but in that case it would be an object of social-scientific study, not a social science in itself. Understood as the philosophical study of moral concepts, ethics is a branch of philosophy , not of social science.

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ethics , the discipline concerned with what is morally good and bad and morally right and wrong. The term is also applied to any system or theory of moral values or principles.

(Read Britannica’s biography of this author, Peter Singer.)

How should we live? Shall we aim at happiness or at knowledge, virtue , or the creation of beautiful objects? If we choose happiness, will it be our own or the happiness of all? And what of the more particular questions that face us: is it right to be dishonest in a good cause? Can we justify living in opulence while elsewhere in the world people are starving? Is going to war justified in cases where it is likely that innocent people will be killed? Is it wrong to clone a human being or to destroy human embryos in medical research? What are our obligations, if any, to the generations of humans who will come after us and to the nonhuman animals with whom we share the planet?

Ethics deals with such questions at all levels. Its subject consists of the fundamental issues of practical decision making , and its major concerns include the nature of ultimate value and the standards by which human actions can be judged right or wrong .

The terms ethics and morality are closely related. It is now common to refer to ethical judgments or to ethical principles where it once would have been more accurate to speak of moral judgments or moral principles. These applications are an extension of the meaning of ethics. In earlier usage, the term referred not to morality itself but to the field of study, or branch of inquiry, that has morality as its subject matter. In this sense, ethics is equivalent to moral philosophy.

Although ethics has always been viewed as a branch of philosophy , its all-embracing practical nature links it with many other areas of study, including anthropology , biology , economics , history , politics , sociology , and theology . Yet, ethics remains distinct from such disciplines because it is not a matter of factual knowledge in the way that the sciences and other branches of inquiry are. Rather, it has to do with determining the nature of normative theories and applying these sets of principles to practical moral problems.

This article, then, will deal with ethics as a field of philosophy, especially as it has developed in the West. For coverage of religious conceptions of ethics and the ethical systems associated with world religions, see Buddhism ; Christianity ; Confucianism ; Hinduism ; Jainism ; Judaism ; Sikhism .

The origins of ethics

Mythical accounts.

When did ethics begin and how did it originate? If one has in mind ethics proper—i.e., the systematic study of what is morally right and wrong—it is clear that ethics could have come into existence only when human beings started to reflect on the best way to live. This reflective stage emerged long after human societies had developed some kind of morality, usually in the form of customary standards of right and wrong conduct . The process of reflection tended to arise from such customs, even if in the end it may have found them wanting. Accordingly, ethics began with the introduction of the first moral codes .

Virtually every human society has some form of myth to explain the origin of morality. In the Louvre in Paris there is a black Babylonian column with a relief showing the sun god Shamash presenting the code of laws to Hammurabi (died c. 1750 bce ), known as the Code of Hammurabi . The Hebrew Bible ( Old Testament ) account of God’s giving the Ten Commandments to Moses (flourished 14th–13th century bce ) on Mount Sinai might be considered another example. In the dialogue Protagoras by Plato (428/427–348/347 bce ), there is an avowedly mythical account of how Zeus took pity on the hapless humans, who were physically no match for the other beasts. To make up for these deficiencies, Zeus gave humans a moral sense and the capacity for law and justice , so that they could live in larger communities and cooperate with one another.

That morality should be invested with all the mystery and power of divine origin is not surprising. Nothing else could provide such strong reasons for accepting the moral law. By attributing a divine origin to morality, the priesthood became its interpreter and guardian and thereby secured for itself a power that it would not readily relinquish. This link between morality and religion has been so firmly forged that it is still sometimes asserted that there can be no morality without religion. According to this view, ethics is not an independent field of study but rather a branch of theology ( see moral theology ).

There is some difficulty, already known to Plato, with the view that morality was created by a divine power. In his dialogue Euthyphro , Plato considered the suggestion that it is divine approval that makes an action good . Plato pointed out that, if this were the case, one could not say that the gods approve of such actions because they are good. Why then do they approve of them? Is their approval entirely arbitrary? Plato considered this impossible and so held that there must be some standards of right or wrong that are independent of the likes and dislikes of the gods. Modern philosophers have generally accepted Plato’s argument, because the alternative implies that if, for example, the gods had happened to approve of torturing children and to disapprove of helping one’s neighbours, then torture would have been good and neighbourliness bad.

Writing Ethical Papers: Top Tips to Ace Your Assignment

17 August, 2021

13 minutes read

Author: Kate Smith

Writing a complex essay paper can be a tough task for any student, especially for those who do not have their skills developed well or do not have enough time for lengthy assignments. At the same time, the majority of college students need to keep their grades high to maintain their right to receive merit-based scholarships and continue their studies the next year. To help you with your ethical papers writing, we created this guide. Below, you will find out what an ethical paper is, how to structure it and write it efficiently.

What is an Ethical Paper?

An ethics paper is a type of an argumentative assignment that deals with a certain ethical problem that a student has to describe and solve. Also, it can be an essay where a certain controversial event or concept is elaborated through an ethical lens (e.g. moral rules and principles), or a certain ethical dilemma is explained. Since ethics is connected to moral concepts and choices, a student needs to have a fair knowledge of philosophy and get ready to answer questions related to relationships, justice, professional and social duties, the origin of good and evil, etc., to write a quality paper. Also, writing an ethics paper implies that a student should process a great amount of information regarding their topic and analyze it according to paper terms.

General Aspects of Writing an Ethics Paper

Understanding the ethical papers’ features.

Every essay has differences and features that make it unique. Writing ethical papers implies that a student will use their knowledge of morality and philosophy to resolve a certain ethical dilemma or solve a situation. It can also be a paper in which a student needs to provide their reasoning on ethical or legal circumstances that follow a social issue. Finally, it can be an assignment in which an ethical concept and its application are described. On the contrary, a history essay deals with events that took place somewhen earlier, while a narrative essay is a paper where students demonstrate their storytelling skills, etc.

Defining What Type of Essay Should Be Written

Most of the time, ethical paper topics imply that a student will write an argumentative essay; however, ethics essays can also be descriptive and expository. Each of these essay types has different guidelines for writing, so be sure you know them before you start writing your papers on ethics. In case you missed this step in your ethical paper preparation stage, you would end up writing a paper that misses many important points.

Studying the Ethical Paper Guidelines

Once you get your ethical paper assignment, look through the guidelines that your instructor provided to you. If you receive them during the class, don’t hesitate to pose any questions immediately to remove any misunderstanding before writing an ethics paper outline, or ask for references that you need to use. When you are about to write your first draft, don’t rush: read the paper instructions once again to make sure you understand what is needed from you.

Paying Attention to the Paper Topic

The next thing you need to pay attention to is the ethical paper topic: once you are given one, make sure it falls into the scope of your educational course. After that, consider what additional knowledge may be needed to elaborate on your topic and think about what courses of your program could be helpful for it. Once you are done, read through your topic again to recheck whether you understand your assignment right.

Understanding the Notions of Ethical Arguments, Ethical and Legal Implications, and Ethical Dilemma

Last but not least, another important factor is that a student has to understand the basic terms of the assignment to write a high-quality paper. Ethical arguments are a set of moral rules that are used to defend your position on an ethical issue stated in your essay topic. We refer to ethical versus legal implications when we think about the compensation for certain ethical dilemma outcomes and whether it should be a moral punishment or legal judgment. An ethical dilemma itself refers to a problem or situation which makes an individual doubt what position to take: e.g, abortion, bribery, corruption, etc.

Writing Outline and Structure of an Ethics Paper

Every essay has a structure that makes it a solid piece of writing with straight reasoning and argumentation, and an ethics paper is not an exclusion. This paper has an introduction, body paragraphs, and conclusion. Below, we will describe how each part of ethical papers should be organized and what information they should contain.

First comes the introduction. It is the opening part of your paper which helps a reader to get familiar with your topic and understand what your paper will be about. Therefore, it should contain some information on your ethics paper topics and a thesis statement, which is a central statement of your paper.

The essay body is the most substantive part of your essay where all the reasoning and arguments should be presented. Each paragraph should contain an argument that supports or contradicts your thesis statement and pieces of evidence to support your position. Pick at least three arguments to make your position clear in your essay, and then your paper will be considered well-structured.

The third part of an ethics paper outline is a conclusion, which is a finishing essay part. Its goal is to wrap up the whole essay and make the author’s position clear for the last time. The thoughtful formulation in this essay part should be especially clear and concise to demonstrate the writer’s ability to make conclusions and persuade readers.

Also, don’t forget to include the works cited page after your writing. It should mention all the reference materials that you used in your paper in the order of appearance or in the alphabetical one. This page should be formatted according to the assigned formatting style. Most often, the most frequently used format for ethical papers is APA.

20 Examples of Ethical Paper Topics

Are there any issues in the 21st century that we can consider immoral and why?
What is corporate ethics?
Why is being selfish no longer an issue in 2023?
Euthanasia: pros and cons
Marijuana legalization: should it be allowed all over the world?
Is abortion an ethical issue nowadays?
Can we invent a universal religion appropriate for all?
Is the church necessary to pray to God?
Can we forgive infidelity and should we do it?
How to react if you are witnessing high school bullying?
What are the ways to respond to a family abusing individual?
How to demand your privacy protection in a digital world?
The history of the American ethical thought
Can war be ethical and what should the conflicting sides do to make it possible?
Ethical issues of keeping a zoo in 2023
Who is in charge of controlling the world’s population?
How to achieve equality in the world’s rich and poor gap?
Is science ethical?
How ethical is genetic engineering?
Why many countries refuse to go back to carrying out the death penalty?

Ethical Papers Examples

If you still have no idea about how to write an ethics paper, looking through other students’ successful examples is always a good idea. Below, you can find a relevant ethics paper example that you can skim through and see how to build your reasoning and argumentation in your own paper.

https://www.currentschoolnews.com/education-news/ethics-essay-examples/

https://sites.psu.edu/academy/2014/11/18/essay-2-personal-ethics-and-decision-making/

Ethical Papers Writing Tips

Choose a topic that falls into the ethics course program.

In case you were not given the ethics paper topic, consider choosing it yourself. To do that, brainstorm the ethical issues that fascinate you enough to do research. List all these issues on a paper sheet and then cross out those that are too broad or require expertise that you don’t have. The next step you need to take is to choose three or four ethical topics for papers from the list and try to do a quick search online to find out whether these topics are elaborated enough to find sources and reference materials on them. Last, choose one topic that you like the most and find the most relevant one in terms of available data for reference.

Do your research

Once the topic is chosen and organized, dive deeper into it to find the most credible, reliable, and trusted service. Use your university library, online scientific journals, documentaries, and other sources to get the information from. Remember to take notes while working with every new piece of reference material to not forget the ideas that you will base your argumentation on.

Follow the guidelines for a paper outline

During the preparation for your ethical paper and the process of writing it, remember to follow your professor’s instructions (e.g. font, size, spacing, citation style, etc.). If you neglect them, your grade for the paper will decrease significantly.

Write the essay body first

Do not rush to start writing your ethics papers from the very beginning; to write a good essay, you need to have your outline and thesis statement first. Then, go to writing body paragraphs to demonstrate your expertise on the issue you are writing about. Remember that one supporting idea should be covered in one paragraph and should be followed by the piece of evidence that confirms it.

Make sure your introduction and conclusion translate the same message

After your essay body is done, write a conclusion and an introduction for your paper. The main tip regarding these ethics paper parts is that you should make them interrelated: your conclusion has to restate your introduction but not repeat it. Also, a conclusion should wrap up your writing and make it credible for the audience.

Add citations

Every top-quality paper has the works cited page and citations to demonstrate that the research on the topic has been carried out. Therefore, do not omit this point when formatting your paper: add all the sources to the works cited page and pay attention to citing throughout the text. The latter should be done according to the formatting style indicated in your instructions.

Edit your paper

Last but not least is the editing and proofreading stage that you need to carry out before you submit your paper to your instructor. Consider keeping your first draft away from sight for a day or two to have a rest, and then go back to check it for errors and redundant phrases. Don’t rush to change anything immediately after finishing your writing since you are already tired and less focused, so some mistakes may be missed.

Writing Help by Handmadewriting

If you feel that you need help with writing an ethics paper in view of its chellnging nature, you can contact us and send an order through a respective button. You can add your paper details by following all steps of the order placing process that you will find on the website. Once your order is placed, we will get back to you as soon as possible. You will be able to contact your essay writer and let them know all your wishes regarding your ethical paper.

Our writers have expertise in writing ethical papers including, so you don’t need to worry about the quality of the essay that you will receive. Your assignment will be delivered on time and at a reasonable price. Note that urgent papers will cost slightly more than assignments with a postponed deadline, so do not wait too long to make your order. We will be glad to assist you with your writing and guarantee 24/7 support until you receive your paper.

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Introduction to Philosophy: Ethics

(4 reviews)

George Matthews

Christina Hendricks

ISBN 13: 9781989014080

Publisher: Rebus Community

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Kevin DeCoux, Philosophy, Minnesota West Community & Technical College on 4/4/23

Comprehensiveness rating: 4 see less

Most of the ethical theories that you would want for an intro to ethical theory course are here. Relativism and subjectivism, divine command theory and natural law theory, virtue ethics, social contract theory and egoism, utilitarianism, Kant, feminist ethics, and evolutionary ethics. It would be nice to have a few newer options, but these are generally the theories discussed. This book doesn't go very deep, but it is appropriate for a beginning ethics course.

Content Accuracy rating: 5

I found the chapters and examples to be accurate and work with the theories.

Relevance/Longevity rating: 4

A great part of books of this type (open textbooks) and this project in general is that it can be changed. Most of the text won't be outdated as it has early philosophers to a bit more contemporary.

Clarity rating: 5

I find the book to be clearly written and accessible. The organization lends to the clarity. Also, this book is pretty straightforward in the way ideas are presented, which also helps.

Consistency rating: 4

There are many different authors here, but they are pretty consistent in the way they present ideas and use terms.

Modularity rating: 4

Some of the theories could have been organized differently for better modularity. For example, consequentialist theories together and deontological theories together.

Organization/Structure/Flow rating: 4

As stated above, I would have organized these chapters differently, but they built off each other well and the organization works.

Interface rating: 5

The is easy to navigate. There could be more images.

Grammatical Errors rating: 5

Not many grammatical errors.

Cultural Relevance rating: 4

Not a lot of diversity in the voices. As I mentioned before, there could be more contemporary ideas in ethics, but these are generally the ones covered in an intro.

Some primary texts might be nice. Students can read about the theories in the ethicists own words. I'm looking for an intro to ethics books for the first half of my ethics courses. I will likely use some of these chapters to introduce the ideas.

Reviewed by Erin Anchustegui, Assistant Professor, College of Western Idaho on 5/4/22

This book contains the key topics in the appropriate depth suitable for a lower-level introduction to ethics course. The coverage of subjectivism, relativism, and divine command theory provide the necessary early discussions which lay the foundation for later discussions. The explanations of concepts are very clear without becoming overly technical and long. The section on virtue ethics appropriately included eastern theories and Thomas Aquinas’ and Aristotle’s views.

The lack of applied ethics discussions on abortion, euthanasia, capital punishment, and so forth was a slight disappointment. For this reason, I had to add another book to my course. Moreover, some chapters would have benefitted from including popular counterexamples to the theories. Students enjoy these, and they help to clarify how the theory works.

The content and accuracy of the discussions rank high. The examples lend themselves to a clear understanding. I have used this book for over two semesters, and I find that students understand the views well.

The relevance of topics is enduring and important, with ancient philosophy to modern views being included. However, it would be good for this book to include various discussions which refocus traditional topics from a contemporary perspective.

I chose this book for my courses because of the clarity of writing and organization of concepts. This is one of the strengths of the book.

Consistency rating: 5

Consistency along the parameters of concepts discussed, language, organization, tone, and depth of discussion is very good.

Modularity rating: 5

The various sections and sub-discussions are appropriate, and I did not find any issues. I reorganize the discussions in my course, so this did not hinder my use of the text.

Organization/Structure/Flow rating: 5

Beginning with metaethics is excellent and I was glad to see the more modern approaches such as feminist and evolutionary ethics at the end. Again, the classical views are important, and the discussions build on each other.

I found no issues with the interface.

Very few grammatical errors were found in the text. The text overall is well-edited for organization and grammar.

Cultural Relevance rating: 3

The greatest weakness of the book has to do with its lack of diverse voices. More discussions from philosophers of color, issues of environmental ethics, and social justice would have strengthened this book's offerings.

Review questions at the end of each article would have made this a better book.

Reviewed by Roann Barris, Professor, art history and ethics, Radford University on 1/13/20

Comprehensiveness rating: 3 see less

it covers the major theories of ethical reasoning but does not discuss some variants of the major theories and relies on definitions and examples which are often either chosen for their simplicity, ordinariness or laughable quality -- I found it hard to take them seriously and to imagine that I would use them as discussion points. I also found that there was a tendency to emphasize religious interpretations at the cost of some general accuracy and explanation of the theories

Content Accuracy rating: 3

The introduction to the book is not written in a compelling manner and is often confusing – I am not a philosopher bu I am familiar with ethical theories but the short overviews of each chapter made the theories sound unfamiliar to me; Chapter 1 is a confusing yet simplistic version of ethical relativism and metaethics which I did not know were the same thing (generally they are not treated that way) although this chapter makes them equivalent; I am not familiar with DCT but she tends to explain it in terms of other theories that haven’t been introduced yet in the book and since I am reading a pdf version I can't use links although I don't recall that this chapter had any; ; it is fortunate that I would be able to skip this chapter if I used the book; Virtue ethics chapter is interesting with its examples of how virtue ethics differs from one religion to another; yet it doesn’t include the definition I am most familiar with and tend to use in my classes; Many of the examples are clearly made up and in some cases hard to take seriously; The chapter on deontology said nothing about deontology; Kant is important but deontology is not the theory that was described

Relevance/Longevity rating: 2

I think the pronouns need to be updated and the examples need to be more relevant to the current world

Clarity rating: 4

the language is generally clear (with the exception of the overall introduction and some of the chapters) but the avoidance of terminology should not mean the avoidance of intelligent dialogue and meaningful examples

most of the writers use the same simplified (or simplistic, as I imagine my students would say) language and rely on made up scenarios

it could be divided by chapters but some of the authors refer to later chapters in the book without explaining those concepts, and that would work against modularity

I can't think of alternative ways to organize this type of text although perhaps a conclusion which actually included application examples might be valuable

Interface rating: 4

can't evaluate completely since the links in the text did not work for my download; however, I can comment on the illustrations of the people associated with the theories -- why??? a picture of a philosopher doesn't really explain the theory; I like illustrations but they were unnecessary here; in contrast, charts and tables and bulleted summaries might have been helpful; there is no index

Grammatical Errors rating: 4

there were a few in the introduction; perhaps they were style things rather than grammar but I stopped a few times to ask myself what he was trying to say

Cultural Relevance rating: 5

reasonable except for pronouns and perhaps gender relevance

I am especially looking for an ethics book that has contemporary examples related to the world of art and the art market; not found here; I will continue to use the ethics text that I have been using already as I like the writing style and the accompanying power points from that better than this book; free is good b but doesn't compensate for a text that overall is flat and mediocre

Reviewed by Matthew Goldstein, Instructor (tenured), Peralta Community College District on 12/27/19

The textbook offers an effective survey of meta-ethical theory, and it presents remarkably clear summaries of the major ideas of many of the thinkers whose work has contributed to the development of moral philosophy. While each chapter includes... read more

Content Accuracy rating: 4

The content is delivered in a cool, scholarly manner, and the text is generally readable and neatly proofread. The biases, such as they are, are mostly acknowledged, although more direct engagement with non-Western critics of the philosophical tradition would add credibility and interest to the wide-ranging discussions.

The historical scope of the project--ranging from Plato down to a variety of 21st-century philosophers--increases the likelihood that the book will remain relevant for the foreseeable future. Moreover, the useful foundation in meta-ethical theory that the textbook provides ensures that, even as the field changes and new views reshape our understanding of previous positions, IP: E could be refreshed and expanded easily.

Given its necessarily technical nature, IP: E is laudably readable and light on potentially off-putting jargon. Major ideas are presented in straightforward, accessible language that nevertheless gives the student the technical vocabulary required to understand and conduct arguments in a specialized branch of philosophy.

The tone, language, and overall presentation are generally consistent and inviting to the serious reader.

Chapters complement each other and each is divided ("chunked") into sections a prof might easily give as standalone reading assignments. Whether it might be presented in a variety of different orders--"reorganized and realigned with various subunits," etc.--would seem to depend on the cleverness of the teacher tasked with presenting the material

The progression from relativism and religion to feminism and evolution works well, and there's a largely implicit suggestion that the latter two approaches serve as correctives to or complications of the thought that comes before. This seems like a reasonable--and possibly inevitable--approach to a broad historical as well as theoretical survey.

The book is easy to navigate, the images load quickly and display clearly, and even the clickable footnotes work well. More images would be welcome throughout.

The text is clean and readable, free of distracting typos and grammatical problems.

An additional chapter that sets out some of the more recent critiques of traditional European moral philosophy would be useful. In particular, developments in postcolonial and queer theory would be worth including, not least because they call attention to shortcomings in the universalist assumptions that often underwrite much of academic philosophy, however brilliantly and persuasively articulated.

Perhaps it would be for another book altogether--maybe a companion reader--but a compilation of primary sources referenced in the textbook would be quite valuable. That is, brief excerpts from, e.g, Plato, Kant, Mill, etc., that set out, in the thinkers' original words, the big ideas described in these pages would make a very handy resource.

1. Aren’t Right and Wrong Just Matters of Opinion? On Moral Relativism and Subjectivism
2. Can We Have Ethics without Religion? On Divine Command Theory and Natural Law Theory
3. How Can I Be a Better Person? On Virtue Ethics
4. What’s in it for Me? On Egoism and Social Contract Theory
5. Utilitarianism
6. Kantian Deontology
7. Feminism and Feminist Ethics
8. Evolutionary Ethics

Ancillary Material

About the book.

We often make judgments about good and bad, right and wrong. Philosophical ethics is the critical examination of these and other concepts central to how we evaluate our own and each others’ behavior and choices.

This text examines some of the main threads of discussion on these topics that have developed over the last couple of millenia, mostly within the Western cultural tradition. It considers basic questions about moral and ethical judgment: Is there such a thing as something that is really right or really wrong independent of time, place and perspective? What is the relationship between religion and ethics? How can we reconcile self-interest and ethics? Is it ever acceptable to harm one person in order to help others? What do recent discussions in evolutionary biology or have to say about human moral systems? What is the relation between gender and ethics? The authors invite you to participate in their exploration of these and many other questions in philosophical ethics.

About the Contributors

George Matthews (book editor) studied philosophy at Pratt Institute, where he also earned a BFA in Sculpture, at Hunter College, Loyola University of Chicago, and The Pennsylvania State University, where he earned his Doctorate in Philosophy for work on German Idealism. He currently teaches philosophy in person at Plymouth State University and online at Pennsylvania College of Technology. His research and teaching interests are in ethics, social and political philosophy, environmental philosophy, philosophy of mind and the philosophical and psychological study of rationality and irrationality. He remains a life-long student, having recently become a formal student in the Mountains and Rivers Order in the Soto lineage of Zen Buddhism. His extra-philosophical pursuits also include gardening, cooking, and wandering and climbing in the mountains.

Christina Hendricks (series editor) is a Professor of Teaching in Philosophy at the University of British Columbia in Vancouver, BC, Canada, where she often teaches Introduction to Philosophy courses. She is also the and also the Academic Director of the Centre for Teaching, Learning and Technology (2018-2023). Christina has been an open education researcher and advocate for a number of years, having been a BCcampus Open Textbook Fellow, an OER Research Fellow with the Open Education Group, the Creative Commons Canada representative to the CC Global Network, and a member of the Board of Directors for the Canadian Legal Information Institute.

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Introduction to Ethics

Further Resources

Good Places to Start One’s Study of Ethics An Introduction to Ethics (2010) – John Deigh Human Happiness and Morality: A Brief Introduction to Ethics (2000) – Robert Almeder

Famous Works on Ethics (pre-1900) The Republic (428 BC – 348 BC) – Plato The Nicomachean Ethics (384 BC – 322 BC) – Aristotle The Essential Epicurus (341 BC – 270BC) – Epicurus Handbook of Epictetus (AD 55 -AD 135) – Epictetus An Enquiry Concerning the Principles of Morals (1751) – David Hume Critique of Practical Reason (1788) – Immanuel Kant Philosophy of Right (1820) – GWF Hegel Utilitarianism (1863) – John Stuart Mill The Methods of Ethics (1874) – Henry Sidgwick Beyond Good and Evil (1886) – Friedrich Nietzsche On the Genealogy of Morality (1887) – Friedrich Nietzsche

Influential Works on Ethics (post-1900) Principia Ethica (1903) – GE Moore Ethics and Language (1944) – Charles L. Stevenson The Foundations of Morality (1964) – Henry Hazlitt The Sovereignty of Good (1970) – Iris Murdoch A Theory of Justice (1971) – John Rawls Good and Evil (1970) – Richard Taylor Ethics and the Limits of Philosophy (1985) – Bernard Williams Inventing Right and Wrong (1991) – JL Mackie Ethics As Social Science – The Moral Philosophy of Social Cooperation (2001) – Leland Yeager The Right and the Good (2002) – David Ross

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1000-Word Philosophy: An Introductory Anthology

Philosophy, One Thousand Words at a Time

Below are essays on:

contemporary moral issues and topics in applied or practical ethics;
ethical theories or explanations for what, in general, makes wrong actions wrong and makes permissible actions permissible; and
metaethics or philosophical theories of whether and how moral judgments are true or false (or neither) and whether and how we know them (if we do), and other philosophical issues about ethics.

Practical Ethics | Applied Ethics | Moral Issues

Applied Ethics by Chelsea Haramia

Moral Education: Teaching Students to Become Better People by Dominik Balg

Theories of Moral Considerability: Who and What Matters Morally? by Jonathan Spelman

Business Ethics by Thomas Metcalf

Happiness by Kiki Berk

Meaning in Life: What Makes Our Lives Meaningful? by Matthew Pianalto

The Meaning of Life: What’s the Point? by Matthew Pianalto

Philosophy as a Way of Life by Christine Darr

Ancient Cynicism: Rejecting Civilization and Returning to Nature by G. M. Trujillo, Jr.

The Ethics of Abortion by Nathan Nobis

Euthanasia, or Mercy Killing by Nathan Nobis

The Doctrine of Double Effect: Do Intentions Matter to Ethics? by Gabriel Andrade

Principlism in Biomedical Ethics: Respect for Autonomy, Non-Maleficence, Beneficence, and Justice by G. M. Trujillo, Jr.

Philosophy and Race: An Introduction to Philosophy of Race by Thomas Metcalf

What Is Misogyny? by Odelia Zuckerman and Clair Morrissey

Theories of Punishment by Travis Joseph Rodgers

The Death Penalty by Benjamin S. Yost

Philosophy of Law: An Overview by Mark Satta

Ethics and Absolute Poverty: Peter Singer and Effective Altruism by Brandon Boesch

Longtermism: How Much Should We Care About the Far Future? by Dylan Balfour

Saving the Many or the Few: The Moral Relevance of Numbers by Theron Pummer

The Badness of Death by Duncan Purves

Is Death Bad? Epicurus and Lucretius on the Fear of Death by Frederik Kaufman

The Moral Status of Animals by Jason Wyckoff

Speciesism by Dan Lowe

“Can They Suffer?”: Bentham on our Obligations to Animals by Daniel Weltman

The Non-Identity Problem by Duncan Purves

Psychological Approaches to Personal Identity: Do Memories and Consciousness Make Us Who We Are? by Kristin Seemuth Whaley

The Ethics of Drone Strikes by Ryan Jenkins

Videogames and Philosophy by Alex Fisher

Philosophical Inquiry in Childhood by Jana Mohr Lone

Ethics and the Expected Consequences of Voting by Thomas Metcalf

Free Speech by Mark Satta

Licensing Parents by Ryan Jenkins

Moral Luck by Jonathan Spelman

Indoctrination: What is it to Indoctrinate Someone? by Chris Ranalli

Is it Wrong to Believe Without Sufficient Evidence? W.K. Clifford’s “The Ethics of Belief” by Spencer Case

Existentialism by Addison Ellis

African American Existentialism: DuBois, Locke, Thurman, and King by Anthony Sean Neal

Is Immortality Desirable? by Felipe Pereira

Camus on the Absurd: The Myth of Sisyphus by Erik Van Aken

“Hell Is Other People”: Sartre on Personal Relationships by Kiki Berk

The Philosophy of Humor: What Makes Something Funny? by Chris A. Kramer

Marx’s Conception of Alienation by Dan Lowe

On Karl Marx’s Slogan “From Each According to their Ability, To Each According to their Need” by Sam Badger

Hope by Michael Milona & Katie Stockdale

What Is It To Love Someone? by Felipe Pereira

Aristotle on Friendship: What Does It Take to Be a Good Friend? by G. M. Trujillo, Jr.

Sexual Orientation, Sex, and Gender by Raja Halwani

Feminism Part 1: The Sameness Approach by Annaleigh Curtis

Feminism Part 2: The Difference Approach by Annaleigh Curtis

Feminism Part 3: The Dominance Approach by Chelsea Haramia

Aristotle’s Defense of Slavery by Dan Lowe

Removing Confederate Monuments by Travis Timmerman

Mary Astell’s “A Serious Proposal to the Ladies” (1694) by Simone Webb

Rousseau on Human Nature: “Amour de soi” and “Amour propre” by Corey McCabe

Epistemic Injustice by Huzeyfe Demirtas

Ethics and “Extra Credit” by Nathan Nobis

The Ontology of Race by Abiral Chitrakar Phnuyal

Reparations for Historic Injustice by Joseph Frigault

Responding to Morally Flawed Historical Philosophers and Philosophies by Victor Fabian Abundez-Guerra and Nathan Nobis

How to Establish Social Order? Three Early Chinese Answers by Henrique Schneider

Plato’s Crito: When should we break the law? by Spencer Case

Conspiracy Theories by Jared Millson

George Orwell’s Philosophical Views by Mark Satta

Normative Ethics / Ethical Theories / Moral Principles

Cultural Relativism: Do Cultural Norms Make Actions Right and Wrong? by Nathan Nobis

Because God Says So: On Divine Command Theory by Spencer Case

Ethical Egoism by Nathan Nobis

Deontology: Kantian Ethics by Andrew Chapman

Consequentialism by Shane Gronholz

Mill’s Proof of the Principle of Utility by Dale E. Miller

John Stuart Mill on The Good Life: Higher-Quality Pleasures by Dale E. Miller

Ursula Le Guin’s “The Ones who Walk Away from Omelas”: Would You Walk Away? by Spencer Case

W.D. Ross’s Ethics of “Prima Facie” Duties by Matthew Pianalto

Social Contract Theory by David Antonini

“Nasty, Brutish, and Short”: Thomas Hobbes on Life in the State of Nature by Daniel Weltman

Rousseau on Human Nature: “Amour de soi” and “Amour propre” by Corey McCabe

John Rawls’ ‘A Theory of Justice’ by Ben Davies

Distributive Justice: How Should Resources be Allocated? By Dick Timmer and Tim Meijers

Virtue Ethics by David Merry

Situationism and Virtue Ethics by Ian Tully

G. E. M. Anscombe’s “Modern Moral Philosophy” by Daniel Weltman

The African Ethic of Ubuntu by Thaddeus Metz

Mengzi’s Moral Psychology, Part 1: The Four Moral Sprouts by John Ramsey

Mengzi’s Moral Psychology, Part 2: The Cultivation Analogy by John Ramsey

Principlism in Biomedical Ethics: Respect for Autonomy, Non-Maleficence, Beneficence, and Justice by G. M. Trujillo, Jr.

Why be Moral? Plato’s ‘Ring of Gyges’ Thought Experiment by Spencer Case

Evolution and Ethics by Michael Klenk

(Im)partiality by Shane Gronholz

The Ethics of Mozi: Social Organization and Impartial Care by Henrique Schneider

Praise and Blame by Daniel Miller

Nietzsche and the Death of God by Justin Remhof

Plato’s Form of the Good by Ryan Jenkins

The Repugnant Conclusion by Jonathan Spelman

Practical Reasons by Shane Gronholz

Moral Testimony by Annaleigh Curtis

Ignorance and Blame by Daniel Miller

Free Will and Moral Responsibility by Chelsea Haramia

Alternate Possibilities and Moral Responsibility by Rachel Bourbaki

Manipulation and Moral Responsibility by Taylor W. Cyr

Expertise by Jamie Carlin Watson

Hell and Universalism by A.G. Holdier

Meta-Ethics / The Philosophy of Ethics

Ethical Realism by Thomas Metcalf

Seemings: Justifying Beliefs Based on How Things Seem by Kaj André Zeller

Moral Error Theory by Ian Tully

Reason is the Slave to the Passions: Hume on Reason vs. Desire by Daniel Weltman

Also see Social and Political Philosophy

Introduction to Ethics

Ethics (or moral philosophy) is crucially important because it is devoted to answering questions like these:

“What is best?” “What is the good life?” “How should I live?” “How should I behave towards other people?” “What is the purpose of life?”

These are questions about what makes things valuable; they were the questions which drew me to philosophy in the first place. As you can probably see from this list, the subject holds plenty of interest even for people with no marked tendency to behave well!

Meta-Ethics and Practical Ethics

Like so many subjects (maths, physics, waterskiing), moral philosophy can be divided into a theoretical side (‘meta-ethics’) and a practical side. The back-room boys and girls of moral philosophy examine the ultimate reasons for doing things, search for fundamental values, and try to understand the language and the logic of moral claims. Practical ethics (or applied ethics, as it is also called), looks at what we should do when confronted by specific moral problems. Its practitioners are the glory merchants who get invited onto government commissions to examine the rights and wrongs of things like euthanasia, public conduct and experimentation on human embryos. Applied ethics also covers questions of war, justice, human rights and animal rights. It is perhaps the area of philosophy with most to say about real life.

Goals and Duties

There are numerous theories of ethics. One basic distinction is between teleological (goalbased) and deontological (duty-based) systems of ethics. The word teleological comes from the telos , a marker post that ancient Greek charioteers used to gallop towards in their races. A teleological system of ethics specifies a certain goal which is seen as a Good Thing (such as increasing the amount of happiness in the world, or achieving the workers’ revolution, or whatever). It then defines good actions as ones which bring the achievement of that goal closer, while bad actions are the opposite. A teleologist is the sort of person most likely to say that “the end justifies the means.” Deontological systems of ethics are quite different. There, the idea is that there are simply certain things you have a moral duty to do (telling the truth, for instance) and other things which you should not do, regardless of the long-term consequences.

The difference between the two positions is shown by this often-used and all-too-realistic example. You drive into a small South American village, where you discover that the local army chief and his men have lined up ten of the inhabitants in the main square. Greeting you, the gallant soldier explains that some of the peasants may possibly have been supporting terrorists and that he is about to have them all shot just in case. However, he says with an evil grin, in honour of your visit he is prepared to give you the privilege of personally shooting one of the ten, selected at random. If you do, he will let the others go. If you don’t, you can leave in peace but all the peasants will die. Many teleological theories would require you to go ahead and shoot one of the peasants – you will save nine lives and the overall outcome is therefore much better than if you just walk away. Most deontologists, however, would say that you should refuse to co-operate, as you have an absolute duty not to kill innocent people, whatever the circumstances.

Some Popular Ethical Theories

Consequentialism : The general term for any teleological system of ethics. By far the best-known example is Utilitarianism.

Utilitarianism : “Act so as to create the greatest happiness of the greatest number of people.” There are numerous variations on this simple theme. Utilitarianism has been influential for over two hundred years. Big names include Jeremy Bentham and John Stuart Mill

Kantian ethics Immanuel Kant was the inventor of the famous Categorical Imperative: “Act only on that maxim which you can at the same time will to become a universal law.” He also said that you should treat other people as ends in themselves, and not merely as tools for you to use to achieve your own goals. As it is based on concepts of duty, Kantian ethics is a prime example of a deontologial theory.

Intuitionism : Intuitionists say that we are born with a natural sense of what is right and wrong. All that moral philosophers need to do is to make our moral intuitions explicit and sort out the problems of what to do when different intuitions urge us to conflicting courses of action. One of the leading Intuitionists this century was GE Moore.

Emotivism : this is the view that moral judgements express our approval or disapproval of something, rather than saying anything about the moral properties of that object. So if I say “Drunkenness is a sin!”, all I am doing is expressing the emotion of being repelled by drunken behaviour. Some emotivists say this is just as it should be, and that the only sensible ethical systems are firmly based on an examination of what people really want – on the satisfaction of their emotional preferences. The best known emotivist was AJ (Freddy) Ayer.

Libertarianism : Do whatever you like as long as you don’t hurt anyone else in the process. A leading exponent of this view is the American philosopher Robert Nozick.

Christian ethics “Love the Lord your God and love your neighbour as yourself”. Nietzsche argued that most people (even most atheists) base their behaviour on Judaeo-Christian ethics. The influence of Christianity has been so great for so long that its moral precepts are part of the air we breath.

Relativism : The view that all ethical systems are somehow equally valid, so that a person’s actions can only be judged relative to their particular culture or ethical system.

The Golden Rule Do as you would be done by. This rule underlies the moral systems of nearly all the main religions, as well as Kantian ethics.

Objective versus subjective ethics

Do moral rules or moral values exist separately from human beings? Are they somehow built into the structure of the universe? If so, they are said to be ‘objective’, and morality is something we can discover, just as we can discover the laws of physics. However, if moral values only exist in our heads, we say that they are ‘subjective’. This would help explain why values vary from society to society. But, the objectivist would reply, some moral values are so widely shared as to be almost universal.

Some Controversies in Ethics

(a) The Is-Ought problem (see box about Hume’s Law on page 22). (b) The Problem of the Amoralist . The amoralist is someone who recognises the validity of moral judgements on an intellectual level, but who is utterly unmoved by them emotionally. This poses a bit of a problem for emotivists, who say that moral judgements are inseparable from emotional attitudes. However, they usually retort, “Find us a real live amoralist and then we’ll worry about it”. (c) Moral Luck . Suppose you fire a gun at a crowd. If the bullet kills someone, then you are responsible, and are guilty of manslaughter at the very least. If by some lucky freak of fate the bullet goes right through the crowd without hitting anyone, then all you are guilty of is criminal negligence. But your actions and intentions were exactly the same in both cases – surely you must be as guilty in the second case as in the first? If you aren’t, that must be down to ‘moral luck’. Different theories of ethics place different relative importance on intentions and outcomes .

Continental versus Anglo-Saxon moral philosophy in the 20th Century

See the articles by Peter Lloyd and Innes Crellin starting on the next page!

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How to Write an Ethics Paper

Last Updated: May 16, 2023 Approved

This article was co-authored by Emily Listmann, MA . Emily Listmann is a Private Tutor and Life Coach in Santa Cruz, California. In 2018, she founded Mindful & Well, a natural healing and wellness coaching service. She has worked as a Social Studies Teacher, Curriculum Coordinator, and an SAT Prep Teacher. She received her MA in Education from the Stanford Graduate School of Education in 2014. Emily also received her Wellness Coach Certificate from Cornell University and completed the Mindfulness Training by Mindful Schools. wikiHow marks an article as reader-approved once it receives enough positive feedback. In this case, 100% of readers who voted found the article helpful, earning it our reader-approved status. This article has been viewed 253,451 times.

Writing an ethics paper can present some unique challenges. For the most part, the paper will be written like any other essay or research paper, but there are some key differences. An ethics paper will generally require you to argue for a specific position rather than simply present an overview of an issue. Arguing this position will also involve presenting counterarguments and then refuting them. Finally, ensuring that your reasoning is valid and sound and citing the appropriate sources will allow you to write an ethics paper that will satisfy any critic.

Getting Started

Step 1 Make sure that you understand the assignment.

What is the main objective of the assignment?
What specific things do you need to do in order to get a good grade?
How much time will you need to complete the assignment?

Step 2 Choose a topic for your ethics paper.

For example, you might begin with a topic of "ethical problems of euthanasia." This is very broad, and so forms a good starting point.

Remember, you may refine your topic even further after you have begun writing your paper. This is perfectly acceptable, and is part of the advantage of writing a paper in multiple drafts.

Step 4 Outline the relevant issues to your topic.

For example, you might include issues such as: "describing specifically what is meant by 'extreme, constant pain.' "Other issues might include, "the rights and responsibilities of physicians regarding euthanasia," and "voluntary versus involuntary euthanasia."
After making this list, group or order them in some way. For example, you might imagine yourself taking the position that euthanasia is acceptable in this circumstance, and you could order the issues based on how you would draw supporting evidence and build your claim.

Developing Your Thesis Statement

In your thesis, you should take a specific stand on the ethical issue. For example, you might write your thesis as follows: "Euthanasia is an immoral option even when patients are in constant, extreme pain."

Step 2 Remove ambiguous language to clarify your exact position.

For example, this thesis statement is ambiguous: "Patients should not undergo euthanasia even when suffering constant, extreme pain." With how it's worded, it's unclear whether you mean that euthanasia should be outlawed or that it is morally wrong.
Clarify your position to create a strong thesis: "Euthanasia is an immoral option even when patients are in constant, extreme pain."

Step 3 Make sure the focus of your thesis aligns with your intended focus for the paper.

For example, in the thesis, "It is immoral for patients to choose euthanasia even when suffering constant, extreme pain," the moral burden is on the patient's actions. The author of this thesis would need to make sure to focus on the patient in the essay and not to focus on the moral implications of the doctor's actions.
If the thesis you have written does not reflect what you want to argue in your paper, start over and draft a new thesis statement.

Conducting Research

Step 1 Select sources to research before writing your ethics paper.

Ask a librarian for help finding sources if you are not sure how to access your library’s databases.
A simple way to strengthen your argument through citations is by incorporating some relevant statistics. Simple statistics can have a major impact if presented after you've made a bold assertion. For instance, you may claim that the patient's family members would be unduly traumatized if the patient chose euthanasia, and then cite a university study that catalogued a majority of families reporting trauma or stress in this situation.
Another helpful citation is one in which the broad issue itself is discussed. For instance, you might cite a prominent ethicist's position on your issue to strengthen your position.

The author and his or her credentials. Does the source provide the author’s first and last name and credentials (M.D., Ph.D, etc.)? Steer clear of sources without an author attached to them or that lack credentials when credentials seem crucial, such as in an article about a medical subject. [3] X Research source
Type of publication. Is the publication a book, journal, magazine, or website? Is the publisher an academic or educational institution? Does the publisher have a motive other than education? Who is the intended audience? Ask yourself these questions to determine if this source is reliable. For example, a university or government website might be reliable, but a site that sells items may be biased toward what they're selling.
Citations. How well has the author researched his or her topic? Check the author’s bibliography or works cited page. If the author has not provided any sources, then you may want to look for a different source. [4] X Research source
Bias. Has the author presented an objective, well-reasoned account of the topic? If the sources seems skewed towards one side of the argument, then it may not be a good choice. [5] X Research source
Publication date. Does this source present the most up to date information on the subject? If the sources is outdated, then try to find something more recent. [6] X Research source

To check for comprehension after reading a source, try to summarize the source in your own words and generate a response to the author’s main argument. If you cannot do one or both of these things, then you may need to read the source again.
Creating notecards for your sources may also help you to organize your ideas. Write the citation for the source on the top of the notecard, then write a brief summary and response to the article in the lined area of the notecard. [7] X Research source

Remember to indicate when you have quoted a source in your notes by putting it into quotation marks and including information about the source such as the author’s name, article or book title, and page number. [8] X Research source

Writing and Revising Your Ethics Paper

To expand on your outline, write a couple of sentences describing and/or explaining each of the items in your outline. Include a relevant source for each item as well.

Step 2 Make sure that you include all of the key parts of an ethics paper.

Check your outline to see if you have covered each of these items in this order. If not, you will need to add a section and use your sources to help inform that section.

Step 3 Plan to write your ethics paper using several drafts.

In your first draft, focus on the quality of the argument, rather than the quality of the prose. If the argument is structured well and each conclusion is supported by your reasoning and by cited evidence, you will be able to focus on the writing itself on the second draft.
Unless major revisions are needed to your argument (for example, if you have decided to change your thesis statement), use the second draft to strengthen your writing. Focus on sentence lengths and structures, vocabulary, and other aspects of the prose itself.

Step 4 Give yourself a break before revising.

Try to allow yourself a few days or even a week to revise your paper before it is due. If you do not allow yourself enough time to revise, then you will be more prone to making simple mistakes and your grade may suffer as a result. [10] X Research source

Step 5 Consider your paper from multiple angles as your revise.

Does my paper fulfill the requirements of the assignment? How might it score according to the rubric provided by my instructor?
What is your main point? How might you clarify your main point?
Who is your audience? Have you considered their needs and expectations?
What is your purpose? Have you accomplished your purpose with this paper?
How effective is your evidence? How might your strengthen your evidence?
Does every part of your paper relate back to your thesis? How might you improve these connections?
Is anything confusing about your language or organization? How might your clarify your language or organization?
Have you made any errors with grammar, punctuation, or spelling? How can you correct these errors?
What might someone who disagrees with you say about your paper? How can you address these opposing arguments in your paper? [11] X Research source

Step 6 Read printed version of your final draft out loud.

As you read your paper out loud, highlight or circle any errors and revise as necessary before printing your final copy.

Community Q&A

If at all possible, have someone else read through your paper before submitting it. They can provide valuable feedback on style as well as catching grammatical errors. Thanks Helpful 0 Not Helpful 1

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About This Article

To write an ethics paper, start by researching the issue you want to write about and evaluating your sources for potential bias and trustworthiness. Next, develop a thesis statement that takes a specific stand on the issue and create an outline that includes the key arguments. As you write, avoid using words like “could” or “might,” which will seem ambiguous to the reader. Once you’ve finished your paper, take a break for a few days so your mind is clear, then go back and revise what you wrote, focusing on the quality of your argument. For tips from our Education reviewer on how to annotate source material as you research, read on! Did this summary help you? Yes No

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How to Write an Ethics Paper or Essay With Tips and Examples

Icon Calendar 4 August 2024
Icon Page 3974 words
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An ethics essay is one type of essays that students write to present their ideas about what is good or bad, right or wrong, white or black, and approved or prohibited in terms of various theories, approaches, techniques, practices, actions, behaviors, responsibilities, morals, results, obligations, virtues, and others, developing essential writing skills. When writing an ethics paper, students should understand that such an essay differs from other assignments, and it focuses on elaborating on issues with ethical or moral implications in philosophy. Basically, this elaboration entails writers arguing for a stand on an ethical or moral issue. Moreover, when writing such a composition, students should follow a basic essay structure: introduction-body-conclusion. In each of these sections, learners should capture critical elements, such as a thesis statement in the introduction part, topic sentences in body paragraphs, and a thesis restatement in the conclusion part. Hence, students need to learn how to write a good ethics paper or essay to demonstrate their knowledge of philosophy by using ethical and moral sides of an issue.

General Aspects

Academic writing is a broad discipline that exposes students to critical skills, including interpretation, explanation, reflection, and analysis of many essay topics. Basically, essay writing is one of the academic exercises that enable students to build these skills. One of the essay types that students write is a research paper on ethics. In this case, writers begin a research paper about ethics by introducing an assigned topic, explaining its significance, and presenting a clear thesis statement. When writing ethics essays in philosophy, students address issues related to morality, such as aspects of right and wrong or good and bad. Then, such concepts of ethics and morals underlie the importance of the right behaviors. In various settings, such as workplaces, humans establish codes of ethics and conduct to guide behavior. Therefore, when writing such compositions, a student’s focus is on how humans embrace or disregard good morals in society.

What Is an Ethics Paper and Its Purpose

According to its definition, an ethics paper is a written work that examines moral issues, ethical dilemmas, and contradicting cases, exploring questions of right and wrong. The primary purpose of writing an ethics paper is to examine and analyze various ethical theories, apply them to real-life situations, and present well-reasoned arguments to support a specific viewpoint on an author (Baron et al., 2014). Through this process, such a work aims to stimulate critical thinking and ethical reasoning analysis, helping people to understand different moral perspectives and refine their own beliefs. By examining the lens of ethical principles and their applications, such essays contribute to academic discourse, guide professional practices, and enhance moral awareness. At the individual level, people learn how to reflect on their values and the implications of their choices (Gorichanaz, 2023). Besides, an ethics paper typically includes an introduction with a thesis statement, a literature review, arguments and counterarguments, an analysis, and a conclusion. In terms of pages and words, the length of such a work can vary based on specific course requirements, topic’s complexity, guidelines provided by the instructor or institution, and academic levels:

High School

Pages: 2-5 pages
Words: 500-1250 words

College (Undergraduate)

Pages: 5-10 pages
Words: 1250-2500 words

University (Advanced Undergraduate or Honors)

Pages: 10-15 pages
Words: 2500-3750 words

Master’s

Pages: 20-30 pages
Words: 5000-7500 words
Pages: 30-50 pages or more
Words: 7500-12,500+ words

1. Defining Features or Characteristics

Like all other types of papers , an ethics essay has unique features that define it as an academic text. Writing ethics involves explaining and evaluating moral principles, applying them to specific situations, and providing reasoned arguments supported by evidence (Stichler, 2014). To some extent, these features influence an essay structure of a paper. Basically, the first feature is proof of the importance of a topic. In this case, students show this importance by constructing essay topics as challenging issues facing society, hence talking about it. Then, the second characteristic is a thesis statement, and learners in philosophy formulate them to shed light on a topic. Further on, the third feature is arguments that support a thesis, and the fourth characteristic is possible counterarguments. Moreover, the fifth feature is a rebuttal, where writers insist on the strengths of their arguments while acknowledging possible or real counterarguments. In turn, the sixth characteristic is a sum-up of an ethics paper. Here, authors emphasize a thesis statement by justifying arguments in their favor that they provide in a written document. Therefore, to write a professional ethics paper, people clearly define a specific moral issue, use relevant ethical theories, provide reasoned arguments, and cite scholarly sources (Stichler, 2014). In turn, an argument can be considered as an ethical argument if this statement meets certain criteria that distinguish it from other types of claims. Here are key characteristics that make an argument an ethical argument:

Moral Principles: The argument is based on moral principles or ethical theories and involves considerations of right and wrong, justice, fairness, duty, virtue, or other good/bad concepts.
Normative Statements: Moral claims include normative statements, which prescribe how people ought to act rather than merely describing how they do act.
Reasoned Justifications: The statement provides reasoned justifications for its claims, relying on logical reasoning rather than emotional appeals or mere opinions.
Universalizability: Philosophical approaches often aim for universalizability, meaning the principles applied in the argument should be applicable to all similar situations, not just the specific case being discussed.
Consideration of Stakeholders: The argument takes into account the impact on all relevant stakeholders, considering how the actions or policies will affect different individuals or groups.
Ethical Theories and Principles: The claim often references established moral theories and principles, such as utilitarianism (maximizing overall happiness), deontology (duty-based ethics), virtue ethics (focusing on character), or rights-based approaches.
Consistency: Strong arguments strive for consistency, ensuring moral principles applied are coherent and do not lead to contradictory conclusions in different situations.
Moral Language: The sentence uses moral language, such as “right,” “wrong,” “ought,” “duty,” “rights,” “justice,” “virtue,” and others, to articulate its points.
Impartiality: It often requires impartiality, and key decisions should not be biased by personal interests but should consider the perspective of others affected.
Ethical Reflection: The claim involves ethical reflection, encouraging critical examination of moral beliefs and assumptions to arrive at a well-reasoned conclusion.

2. How Does an Ethics Paper Differ From Other Essays

There are many types of essays that students write under a discipline of philosophy. Basically, each essay type has unique characteristics, and they distinguish it from other papers. For an ethics essay, these characteristics include addressing a moral issue, using an ethical lens to make arguments regarding a controversial matter, or explaining a dilemma (Jansen & Ellerton, 2018). Ideally, this type of paper focuses on elaborating on ethics and morality. In contrast, a narrative essay focuses on telling the writer’s story, while an informative essay focuses on educating the audience concerning a topic. Moreover, while some papers, like narrative or college application essays, utilize the first-person language, an ethics essay takes a formal approach to a third-person language. As a result, a good ethics paper clearly defines a particular moral problem, applies relevant ethical theories, presents balanced arguments, and provides well-reasoned conclusions.

3. How to Know if Students Need to Write an Ethics Paper or Essay

Generally, before students write some types of papers, they first consider the department or tutor’s requirements. Basically, these requirements can provide direct instructions, including a research topic, an essay outline, or a grading rubric (Baron et al., 2014). In this case, the latter helps students to understand the basic expectations of educational departments or tutors. Therefore, when students do not get direct instructions about their ethics topics, they can always know what type of essay they need to write by reading grading essay rubric requirements. For ethics papers, such prompts require students to take a stand on an issue of profound ethical or moral implications, such as fraud. In turn, key elements that tell students that they need to write an ethics paper or essay include providing an ethical argument, elaborating on a moral dilemma, or expounding on ethical and legal implications.

4. How Do Students Know if They Need to Write an Ethics Paper by Looking at an Essay Topic

Students consider the instructions given by departments or tutors when writing essays. Basically, these instructions provide directions on essay topics, and students should address them when writing their papers. When writing an ethics paper, students can know that they need to write this type of essay by looking at the department or tutor’s topic. Moreover, this ethics topic may require people to provide valid arguments concerning a matter, elaborate on a moral dilemma, or state whether an issue is ethical or legal (Deaton, 2019). In turn, a central message of a topic should require students to address an issue via a philosophical lens. As a result, to write an ethical dilemma paper, people describe a specific moral problem, discuss conflicting values, analyze possible solutions using philosophical theories, and conclude with a reasoned decision.

5. The Meaning of an Ethical Argument, Ethical Dilemma, and Ethical v. Legal Implications

Key elements that define an ethics paper include ethical arguments, moral dilemmas, and ethical and legal implications. For example, the term “ethical arguments” refers to a concept of taking a stand on an issue with moral implications and defending it (Baines, 2009). In this case, writers make relevant arguments to support their perspectives on an issue raising moral questions, such as fraud. Then, the term “ethical dilemma” refers to a situation where individuals find themselves whenever they face an issue raising ethical or moral questions, such as bribery (Baines, 2009). Moreover, authors are torn between two options, with one option having severe moral implications. In turn, the term “ethical versus legal implications” refers to a situation where a writer has to decide whether an issue, such as bribery, needs ethical or legal redress (Baines, 2009). Hence, ethical dilemmas mean the complexity of making moral decisions and require a balance between conflicting values and principles, while some examples of them are:

Moral Dilemma	Explanation
Lying to Protect Someone	Should you lie to protect a friend’s secret, knowing that telling the truth could harm their reputation?
Stealing to Feed a Family	Should you participate in a war you believe is unjust to fulfill your civic duty or refuse and face legal consequences?
Euthanasia	Should you assist in the euthanasia of a terminally ill loved one who is suffering despite it being illegal?
Reporting a Friend’s Crime	Should you report your friend’s illegal activities to the authorities, risking your friendship but upholding the law?
Breaking a Promise to Help Another	Should you break a promise to a friend to help another friend in a more urgent situation?
Employee Whistleblowing	Should you expose your company’s unethical practices, risking your job but potentially preventing harm to others?
Trolley Problem	Should you pull a lever toward you to divert a runaway trolley, killing one person but saving five others?
Medical Resource Allocation	Should you allocate limited medical resources to a young patient with a better prognosis than an older patient?
Conscription vs. Conscientious Objection	Should you participate in a war you believe is unjust to fulfill your civic duty or refuse and face legal consequences?
Privacy vs. Security	Should you support increased surveillance to enhance public safety, even if it infringes on individual privacy rights?

Examples of Ethical & Moral Themes

Ethical Dimensions of Artificial Intelligence: Concerns and Potential Solutions
The Ethics and Legality of Child Adoption
The Pros and Cons of Taking Vitamin Supplements
Plastic Surgery and the Pursuit of Beauty
Human Cloning: Is It Ethical?
Death Penalty: Key Pros and Cons
Abortion as an Intervention Against Teen Pregnancy
Is Voting a Moral or Legal Duty?
Does Driving an Electric Car Indicate Responsible Citizenship?
Social Media Use and Privacy
Should Schools Enact Anti-Bullying Policies?
Does Social Media Use Enhance or Undermine Socialization?
Combating Music Piracy: Should Governments Get Involved?
Organic Foods vs. Processed Foods: Which Is Healthier?
Global Warming and the Extinction of Animal and Plant Species
Should Politics and Church Separate?
Is It Justified to Bribe to Avoid a Legal Penalty?
Should Nurses Be Allowed to Assist Terminally Ill Patients to End Their Lives?
Corporate Fraud: Who Should Take Responsibility?
Is Corporate Social Responsibility a Humanitarian or Commercial Concept?

Ethics Paper Format

Section	Description
Title Page	Begin your paper by presenting the paper’s title, author’s name, course, instructor’s name, and date.
Abstract	Provide a concise summary of the paper’s content, including the main moral issue, theories, key arguments, and final remarks.
Introduction	Start an ethics paper with a compelling introduction that outlines a specific ethical issue, provide background information, and present a clear thesis statement concerning a moral problem under analysis.
Background	Write a relevant context and detailed background information about a particular moral problem being discussed.
Literature Review	Summarize existing research and ethical theories relevant to an assigned topic, highlighting different viewpoints.
Arguments	Include various arguments related to a corresponding moral issue, using relevant theories to support each perspective.
Counterarguments	Discuss potential counterarguments to the main thesis and address them using ethical reasoning.
Analysis	Critically examine arguments and counterarguments, applying theoretical principles to evaluate them.
Conclusion	End by summarizing the main points, restate the central thesis in light of the discussion, and provide final thoughts or recommendations.
References	List all the sources used for writing an ethical analysis and format them according to a specific citation style (e.g., APA, MLA, Harvard, Chicago/Turabian, etc.).
Appendices	Include any additional material, such as surveys, interview transcripts, charts, tables, or detailed explanations, if applicable.

Note: This ethics paper format is general, while some sections can be added, deleted, or combined with each other depending on the scope, requirements, instructions, and purpose.

Ethics Paper Outline

Like any other essay, an ethics paper follows a specific structure that underscores its outline. Basically, this structure comprises three sections: introduction, body, and conclusion. When writing these sections, students must ensure they address all the essential defining features stated previously in their ethics essays or papers. When doing so, writers should confirm that the introduction and conclusion sections take 10 percent of the total word count of an ethics paper or essay, while the body, which is the main text, should be 80 percent. Hence, an essay outline of an ethics paper should look as below:

I. Introduction

A. Hook sentence. B. Background information on an ethical dilemma. C. Writer’s claim – A thesis statement covering a moral part.

II. Body Paragraphs

A. Argument

state a position of an argument;
support this position with evidence;
explain how this evidence is right toward this argument and evidence;
conclude why this argument is valid.

B. Counterargument

provide a counterargument to a position in the first body paragraph;
include evidence that supports this counterargument, being opposite to an argument in the previous section;
explain how this counterargument and evidence in this paragraph are correct by using an opposite perspective;
finish why this counterargument is valid for this case.

C. Rebuttal

define the weaknesses of a counterargument;
cover credible evidence that supports such weaknesses;
write how these weaknesses make a counterargument irrelevant;
end with a statement that explains why a counterargument is not valid compared to an argument.

III. Conclusion

A. Restate a thesis. B. Sum up on the argument, counterargument, and rebuttal. C. State a paper’s final claim with a moral lesson.

Explaining Each Section of an Ethics Paper Structure

When writing the introduction section, authors of an ethics paper should be brief and concise. Here, students should inform the audience about the purpose of writing by accurately expounding on an ethical issue they intend to address (Baron et al., 2014). In essence, this aspect means highlighting their stand concerning an issue. Moreover, formulating a thesis statement helps to accomplish this goal. In this case, writers frame their minds and structure their compositions via the use of arguments, and they defend their stand on an issue of profound moral implications. Notably, when writing the introduction part, which signals the start of an ethical paper or essay, learners should begin with a hook to grab the readers’ attention. This sentence can be a popular misconception or a question that writers intend to answer when writing an ethics paper or essay. In turn, the next examples of starters can help writers to begin their ethical analysis and set the stage for a thorough exploration of the topic:

Moral implications of [issue] are complex and involve different considerations, such as … .
One of the most pressing ethical questions surrounding [issue] is whether … .
From the perspective of deontological ethics, [action] can be viewed as … .
A utilitarian approach to [issue] would suggest … .
The principle of autonomy plays a crucial role in the debate over [issue], as it emphasizes … .
In considering the ethical dimensions of [issue], it is important to weigh the potential benefits against … .
The controversy over [issue] highlights the tension between [value 1] and [value 2] … .
Philosophical lenses, such as [theory 1], [theory 2], and [theory 3] provide a framework for understanding [issue] by focusing on … .
The debate over [issue] raises significant moral concerns, including … .
Examining [issue] through the lens of [ethical theory] reveals … .

II. Body Section

When writing the body of an ethics paper or essay, students should use a thesis statement as a reference point. In other words, they should use a thesis statement to come up with several ideas or arguments in defense of their stand on an assigned ethical or moral issue identified in the introduction part (Deaton, 2019). Basically, rules of academic writing dictate that students should begin each body paragraph with a topic sentence, whose purpose is to introduce a claim or idea they intend to elaborate on in the section. Then, it is advisable that, when writing the body section, learners should use different paragraphs to separate arguments logically. Moreover, students should follow a sandwich rule when writing every body paragraph of an ethics paper or essay. In turn, such a paragraph structure means providing a claim, supporting it with evidence, explaining its relevance to the paper’s thesis, and ending with a transition sentence to be connected with the next paragraph logically.

The conclusion part is the last section of an ethics paper. In particular, an ethics essay should capture several themes in this section. Firstly, writers should restate a thesis statement. Secondly, they should summarize the main points made in body paragraphs. Further on, this aspect means summarizing the writer’s arguments for their stands toward an issue with moral implications (Baines, 2009). In turn, authors should reiterate the paper’s topic and state why it was essential to address an ethical or moral issue. Besides, students need to avoid providing new information in this section.

Example of an Ethics Paper

Topic – Euthanasia: Is It Ethical?

I. Introduction Sample

Terminal illness is a condition of profound pain and suffering for those affected, including the patients and their families. Today, some scientists support euthanasia, the aspect of assisting terminally ill patients in ending their lives. While health professionals should do everything to help their patients to avoid suffering, assisting them in ending their lives is unethical and immoral.

II. Examples of Body Paragraphs

Life is a sacred thing, and no human being has any justification for ending it, regardless of whose it is. For example, the premise of a debate about euthanasia, which refers to assisted suicide, is the prevalence of terminal illnesses that subject individuals to a life of pain, suffering, and dependence. Without any hope of recovery, some individuals have opted to end their lives with the help of their loved ones or health professionals. While there is every reason to empathize with these individuals’ fate, there is no basis for supporting their desire to end their lives. In turn, the sanctity of life does not allow human beings to end life, no matter the circumstances.

If there seems to be no hope of recovery, ending life is counterproductive in an age of significant scientific and technological advancements. Basically, scientists are working round the clock to find cures for incurable diseases that have proven to be a threat to humanity. For example, today, smallpox is no longer a threat because a cure is found (Persson, 2010). Therefore, the fact that there may be no cure for a disease today does not mean that there will not be a cure tomorrow. Naturally, human beings rely on hope to overcome moments of darkness, such as a terminal illness diagnosis. Nonetheless, it is the effort of the scientific community that has always brought hope to humanity. In this light, there is no ethical or moral justification for euthanasia.

Euthanasia is not only a solution to terminal illness but also a sign of hopelessness and despair. When patients take the root of assisted suicide, it means that they give up on looking for alternatives in dealing with a problem. In this case, the fact that a terminal illness does not have a cure does not imply that it cannot be managed. Moreover, individuals who love a terminally ill person, such as family members and friends, hope to spend more time with them before an inevitable time happens. As such, terminally ill patients should use their families and health professionals to live longer. In essence, this aspect reflects true humanity – standing firm and determining amid of insurmountable odds. On that truth alone, euthanasia is an idea that deserves no thought or attention.

III. Conclusion Sample

There is nothing more devastating than a terminal illness diagnosis. Basically, such news punctures the hope of many individuals, families, and communities. Nonetheless, patients should not lose hope and despair to the point of wanting to end their lives because of being diagnosed with a terminal illness. Because life is sacred and there is always a higher probability of medical breakthroughs in an age of scientific and technological advancement, euthanasia is an unethical and immoral solution to a terminal illness.

Persson, S. (2010). Smallpox, syphilis, and salvation: Medical breakthroughs that changed the world . East Gosford, New South Wales: Exisle Publishing.

Essay writing is an essential academic exercise that enables students to develop writing skills. When writing an ethics paper or essay, students focus on taking a stand on an issue with ethical or moral implications. In this case, writers create a thesis statement that expresses their perspective on a moral issue, which can be an ethical dilemma. In the main text, authors provide arguments that defend their thesis statements. Hence, when writing an ethics paper or essay, students should master the following tips:

Develop the introduction-body-conclusion paper outline.
Introduce an assigned topic briefly and concisely in the introduction section.
Write a strong thesis statement covering a moral problem.
Use separate body paragraphs to introduce and defend arguments.
Ensure to provide a counterargument and a rebuttal.
Restate a central thesis statement in the conclusion section, including a summary of the main points (arguments that defend the paper’s thesis).

Baines, B. K. (2009). Ethical wills: Putting your values on paper . Da Capo Press.

Baron, P., Poxon, B., & Jones, L. (2014). How to write ethics and philosophy essays . PushMe Press.

Deaton, M. (2019). Ethics in a nutshell: The philosopher’s approach to morality in 100 pages . Notaed Press.

Gorichanaz, T. (2023). A compass for what matters: Applying virtue ethics to information behavior. Open Information Science , 7 (1), 1–14. https://doi.org/10.1515/opis-2022-0151

Jansen, M., & Ellerton, P. (2018). How to read an ethics paper. Journal of Medical Ethics , 44 (12), 810–813. https://doi.org/10.1136/medethics-2018-104997

Stichler, J. F. (2014). The ethics of research, writing, and publication. HERD: Health Environments Research & Design Journal , 8 (1), 15–19. https://doi.org/10.1177/193758671400800103

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Home — Essay Samples — Philosophy — Ethics — Ethics and Its Effective Importance

Ethics and Its Effective Importance

Categories: Ethics

About this sample

Words: 1032 |

Published: Oct 23, 2018

Words: 1032 | Pages: 2 | 6 min read

Ethics essay outline, ethics essay example, introduction.

Definition of ethics as systematic moral principles
Importance of ethics in decision-making and its impact on individuals and society
Brief overview of the essay's aims and topics

Understanding Ethics

Origin of the word "ethics" from the Greek word "ethos"
Overview of the general dilemmas covered by ethics
Role of ethics in guiding individuals in leading a good life and making ethical decisions
The language of right and wrong in ethics

Sources of Ethics

Discussion of how ethics is derived from religions, philosophies, and cultures
Mention of the ethical debates on topics such as abortion, human rights, and professional conduct
Ethics as a moral map and framework for addressing complex moral issues

Disagreements and Ambiguity in Ethics

Explanation of how ethics can pinpoint disagreements and clarify moral issues
Acknowledgment that ethics doesn't always provide definitive answers
The challenge of moral ambiguity and taking responsibility for ethical choices

Approaches to Ethical Problem Solving

Historical perspectives on solving ethical problems, including divine guidance and philosophical reasoning
Modern view emphasizing ethical decisions rather than fixed conclusions
The role of philosophy in clarifying ethical issues and ethical methods

Objective vs. Subjective Ethics

Debate between ethical realists and ethical non-realists
Ethical realists' belief in the discovery of objective ethical truths
Ethical non-realists' perspective that humans invent ethical truths
The challenge of diverse ethical codes and behaviors among humans
Summary of key points discussed in the essay
The existence of ethical properties in the world regardless of human opinions
How to customize a healthy good life
How to generalize our own
How to choose right sucessful path.
How to make our own right decision
And also of course about the language of right and wrong
Dalton, Derek 2011 “Gender Differences in Ethics Research; Importance of Controlling Social Desirability Response” Volume 103 pg 73-93. Toronto, Canada.
Ferell, 20017 ‘'Business Ethics'’ Edition 11 Boston, USA.
Jeanes, Emmal 2017 “Are We Ethical? Approaches to Ethics in Management and Organization” Volume 24.2017 pg. 174-197. London.
Mulder, Laetitia 2015 “Effect of Specific and General Rules on Ethical Decisions” Vol. 126.2015 pg. 115-129. Amsterdam.
Razaha Juhaida Johari 2017 “Ethical Issues and their Relevence of Auditions” Vol 5.2017 pg 205-214. London.
Velasquez, Manual 1996 “Why Ethics Matters a Defence of Ethics in Business Organization” Vol. 6 1996 pg. 201-227. Chicago, Illinois, USA.
Wild, Nigel 2011 “Ethical Strategies for Organization” Vol. 16.2011 pg 110-127 Bingley.

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Ethics and Its Effective Importance Essay

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Essay on Ethics for Students and Children

500+ words essay on ethics.

Essay on Ethics – Ethics refers to the concepts of right and wrong conduct. Furthermore, ethics is basically a branch of philosophy dealing with the issue of morality. Moreover, ethics consist of the rules of behavior. It certainly defines how a person should behave in specific situations. The origin of ethics is old and it started from the Stone Age . Most noteworthy, over the centuries many religions and philosophers have made contributions to ethics.

Branches of Ethics

First of all, comes the descriptive branch of ethics. Descriptive ethics involve what people actually believe to be right or wrong. On the basis of this, the law decides whether certain human actions are acceptable or not. Most noteworthy, the moral principles of society keep changing from time to time. Therefore, descriptive ethics are also known as comparative ethics. This is because; it compares the ethics of past and present as well as ethics of one society and another.

Normative ethics is another important branch of ethics. Moreover, Normative ethics deals with certain norms or set of considerations. Furthermore, these norms or set of considerations dictate how one should act. Therefore, normative ethics sets out the rightness or wrongness of actions or behaviours. Another name for normative ethics is prescriptive ethics. This is because; it has principles which determine whether an action is right or wrong.

Meta-ethics consists of the origin of the ethical concepts themselves. Meta-ethics is not concerned whether an action is good or evil. Rather, meta-ethics questions what morality itself is. Therefore, meta-ethics questions the very essence of goodness or rightness. Most noteworthy, it is a highly abstract way of analyzing ethics.

Applied ethics involves philosophical examination or certain private and public life issues. Furthermore, this examination of issues takes place from a moral standpoint. Moreover, this branch of ethics is very essential for professionals. Also, these professionals belong to different walks of life and include doctors , teachers , administrators, rulers.

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Applications of Ethics

Bioethicists deal with the ethical questions that arise in the relationships among life sciences, biotechnology, medicine, politics, and philosophy. Furthermore, Bioethics refers to the study of controversial ethics brought about by advances in biology and medicine .

Ethics also have a significant application in business. Moreover, business ethics examines ethical principles in relation to a business environment.

Military ethics involve the questions regarding the application of ethos of the soldier. Furthermore, military ethics involves the laws of war. Moreover, it also includes the question of justification of initiating military force.

Public sector ethics deals with a set of principles that guide public officials in their service. Furthermore, the public sector involves the morality of decision making. Most noteworthy, it consists of the question of what best serves the public’s interests.

In conclusion, ethics is certainly one of the most important requirements of humanity. Furthermore, without ethics, the world would have been an evil and chaotic place. Also, the advancement of humanity is not possible without ethics. There must be widespread awareness of ethics among the youth of society.

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Ethics: A Very Short Introduction (1st edn)

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Our self-image as moral, well-behaved creatures is dogged by scepticism, relativism, hypocrisy, and nihilism, by the fear that in a Godless world science has unmasked us as creatures fated by our genes to be selfish and tribalistic, or competitive and aggressive. Ethics: A Very Short Introduction tackles the major moral questions surrounding birth, death, happiness, desire, and freedom, showing us how we should think about the meaning of life, and how we should mistrust the soundbite-sized absolutes that often dominate moral debates.

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Introduction: What is Research Ethics?

Research Ethics is defined here to be the ethics of the planning, conduct, and reporting of research. This introduction covers what research ethics is, its ethical distinctions, approaches to teaching research ethics, and other resources on this topic.

What is Research Ethics

Why Teach Research Ethics

Animal Subjects

Biosecurity

Collaboration

Conflicts of Interest

Data Management

Human Subjects

Peer Review

Publication

Research Misconduct

Social Responsibility

Stem Cell Research

Whistleblowing

Descriptions of educational settings , including in the classroom, and in research contexts.

Case Studies

Other Discussion Tools

Information about the history and authors of the Resources for Research Ethics Collection

What is Research Ethics?

Research Ethics is defined here to be the ethics of the planning, conduct, and reporting of research. It is clear that research ethics should include:

Protections of human and animal subjects

However, not all researchers use human or animal subjects, nor are the ethical dimensions of research confined solely to protections for research subjects. Other ethical challenges are rooted in many dimensions of research, including the:

Collection, use, and interpretation of research data
Methods for reporting and reviewing research plans or findings
Relationships among researchers with one another
Relationships between researchers and those that will be affected by their research
Means for responding to misunderstandings, disputes, or misconduct
Options for promoting ethical conduct in research

The domain of research ethics is intended to include nothing less than the fostering of research that protects the interests of the public, the subjects of research, and the researchers themselves.

Ethical Distinctions

In discussing or teaching research ethics, it is important to keep some basic distinctions in mind.

It is important not to confuse moral claims about how people ought to behave with descriptive claims about how they in fact do behave. From the fact that gift authorship or signing off on un-reviewed data may be "common practice" in some contexts, it doesn't follow that they are morally or professionally justified. Nor is morality to be confused with the moral beliefs or ethical codes that a given group or society holds (how some group thinks people should live). A belief in segregation is not morally justified simply because it is widely held by a group of people or given society. Philosophers term this distinction between prescriptive and descriptive claims the 'is-ought distinction.'
A second important distinction is that between morality and the law. The law may or may not conform to the demands of ethics (Kagan, 1998). To take a contemporary example: many believe that the law prohibiting federally funded stem cell research is objectionable on moral (as well as scientific) grounds, i.e., that such research can save lives and prevent much human misery. History is full of examples of bad laws, that is laws now regarded as morally unjustifiable, e.g., the laws of apartheid, laws prohibiting women from voting or inter-racial couples from marrying.
It is also helpful to distinguish between two different levels of discussion (or two different kinds of ethical questions): first-order or "ground-level" questions and second-order questions.
First-order moral questions concern what we should do. Such questions may be very general or quite specific. One might ask whether the tradition of 'senior' authorship should be defended and preserved or, more generally, what are the principles that should go into deciding the issue of 'senior' authorship. Such questions and the substantive proposals regarding how to answer them belong to the domain of what moral philosophers call 'normative ethics.'
Second-order moral questions concern the nature and purpose of morality itself. When someone claims that falsifying data is wrong, what exactly is the standing of this claim? What exactly does the word 'wrong' mean in the conduct of scientific research? And what are we doing when we make claims about right and wrong, scientific integrity and research misconduct? These second-order questions are quite different from the ground-level questions about how to conduct one's private or professional life raised above. They concern the nature of morality rather than its content, i.e., what acts are required, permitted or prohibited. This is the domain of what moral philosophers call 'metaethics' (Kagan, 1998).

Ethical Approaches

Each of these approaches provides moral principles and ways of thinking about the responsibilities, duties and obligations of moral life. Individually and jointly, they can provide practical guidance in ethical decision-making.

One of the most influential and familiar approaches to ethics is deontological ethics, associated with Immanuel Kant (1742-1804). Deontological ethics hold certain acts as right or wrong in themselves, e.g., promise breaking or lying. So, for example, in the context of research, fraud, plagiarism and misrepresentation are regarded as morally wrong in themselves, not simply because they (tend to) have bad consequences. The deontological approach is generally grounded in a single fundamental principle: Act as you would wish others to act towards you OR always treat persons as an end, never as a means to an end.
From such central principles are derived rules or guidelines for what is permitted, required and prohibited. Objections to principle-based or deontological ethics include the difficulty of applying highly general principles to specific cases, e.g.: Does treating persons as ends rule out physician-assisted suicide, or require it? Deontological ethics is generally contrasted to consequentialist ethics (Honderich, 1995).
According to consequentialist approaches, the rightness or wrongness of an action depends solely on its consequences. One should act in such a way as to bring about the best state of affairs, where the best state of affairs may be understood in various ways, e.g., as the greatest happiness for the greatest number of people, maximizing pleasure and minimizing pain or maximizing the satisfaction of preferences. A theory such as Utilitarianism (with its roots in the work of Jeremy Bentham and John Stuart Mill) is generally taken as the paradigm example of consequentialism. Objections to consequentialist ethics tend to focus on its willingness to regard individual rights and values as "negotiable." So, for example, most people would regard murder as wrong independently of the fact that killing one person might allow several others to be saved (the infamous sacrifice of an ailing patient to provide organs for several other needy patients). Similarly, widespread moral opinion holds certain values important (integrity, justice) not only because they generally lead to good outcomes, but in and of themselves.
Virtue ethics focuses on moral character rather than action and behavior considered in isolation. Central to this approach is the question what ought we (as individuals, as scientists, as physicians) to be rather than simply what we ought to do. The emphasis here is on inner states, that is, moral dispositions and habits such as courage or a developed sense of personal integrity. Virtue ethics can be a useful approach in the context of RCR and professional ethics, emphasizing the importance of moral virtues such as compassion, honesty, and respect. This approach has also a great deal to offer in discussions of bioethical issues where a traditional emphasis on rights and abstract principles frequently results in polarized, stalled discussions (e.g., abortion debates contrasting the rights of the mother against the rights of the fetus).
The term 'an ethics of care' grows out of the work of Carol Gilligan, whose empirical work in moral psychology claimed to discover a "different voice," a mode of moral thinking distinct from principle-based moral thinking (e.g., the theories of Kant and Mill). An ethics of care stresses compassion and empathetic understanding, virtues Gilligan associated with traditional care-giving roles, especially those of women.
This approach differs from traditional moral theories in two important ways. First, it assumes that it is the connections between persons, e.g., lab teams, colleagues, parents and children, student and mentor, not merely the rights and obligations of discrete individuals that matter. The moral world, on this view, is best seen not as the interaction of discrete individuals, each with his or her own interests and rights, but as an interrelated web of obligations and commitment. We interact, much of the time, not as private individuals, but as members of families, couples, institutions, research groups, a given profession and so on. Second, these human relationships, including relationships of dependency, play a crucial role on this account in determining what our moral obligations and responsibilities are. So, for example, individuals have special responsibilities to care for their children, students, patients, and research subjects.
An ethics of care is thus particularly useful in discussing human and animal subjects research, issues of informed consent, and the treatment of vulnerable populations such as children, the infirm or the ill.
The case study approach begins from real or hypothetical cases. Its objective is to identify the intuitively plausible principles that should be taken into account in resolving the issues at hand. The case study approach then proceeds to critically evaluate those principles. In discussing whistle-blowing, for example, a good starting point is with recent cases of research misconduct, seeking to identify and evaluate principles such as a commitment to the integrity of science, protecting privacy, or avoiding false or unsubstantiated charges. In the context of RCR instruction, case studies provide one of the most interesting and effective approaches to developing sensitivity to ethical issues and to honing ethical decision-making skills.
Strictly speaking, casuistry is more properly understood as a method for doing ethics rather than as itself an ethical theory. However, casuistry is not wholly unconnected to ethical theory. The need for a basis upon which to evaluate competing principles, e.g., the importance of the well-being of an individual patient vs. a concern for just allocation of scarce medical resources, makes ethical theory relevant even with case study approaches.
Applied ethics is a branch of normative ethics. It deals with practical questions particularly in relation to the professions. Perhaps the best known area of applied ethics is bioethics, which deals with ethical questions arising in medicine and the biological sciences, e.g., questions concerning the application of new areas of technology (stem cells, cloning, genetic screening, nanotechnology, etc.), end of life issues, organ transplants, and just distribution of healthcare. Training in responsible conduct of research or "research ethics" is merely one among various forms of professional ethics that have come to prominence since the 1960s. Worth noting, however, is that concern with professional ethics is not new, as ancient codes such as the Hippocratic Oath and guild standards attest (Singer, 1986).
Adams D, Pimple KD (2005): Research Misconduct and Crime: Lessons from Criminal Science on Preventing Misconduct and Promoting Integrity. Accountability in Research 12(3):225-240.
Anderson MS, Horn AS, Risbey KR, Ronning EA, De Vries R, Martinson BC (2007): What Do Mentoring and Training in the Responsible Conduct of Research Have To Do with Scientists' Misbehavior? Findings from a National Survey of NIH-Funded Scientists . Academic Medicine 82(9):853-860.
Bulger RE, Heitman E (2007): Expanding Responsible Conduct of Research Instruction across the University. Academic Medicine. 82(9):876-878.
Kalichman MW (2006): Ethics and Science: A 0.1% solution. Issues in Science and Technology 23:34-36.
Kalichman MW (2007): Responding to Challenges in Educating for the Responsible Conduct of Research, Academic Medicine. 82(9):870-875.
Kalichman MW, Plemmons DK (2007): Reported Goals for Responsible Conduct of Research Courses. Academic Medicine. 82(9):846-852.
Kalichman MW (2009): Evidence-based research ethics. The American Journal of Bioethics 9(6&7): 85-87.
Pimple KD (2002): Six Domains of Research Ethics: A Heuristic Framework for the Responsible Conduct of Research. Science and Engineering Ethics 8(2):191-205.
Steneck NH (2006): Fostering Integrity in Research: Definitions, Current Knowledge, and Future Directions. Science and Engineering Ethics 12:53-74.
Steneck NH, Bulger RE (2007): The History, Purpose, and Future of Instruction in the Responsible Conduct of Research. Academic Medicine. 82(9):829-834.
Vasgird DR (2007): Prevention over Cure: The Administrative Rationale for Education in the Responsible Conduct of Research. Academic Medicine. 82(9):835-837.
Aristotle. The Nichomachean Ethics.
Beauchamp RL, Childress JF (2001): Principles of Biomedical Ethics, 5th edition, NY: Oxford University Press.
Bentham, J (1781): An Introduction to the Principles of Morals and Legislation.
Gilligan C (1993): In a Different Voice: Psychological Theory and Women's Development. Cambridge: Harvard University Press.
Glover, Jonathan (1977): Penguin Books.
Honderich T, ed. (1995): The Oxford Companion to Philosophy, Oxford and New York: Oxford University Press.
Kagan S (1998): Normative Ethics. Westview Press.
Kant I (1785): Groundwork of the Metaphysics of Morals.
Kant I (1788): Critique of Practical Reason.
Kant I (1797): The Metaphysics of Morals.
Kant I (1797): On a Supposed right to Lie from Benevolent Motives.
Kuhse H, Singer P (1999): Bioethics: An Anthology. Blackwell Publishers.
Mill JS (1861): Utilitarianism.
Rachels J (1999): The Elements of Moral Philosophy, 3rd edition, Boston: McGraw-Hill.
Regan T (1993): Matters of Life and Death: New Introductory Essays in Moral Philosophy, 3rd edition. New York: McGraw-Hill. The history of ethics.
Singer P (1993): Practical Ethics, 2nd ed. Cambridge University Press.

The Resources for Research Ethics Education site was originally developed and maintained by Dr. Michael Kalichman, Director of the Research Ethics Program at the University of California San Diego. The site was transferred to the Online Ethics Center in 2021 with the permission of the author.

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This material is based upon work supported by the National Science Foundation under Award No. 2055332. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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How To Write an Essay About Ethics

Understanding ethics.

Before writing an essay about ethics, it is essential to understand what ethics entails. Ethics, often referred to as moral philosophy, involves systematizing, defending, and recommending concepts of right and wrong behavior. It explores questions of morality, including how individuals ought to act and the definition of what is good. Begin your essay by defining ethics and its importance in everyday life. Discuss different ethical theories such as utilitarianism, deontology, virtue ethics, and existential ethics. Understanding these theories will provide a solid foundation for analyzing ethical questions and dilemmas in your essay.

Developing a Thesis Statement

A strong essay on ethics should be centered around a clear, concise thesis statement. This statement should present a specific viewpoint or argument about an ethical topic. For example, you might analyze a particular ethical dilemma, discuss the application of ethical theories in real-world scenarios, or argue the importance of ethics in a specific field, such as business or medicine. Your thesis will guide the direction of your essay and provide a structured approach to your analysis.

Gathering Supporting Evidence

To support your thesis, gather evidence from philosophical texts, real-life examples, case studies, or scholarly research. This evidence might include analyses of historical ethical dilemmas, discussions of ethical practices in different cultures, or recent developments in ethical theory. Use this evidence to support your thesis and build a persuasive argument. Remember to consider different perspectives and counterarguments to present a well-rounded discussion.

Analyzing Ethical Theories and Applications

Dedicate a section of your essay to analyzing ethical theories and their applications. Discuss how these theories provide frameworks for understanding what constitutes ethical behavior. Explore how different ethical theories might approach a particular dilemma or issue. For instance, consider how a utilitarian might approach a problem differently than a deontologist. This analysis will demonstrate your understanding of ethical theories and your ability to apply them to real-world situations.

Concluding the Essay

Conclude your essay by summarizing the main points of your discussion and restating your thesis in light of the evidence provided. Your conclusion should tie together your analysis and emphasize the significance of ethical reasoning and decision-making. You might also want to reflect on the broader implications of your findings, such as the role of ethics in societal progress or personal growth.

Reviewing and Refining Your Essay

After completing your essay, review and refine it for clarity and coherence. Ensure that your arguments are well-structured and supported by evidence. Check for grammatical accuracy and ensure that your essay flows logically from one point to the next. Consider seeking feedback from peers or instructors to further improve your essay. A well-crafted essay on ethics will not only demonstrate your understanding of moral philosophy but also your ability to engage critically with complex ethical issues.

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Published: 06 August 2024

AI and ethics: Investigating the first policy responses of higher education institutions to the challenge of generative AI

Attila Dabis ORCID: orcid.org/0000-0003-4924-7664 1 &
Csaba Csáki ORCID: orcid.org/0000-0002-8245-1002 1

Humanities and Social Sciences Communications volume 11 , Article number: 1006 ( 2024 ) Cite this article

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Science, technology and society

This article addresses the ethical challenges posed by generative artificial intelligence (AI) tools in higher education and explores the first responses of universities to these challenges globally. Drawing on five key international documents from the UN, EU, and OECD, the study used content analysis to identify key ethical dimensions related to the use of generative AI in academia, such as accountability, human oversight, transparency, or inclusiveness. Empirical evidence was compiled from 30 leading universities ranked among the top 500 in the Shanghai Ranking list from May to July 2023, covering those institutions that already had publicly available responses to these dimensions in the form of policy documents or guidelines. The paper identifies the central ethical imperative that student assignments must reflect individual knowledge acquired during their education, with human individuals retaining moral and legal responsibility for AI-related wrongdoings. This top-down requirement aligns with a bottom-up approach, allowing instructors flexibility in determining how they utilize generative AI especially large language models in their own courses. Regarding human oversight, the typical response identified by the study involves a blend of preventive measures (e.g., course assessment modifications) and soft, dialogue-based sanctioning procedures. The challenge of transparency induced the good practice of clear communication of AI use in course syllabi in the first university responses examined by this study.

Exploring the impact of artificial intelligence on higher education: The dynamics of ethical, social, and educational implications

Intersectionality of social and philosophical frameworks with technology: could ethical AI restore equality of opportunities in academia?

Research on flipped classrooms in foreign language teaching in Chinese higher education

Introduction.

The competition in generative artificial intelligence (AI) ignited by the arrival of ChatGPT, the conversational platform based on a large language model (LLM) in late November 2022 (OpenAI, 2022 ) had a shocking effect even on those who are not involved in the industry (Rudolph et al. 2023 ). Within four months, on 22 March 2023, an open letter was signed by several hundred IT professionals, corporate stakeholders, and academics calling on all AI labs to immediately pause the training of AI systems more powerful than GPT-4 (i.e., those that may trick a human being into believing it is conversing with a peer rather than a machine) for at least six months (Future of Life Institute, 2023 ).

Despite these concerns, competition in generative AI and LLMs does not seem to lose momentum, forcing various social systems to overcome the existential distress they might feel about the changes and the uncertainty of what the future may bring (Roose, 2023 ). Organisations and individuals from different sectors of the economy and various industries are looking for adaptive strategies to accommodate the emerging new normal. This includes lawmakers, international organisations, employers, and employees, as well as academic and higher education institutions (Ray, 2023 ; Wach et al. 2023 ). This fierce competition generates gaps in real-time in everyday and academic life, the latter of which is also trying to make sense of the rapid technological advancement and its effects on university-level education (Perkins, 2023 ). Naturally, these gaps can only be filled, and relevant questions answered much slower by academia, making AI-related research topics timely.

This article aims to reduce the magnitude of these gaps and is intended to help leaders, administrators, teachers, and students better understand the ramifications of AI tools on higher education institutions. It will do so by providing a non-exhaustive snapshot of how various universities around the world responded to generative AI-induced ethical challenges in their everyday academic lives within six-eights months after the arrival of ChatGPT. Thus, the research had asked what expectations and guidelines the first policies introduced into existing academic structures to ensure the informed, transparent, responsible and ethical use of the new tools of generative AI (henceforth GAI) by students and teachers. Through reviewing and evaluating first responses and related difficulties the paper helps institutional decision-makers to create better policies to address AI issues specific to academia. The research reported here thus addressed actual answers to the question of what happened at the institutional (policy) level as opposed to what should happen with the use of AI in classrooms. Based on such a descriptive overview, one may contemplate normative recommendations and their realistic implementability.

Given the global nature of the study’s subject matter, the paper presents examples from various continents. Even though it was not yet a widespread practice to adopt separate, AI-related guidelines, the research focused on universities that had already done so quite early. Furthermore, as best practices most often accrue from the highest-ranking universities, the analysis only considered higher education institutions that were represented among the top 500 universities in the Shanghai Ranking list (containing 3041 Universities at the time), a commonly used source to rank academic excellence. Footnote 1 The main sources of this content analysis are internal documents (such as Codes of Ethics, Academic Regulations, Codes of Practice and Procedure, Guidelines for Students and Teachers or similar policy documents) from those institutions whose response to the GAI challenge was publicly accessible.

The investigation is organised around AI-related ethical dilemmas as concluded from relevant international documents, such as the instruments published by the UN, the EU, and the OECD (often considered soft law material). Through these sources, the study inductively identifies the primary aspects that these AI guidelines mention and can be connected to higher education. Thus it only contains concise references to the main ethical implications of the manifold pedagogical practices in which AI tools can be utilised in the classroom. The paper starts with a review of the challenges posed by AI technology to higher education with special focus on ethical dilemmas. Section 3 covers the research objective and the methodology followed. Section 4 presents the analysis of the selected international documents and establishes a list of key ethical principles relevant in HE contexts and in parallel presents the analysis of the examples distilled from the institutional policy documents and guidelines along that dimension. The paper closes with drawing key conclusions as well as listing limitations and ideas for future research.

Generative AI and higher education: Developments in the literature

General ai-related challenges in the classroom from a historical perspective.

Jacque Ellul fatalistically wrote already in 1954 that the “infusion of some more or less vague sentiment of human welfare” cannot fundamentally alter technology’s “rigorous autonomy”, bringing him to the conclusion that “technology never observes the distinction between moral and immoral use” (Ellul, 1964 , p. 97). Footnote 2 Jumping ahead nearly six decades, the above quote comes to the fore, among others, when evaluating the moral and ethical aspects of the services offered by specific software programs, like ChatGPT. While they might be trained to give ethical answers, these moral barriers can be circumvented by prompt injection (Blalock, 2022 ), or manipulated with tricks (Alberti, 2022 ), so generative AI platforms can hardly be held accountable for the inaccuracy of their responses Footnote 3 or how the physical user who inserted a prompt will make use of the output. Indeed, the AI chatbot is now considered to be a potentially disruptive technology in higher education practices (Farazouli et al. 2024 ).

Educators and educational institution leaders have from the beginning sought solutions on how “to use a variety of the strategies and technologies of the day to help their institutions adapt to dramatically changing social needs” (Miller, 2023 , p. 3). Education in the past had always had high hopes for applying the latest technological advances (Reiser, 2001 ; Howard and Mozejko, 2015 ), including the promise of providing personalised learning or using the latest tools to create and manage courses (Crompton and Burke, 2023 ).

The most basic (and original) educational settings include three components: the blackboard with chalk, the instructor, and textbooks as elementary “educational technologies” at any level (Reiser, 2001 ). Beyond these, one may talk about “educational media” which, once digital technology had entered the picture, have progressed from Computer Based Learning to Learning Management Systems to the use of the Internet, and lately to online shared learning environments with various stages in between including intelligent tutoring system, Dialogue-based Tutoring System, and Exploratory Learning Environment and Artificial Intelligence (Paek and Kim, 2021 ). And now the latest craze is about the generative form of AI often called conversational chatbot (Rudolph et al. 2023 ).

The above-mentioned promises appear to be no different in the case of using generative AI tools in education (Baskara, 2023a ; Mhlanga, 2023 ; Yan et al. 2023 ). The general claim is that GAI chatbots have transformative potential in HE (Mollick and Mollick, 2022 ; Ilieva et al. 2023 ). It is further alleged, that feedback mechanisms supposedly provided by GAI can be used to provide personalised guidance to students (Baskara, 2023b ). Some argue, that “AI education should be expanded and improved, especially by presenting realistic use cases and the real limitations of the technology, so that students are able to use AI confidently and responsibly in their professional future” (Almaraz-López et al. 2023 , p. 1). It is still debated whether the hype is justified, yet the question still remains, how to address the issues arising in the wake of the educational application of GAI tools (Ivanov, 2023 ; Memarian and Doleck, 2023 ).

Generative AI tools, such as their most-known representative, ChatGPT impact several areas of learning and teaching. From the point of view of students, chatbots may help with so-called Self-Regulated or Self-Determined Learning (Nicol and Macfarlane‐Dick, 2006 ; Baskara, 2023b ), where students either dialogue with chatbots or AI help with reviewing student work, even correcting it and giving feedback (Uchiyama et al. 2023 ). There are innovative ideas on how to use AI to support peer feedback (Bauer et al. 2023 ). Some consider that GAI can provide adaptive and personalised environments (Qadir, 2023 ) and may offer personalised tutoring (see, for example, Limo et al. ( 2023 ) on ChatGPT as a virtual tutor for personalized learning experiences). Furthermore, Yan et al. ( 2023 ) lists nine different categories of educational tasks that prior studies have attempted to automate using LLMs: Profiling and labelling (various educational or related content), Detection, Assessment and grading, Teaching support (in various educational and communication activities), Prediction, Knowledge representation, Feedback, Content generation (outline, questions, cases, etc.), Recommendation.

From the lecturers’ point of view, one of the most argued impacts is that assessment practices need to be revisited (Chaudhry et al. 2023 ; Gamage et al. 2023 ; Lim et al. 2023 ). For example, ChatGPT-written responses to exam questions may not be distinguished from student-written answers (Rudolph et al. 2023 ; Farazouli et al. 2024 ). Furthermore, essay-type works are facing special challenges (Sweeney, 2023 ). On the other hand, AI may be utilised to automate a range of educational tasks, such as test question generation, including open-ended questions, test correction, or even essay grading, feedback provision, analysing student feedback surveys, and so on (Mollick and Mollick, 2022 ; Rasul et al. 2023 ; Gimpel et al. 2023 ).

There is no convincing evidence, however, that either lecturers or dedicated tools are able to distinguish AI-written and student-written text with high enough accuracy that can be used to prove unethical behaviour in all cases (Akram, 2023 ). This led to concerns regarding the practicality and ethicality of such innovations (Yan et al. 2023 ). Indeed, the appearance of ChatGPT in higher education has reignited the (inconclusive) debate on the potential and risks associated with AI technologies (Ray, 2023 ; Rudolph et al. 2023 ).

When new technologies appear in or are considered for higher education, debates about their claimed advantages and potential drawbacks heat up as they are expected to disrupt traditional practices and require teachers to adapt to their potential benefits and drawbacks (as collected by Farrokhnia et al. 2023 ). One key area of such debates is the ethical issues raised by the growing accessibility of generative AI and discursive chatbots.

Key ethical challenges posed by AI in higher education

Yan et al. ( 2023 ), while investigating the practicality of AI in education in general, also consider ethicality in the context of educational technology and point out that related debates over the last decade (pre-ChatGPT, so to say), mostly focused on algorithmic ethics, i.e. concerns related to data mining and using AI in learning analytics. At the same time, the use of AI by teachers or, especially, by students has received less attention (or only under the scope or traditional human ethics). However, with the arrival of generative AI chatbots (such as ChatGPT), the number of publications about their use in higher education grew rapidly (Rasul et al. 2023 ; Yan et al. 2023 ).

The study by Chan ( 2023 ) offers a (general) policy framework for higher education institutions, although it focuses on one location and is based on the perceptions of students and teachers. While there are studies that collect factors to be considered for the ethical use of AI in HE, they appear to be restricted to ChatGPT (see, for example, Mhlanga ( 2023 )). Mhlanga ( 2023 ) presents six factors: respect for privacy, fairness, and non-discrimination, transparency in the use of ChatGPT, responsible use of AI (including clarifying its limitations), ChatGPT is not a substitute for human teachers, and accuracy of information. The framework by Chan ( 2023 ) is aimed at creating policies to teach students about GAI and considers three dimensions: pedagogical, governance, and operational. Within those dimensions, ten key areas identified covering ethical concerns such as academic integrity versus academic misconduct and related ethical dilemmas (e.g. cheating or plagiarism), data privacy, transparency, accountability and security, equity in access to AI technologies, critical AI literacy, over-reliance on AI technologies (not directly ethical), responsible use of AI (in general), competencies impeded by AI (such as leadership and teamwork). Baskara ( 2023b ), while also looking at ChatGPT only, considers the following likely danger areas: privacy, algorithmic bias issues, data security, and the potential negative impact of ChatGPT on learners’ autonomy and agency, The paper also questions the possible negative impact of GAI on social interaction and collaboration among learners. Although Yan et al. ( 2023 ) considers education in general (not HE in particular) during its review of 118 papers published since 2017 on the topic of AI ethics in education, its list of areas to look at is still relevant: transparency (of the models used), privacy (related to data collection and use by AI tools), equality (such as availability of AI tools in different languages), and beneficence (e.g. avoiding bias and avoiding biased and toxic knowledge from training data). While systematically reviewing recent publications about AI’s “morality footprint” in higher education, Memarian and Doleck ( 2023 ) consider the Fairness, Accountability, Transparency, and Ethics (FATE) approach as their framework of analyses. They note that “Ethics” appears to be the most used term as it serves as a general descriptor, while the other terms are typically only used in their descriptive sense, and their operationalisation is often lacking in related literature.

Regarding education-related data analytics, Khosravi et al. ( 2022 ) argue that educational technology that involves AI should consider accountability, explainability, fairness, interpretability and safety as key ethical concerns. Ferguson et al. ( 2016 ) also looked at learning analytics solutions using AI and warned of potential issues related to privacy, beneficence, and equality. M.A. Chaudhry et al. ( 2022 ) emphasise that enhancing the comprehension of stakeholders of a new educational AI system is the most important task, which requires making all information and decision processes available to those affected, therefore the key concern is related to transparency according to their arguments.

As such debates continue, it is difficult to identify an established definition of ethical AI in HE. It is clear, however, that the focus should not be on detecting academic misconduct (Rudolph et al. 2023 ). Instead, practical recommendations are required. This is especially true as even the latest studies focus mostly on issues related to assessment practices (Chan, 2023 ; Farazouli et al. 2024 ) and often limit their scope to ChatGPT (Cotton et al. 2024 ) (this specific tool still dominates discourses of LLMs despite the availability of many other solutions since its arrival). At the same time, the list of issues addressed appears to be arbitrary, and most publications do not look at actual practices on a global scale. Indeed, reviews of actual current practices of higher education institutions are rare, and this aspect is not yet the focus of recent HE AI ethics research reports.

As follows from the growing literature and the debate shaping up about the implications of using GAI tools in HE, there was a clear need for a systematic review of how first responses in actual academic policies and guidelines in practice have represented and addressed known ethical principles.

Research objective and methodology

In order to contribute to the debate on the impact of GAI on HE, this study aimed to review how leading institutions had reacted to the arrival of generative AI (such as ChatGPT) and what policies or institutional guidelines they have put in place shortly after. The research intended to understand whether key ethical principles were reflected in the first policy responses of HE institutions and, if yes, how they were handled.

As potential principles can diverge and could be numerous, as well as early guidelines may cover wide areas, the investigation is intended to be based on a few broad categories instead of trying to manage a large set of ideals and goals. To achieve this objective, the research was executed in three steps:

It was started with identifying and collecting general ethical ideals, which were then translated and structured for the context of higher education. A thorough content analysis was performed with the intention to put emphasis on positive values instead of simply focusing on issues or risks and their mitigation.

Given those positive ideals, this research collected actual examples of university policies and guidelines already available: this step was executed from May to July 2023 to find early responses addressing such norms and principles developed by leading HE institutions.

The documents identified were then analysed to understand how such norms and principles had been addressed by leading HE institutions.

As a result, this research managed to highlight and contrast differing practical views, and the findings raise awareness about the difficulties of creating relevant institutional policies. The research considered the ethics of using GAI and not expectations towards their development. The next two sections provide details of the two steps.

Establishing ethical principles for higher education

While the review of relevant ethical and HE literature (as presented above) was not fully conclusive, it highlighted the importance and need for some ideals specific to HE. Therefore, as a first step, this study sought to find highly respected sources of such ethical dimensions by executing a directed content analysis of relevant international regulatory and policy recommendations.

In order to establish what key values and ideas drive the formation of future AI regulations in general, Corrêa et al. ( 2023 ) investigated 200 publications discussing governance policies and ethical guidelines for using AI as proposed by various organisations (including national governments and institutions, civil society and academic organisations, private companies, as well as international bodies). The authors were also interested in whether there are common patterns or missing ideals and norms in this extensive set of proposals and recommendations. As the research was looking for key principles and normative attributes that could form a common ground for the comparison of HE policies, this vast set of documents was used to identify internationally recognised bodies that have potential real influence in this arena and decided to consider the guidelines and recommendations they have put forward for the ethical governance of AI. Therefore, for the purpose of this study, the following sources were selected (some organisations, such as the EU were represented by several bodies):

European Commission ( 2021 ): Regulation of the European Parliament and of the Council Laying Down Harmonised Rules on Artificial Intelligence (Artificial Intelligence Act) and Amending Certain Union Legislative Acts (2021/0106 (COD)) . Footnote 4

European Parliament Committee on Culture and Education ( 2021 ): Report on artificial intelligence in education, culture and the audiovisual sector (2020/2017(INI)) . Footnote 5

High-Level Expert Group on Artificial Intelligence (EUHLEX) ( 2019 ): Ethics Guidelines for Trustworthy AI . Footnote 6

UNESCO ( 2022 ): Recommendation on the Ethics of Artificial Intelligence (SHS/BIO/PI/2021/1) . Footnote 7

OECD ( 2019 ): Recommendation of the Council on Artificial Intelligence (OECD/LEGAL/0449) . Footnote 8

The ethical dilemmas established by these international documents (most of which is considered soft law material) were then used to inductively identify the primary aspects around which the investigation of educational AI principles may be organised.

Among the above documents, the EUHLEX material is the salient one as it contains a Glossary that defines and explains, among others, the two primary concepts that will be used in this paper: “artificial intelligence” and “ethics”. As this paper is, to a large extent, based on the deducted categorisation embedded in these international documents, it will follow suit in using the above terms as EUHLEX did, supporting it with the definitions contained in the other four referenced international documents. Consequently, artificial intelligence (AI) systems are referred to in this paper as software and hardware systems designed by humans that “act in the physical or digital dimension by perceiving their environment through data acquisition, interpreting the collected structured or unstructured data, reasoning on the knowledge, or processing the information, derived from this data and deciding the best action(s) to take to achieve the given goal” (EUHLEX, 2019 ). With regards to ethics, the EUHLEX group defines this term, in general as an academic discipline which is a subfield of philosophy, dealing with questions like “What is a good action?”, “What is the value of a human life?”, “What is justice?”, or “What is the good life?”. It also mentions that academia distinguishes four major fields: (i) Meta-ethics, (ii) normative ethics, (iii) descriptive ethics, and (iv) applied ethics ” (EUHLEX, 2019 , p. 37). Within these, AI ethics belongs to the latter group of applied ethics that focuses on the practical issues raised by the design, development, implementation, and use of AI systems. By extension, the application of AI systems in higher education also falls under the domain of applied ethics.

The selection of sample universities

The collection of cases started with the AI guidelines compiled by the authors as members of the AI Committee at their university from May to July 2023. The AI Committee consisted of 12 members and investigated over 150 cases to gauge international best practices of GAI use in higher education when formulating a policy recommendation for their own university leadership. Given the global nature of the subject matter, examples from various continents were collected. From this initial pool authors narrowed the scope to the Top 500 higher education institutions of the Shanghai Ranking list for this study, as best practices most often accrue from the highest-ranking universities. Finally, only those institutions were included which, at the time of data collection, have indeed had publicly available policy documents or guidelines with clearly identifiable ethical considerations (such as relevant internal documents, Codes of Ethics, Academic Regulations, Codes of Practice and Procedure, or Guidelines for Students and Teachers). By the end of this selection process, 30 samples proved to be substantiated enough to be included in this study (presented in Table 1 ).

All documents were contextually analysed and annotated by both authors individually looking for references or mentions of ideas, actions or recommendations related to the ethical principles identified during the first step of the research. These comments were then compared and commonalities analysed regarding the nature and goal of the ethical recommendation.

Principles and practices of responsible use of AI in higher education

Ai-related ethical codes forming the base of this investigation.

A common feature of the selected AI ethics documents issued by international organisations is that they enumerate a set of ethical principles based on fundamental human values. The referenced international documents have different geographical- and policy scopes, yet they overlap in their categorisation of the ethical dimensions relevant to this research, even though they might use discrepant language to describe the same phenomenon (a factor we took into account when establishing key categories). For example, what EUHLEX dubs as “Human agency and oversight” is addressed by UNESCO under the section called “Human oversight and determination”, yet they essentially cover the same issues and recommended requirements. Among the many principles enshrined in these documents, the research focuses on those that can be directly linked to the everyday education practices of universities in relation to AI tools, omitting those that, within this context, are less situation-dependent and should normally form the overarching basis of the functioning of universities at all times, such as: respecting human rights and fundamental freedoms, refraining from all forms of discrimination, the right to privacy and data protection, or being aware of environmental concerns and responsibilities regarding sustainable development. As pointed out by Nikolinakos ( 2023 ), such principles and values provide essential guidance not only for development but also during the deployment and use of AI systems. Synthesising the common ethical codes in these instruments has led to the following cluster of ethical principles that are directly linked to AI-related higher education practices:

Accountability and responsibility;

Human agency and oversight;

Transparency and explainability

Inclusiveness and diversity.

The following subsections will give a comprehensive definition of these ethical areas and relate them to higher education expectations. Each subsection will first explain the corresponding ethical cluster, then present the specific university examples, concluding with a summary of the identified best practice under that particular cluster.

Accountability and responsibility

Definition in ethical codes and relevance.

The most fundamental requirements, appearing in almost all relevant documents, bring forward the necessity that mechanisms should be implemented to ensure responsibility and accountability for AI systems and their outcomes. These cover expectations both before and after their deployment, including development and use. They entail the basic requirements of auditability (i.e. the enablement of the assessment of algorithms), clear roles in the management of data and design processes (as a means for contributing to the trustworthiness of AI technology), the minimalisation and reporting of negative impacts (focusing on the possibility of identifying, assessing, documenting and reporting on the potential negative impacts of AI systems), as well as the ability of redress (understood as the capability to utilise mechanisms that offer legal and practical remedy when unjust adverse impact occurs) (EUHLEX, 2019 , pp. 19–20).

Additionally, Points 35–36 of the UNESCO recommendations remind us that it is imperative to “attribute ethical and legal responsibility for any stage of the life cycle of AI systems, as well as in cases of remedy related to AI systems, to physical persons or to existing legal entities. AI system can never replace ultimate human responsibility and accountability” (UNESCO, 2022 , p. 22).

The fulfilment of this fundamental principle is also expected from academic authors, as per the announcements of some of the largest publishing houses in the world. Accordingly, AI is not an author or co-author, Footnote 9 and AI-assisted technologies should not be cited as authors either, Footnote 10 given that AI-generated content cannot be considered capable of initiating an original piece of research without direction from human authors. The ethical guidelines of Wiley ( 2023 ) stated that ”[AI tools] also cannot be accountable for a published work or for research design, which is a generally held requirement of authorship, nor do they have legal standing or the ability to hold or assign copyright.” Footnote 11 This research angle carries over to teaching as well since students are also expected to produce outputs that are the results of their own work. Furthermore, they also often do their own research (such as literature search and review) in support of their projects, homework, thesis, and other forms of performance evaluation.

Accountability and responsibility in university first responses

The rapidly changing nature of the subject matter poses a significant challenge for scholars to assess the state of play of human responsibility. This is well exemplified by the reversal of hearts by some Australian universities (see Rudolph et al. ( 2023 ) quoting newspaper articles) who first disallowed the use of AI by students while doing assignments, just to reverse that decision a few months later and replace it by a requirement of disclosing the use of AI in homeworks. Similarly, Indian governments have been oscillating between a non-regulatory approach to foster an “innovation-friendly environment” for their universities in the summer of 2023 (Liu, 2023 ), only to roll back on this pledge a few months later (Dhaor, 2023 ).

Beyond this regulatory entropy, a fundamental principle enshrined in university codes of ethics across the globe is that students need to meet existing rules of scientific referencing and authorship. Footnote 12 In other words, they should refrain from any form of plagiarism in all their written work (including essays, theses, term papers, or in-class presentations). Submitting any work and assessments created by someone or something else (including AI-generated content) as if it was their own usually amounts to either a violation of scientific referencing, plagiarism or is considered to be a form of cheating (or a combination of these), depending on the terminology used by the respective higher education institution.

As a course description of Johns Hopkins puts it, “academic honesty is required in all work you submit to be graded …., you must solve all homework and programming assignments without the help of outside sources (e.g., GAI tools)” (Johns Hopkins University, 2023 ).

The Tokyo Institute of Technology applies a more flexible approach, as they “trust the independence of the students and expect the best use” of AI systems from them based on good sense and ethical standards. They add, however, that submitting reports that rely almost entirely on the output of GenAI is “highly improper, and its continued use is equivalent to one’s enslavement to the technology” (Tokyo Institute of Technology, 2023 ).

In the case of York University, the Senate’s Academic Standards, Curriculum, and Pedagogy Committee clarified in February 2023 that students are not authorised to use “text-, image-, code-, or video-generating AI tools when completing their academic work unless explicitly permitted by a specific instructor in a particular course” (York University Senate, 2023 ).

In the same time frame (6 February 2023), the University of Oxford stated in a guidance material for staff members that “the unauthorised use of AI tools in exams and other assessed work is a serious disciplinary offence” not permitted for students (University of Oxford, 2023b ).

Main message and best practice: honesty and mutual trust

In essence, students are not allowed to present AI-generated content as their own, Footnote 13 and they should have full responsibility and accountability for their own papers. Footnote 14 This is in line with the most ubiquitous principle enshrined in almost all university guidelines, irrespective of AI, that students are expected to complete their tasks based on their own knowledge and skills obtained throughout their education.

Given that the main challenge here is unauthorised use and overreliance on GAI platforms, the best practice answer is for students to adhere to academic honesty and integrity, scientific referencing standards, existing anti-plagiarism rules, and complete university assignments without fully relying on GAI tools, using, first and foremost, their own skills. The only exception is when instructed otherwise by their professors. By extension, preventing overuse and unauthorised use of AI assists students in avoiding undermining their own academic capacity-building efforts.

Human agency and oversight

AI systems have the potential to manipulate and influence human behaviour in ways that are not easily detectable. AI systems must, therefore, follow human-centric design principles and leave meaningful opportunities for human choice and intervention. Such systems should not be able to unjustifiably subordinate, coerce, deceive, manipulate, condition or herd humans (EUHLEX, 2019 , p. 16).

Human oversight thus refers to the capability for human intervention in every decision cycle of the AI system and the ability of users to make informed, autonomous decisions regarding AI systems. This encompasses the ability to choose not to use an AI system in a particular situation or to halt AI-related operations via a “stop” button or a comparable procedure in case the user detects anomalies, dysfunctions and unexpected performance from AI tools (European Commission, 2021 , Art. 14).

The sheer capability of active oversight and intervention vis-á-vis GAI systems is strongly linked to ethical responsibility and legal accountability. As Liao puts it, “the sufficient condition for human beings being rightsholders is that they have a physical basis for moral agency.” (Liao, 2020 , pp. 496–497). Wagner complemented this with the essential point that entity status for non-human actors would help to shield other parties from liability, i.e., primarily manufacturers and users (Wagner, 2018 ). This, in turn, would result in risk externalisation, which serves to minimise or relativise a person’s moral accountability and legal liability associated with wrongful or unethical acts.

Users, in our case, are primarily students who, at times, might be tempted to make use of AI tools in an unethical way, hoping to fulfil their university tasks faster and more efficiently than they could without these.

Human agency and oversight in university first responses

The crucial aspect of this ethical issue is the presence of a “stop” button or a similar regulatory procedure to streamline the operation of GAI tools. Existing university guidelines in this question point clearly in the direction of soft sanctions, if any, given the fact that there is a lack of evidence that AI detection platforms are effective and reliable tools to tell apart human work from AI-generated ones. Additionally, these tools raise some significant implications for privacy and data security issues, which is why university guidelines are particularly cautious when referring to these. Accordingly, the National Taiwan University, the University of Toronto, the University of Waterloo, the University of Miami, the National Autonomous University of Mexico, and Yale, among others, do not recommend the use of AI detection platforms in university assessments. The University of Zürich further added the moral perspective in a guidance note from 13 July 2023, that “forbidding the use of undetectable tools on unsupervised assignments or demanding some sort of honour code likely ends up punishing the honest students” (University of Zürich, 2023 ). Apart from unreliability, the University of Cape Town also drew attention in its guide for staff that AI detection tools may “disproportionately flag text written by non-first language speakers as AI-generated” (University of Cape Town, 2023 , p. 8).

Macquarie University took a slightly more ambiguous stance when they informed their staff that, while it is not “proof” for anything, an AI writing detection feature was launched within Turnitin as of 5 April 2023 (Hillier, 2023 ), claiming that the software has a 97% detection rate with a 1% false positive rate in the tests that they had conducted (Turnitin, 2023 ). Apart from these, Boston University is among the few examples that recommend employing AI detection tools, but only in a restricted manner to ”evaluate the degree to which AI tools have likely been employed” and not as a source for any punitive measures against students (University of Boston, 2023 ). Remarkably, they complement the above with suggestions for a merit-based scoring system, whereby instructors shall treat work by students who declare no use of AI tools as the baseline for grading. A lower baseline is suggested for students who declare the use of AI tools (depending on how extensive the usage was), and for the bottom of this spectrum, the university suggests imposing a significant penalty for low-energy or unreflective reuse of material generated by AI tools and assigning zero points for merely reproducing the output from AI platforms.

A discrepant approach was adopted at the University of Toronto. Here, if an instructor indicates that the use of AI tools is not permitted on an assessment, and a student is later found to have used such a tool nevertheless, then the instructor should consider meeting with the student as the first step of a dialogue-based process under the Code of Behaviour on Academic Matters (the same Code, which categorises the use of ChatGPT and other such tools as “unauthorised aid” or as “any other form of cheating” in case, an instructor specified that no outside assistance was permitted on an assignment) (University of Toronto, 2019 ).

More specifically, Imperial College London’s Guidance on the Use of Generative AI tools envisages the possibility of inviting a random selection of students to a so-called “authenticity interview” on their submitted assignments (Imperial College London, 2023b ). This entails requiring students to attend an oral examination of their submitted work to ensure its authenticity, which includes questions about the subject or how they approached their assignment.

As a rare exception, the University of Helsinki represents one of the more rigorous examples. The “Guidelines for the Use of AI in Teaching at the University of Helsinki” does not lay down any specific procedures for AI-related ethical offences. On the contrary, as para. 7 stipulates the unauthorised use of GAI in any course examination “constitutes cheating and will be treated in the same way as other cases of cheating” (University of Helsinki, 2023 ). Footnote 15

Those teachers who are reluctant to make AI tools a big part of their courses should rather aim to develop course assessment methods that can plausibly prevent the use of AI tools instead of attempting to filter these afterwards. Footnote 16 For example, the Humboldt-Universität zu Berlin instructs that, if possible, oral or practical examinations or written examinations performed on-site are recommended as alternatives to “classical” written home assignments (Humboldt-Universität zu Berlin, 2023a ).

Monash University also mentions some examples in this regard (Monash University, 2023a ), such as: asking students to create oral presentations, videos, and multimedia resources; asking them to incorporate more personal reflections tied to the concepts studied; implementing programmatic assessment that focuses on assessing broader attributes of students, using multiple methods rather than focusing on assessing individual kinds of knowledge or skills using a single assessment method (e.g., writing an essay).

Similarly, the University of Toronto suggest instructors to: ask students to respond to a specific reading that is very new and thus has a limited online footprint; assign group work to be completed in class, with each member contributing; or ask students to create a first draft of an assignment by hand, which could be complemented by a call to explain or justify certain elements of their work (University of Toronto, 2023 ).

Main message and best practice: Avoiding overreaction

In summary, the best practice that can be identified under this ethical dilemma is to secure human oversight through a blend of preventive measures (e.g. a shift in assessment methods) and soft sanctions. Given that AI detectors are unreliable and can cause a series of data privacy issues, the sanctioning of unauthorised AI use should happen on a “soft basis”, as part of a dialogue with the student concerned. Additionally, universities need to be aware and pay due attention to potentially unwanted rebound effects of bona fide measures, such as the merit-based scoring system of the University of Boston. In that case, using different scoring baselines based on the self-declared use of AI could, in practice, generate incentives for not declaring any use of AI at all, thereby producing counter-effective results.

While explainability refers to providing intelligible insight into the functioning of AI tools with a special focus on the interplay between the user’s input and the received output, transparency alludes to the requirement of providing unambiguous communication in the framework of system use.

As the European Commission’s Regulation proposal ( 2021 ) puts it under subchapter 5.2.4., transparency obligations should apply for systems that „(i) interact with humans, (ii) are used to detect emotions or determine association with (social) categories based on biometric data, or (iii) generate or manipulate content (‘deep fakes’). When persons interact with an AI system or their emotions or characteristics are recognised through automated means, people must be informed of that circumstance. If an AI system is used to generate or manipulate image, audio or video content that appreciably resembles authentic content, there should be an obligation to disclose that the content is generated through automated means, subject to exceptions for legitimate purposes (law enforcement, freedom of expression). This allows persons to make informed choices or step back from a given situation.”

People (in our case, university students and teachers) should, therefore, be fully informed when a decision is influenced by or relies on AI algorithms. In such instances, individuals should be able to ask for further explanation from the decision-maker using AI (e.g., a university body). Furthermore, individuals should be afforded the choice to present their case to a dedicated representative of the organisation in question who should have the power to reviset the decision and make corrections if necessary (UNESCO, 2022 , p. 22). Therefore, in the context of courses and other related education events, teachers should be clear about their utilisation of AI during the preparation of the material. Furthermore, instructors must unambiguously clarify ethical AI use in the classroom. Clear communication is essential about whether students have permission to utilise AI tools during assignments and how to report actual use.

As both UN and EU sources point out, raising awareness about and promoting basic AI literacy should be fostered as a means to empower people and reduce the digital divides and digital access inequalities resulting from the broad adoption of AI systems (EUHLEX, 2019 , p. 23; UNESCO, 2022 , p. 34).

Transparency and explainability in university first responses

The implementation of this principle seems to revolve around the challenge of decentralisation of university work, including the respect for teachers’ autonomy.

Teachers’ autonomy entails that teachers can decide if and to what extent they will allow their students to use AI platforms as part of their respective courses. This, however, comes with the essential corollary, that they must clearly communicate their decision to both students and university management in the course syllabus. To support transparency in this respect, many universities decided to establish 3-level- or 4-level admissibility frameworks (and even those who did not establish such multi-level systems, e.g., the University of Toronto, urge instructors to explicitly indicate in the course syllabus the expected use of AI) (University of Toronto, 2023 ).

The University of Auckland is among the universities that apply a fully laissez passer laissez-faire approach in this respect, meaning that there is a lack of centralised guidance or recommendations on this subject. They rather confer all practical decision-making of GAI use on course directors, adding that it is ultimately the student’s responsibility to correctly acknowledge the use of Gen-AI software (University of Auckland, 2023 ). Similarly, the University of Helsinki gives as much manoeuvring space to their staff as to allow them to change the course of action during the semester. As para 1 of their earlier quoted Guidelines stipulates, teachers are responsible for deciding how GAI can be used on a given course and are free to fully prohibit their use if they think it impedes the achievement of the learning objectives.

Colorado State University, for example, provides its teachers with 3 types of syllabus statement options (Colorado State University, 2023 ): (a) the prohibitive statement: whereby any work created, or inspired by AI agents is considered plagiarism and will not be tolerated; (b) the use-with-permission statement: whereby generative AI can be used but only as an exception and in line with the teachers further instruction, and (c) the abdication statement: where the teacher acknowledges that the course grade will also be a reflection of the students ability to harness AI technologies as part of their preparation for their future in a workforce that will increasingly require AI-literacy.

Macquarie University applies a similar system and provides it’s professors with an Assessment Checklist in which AI use can be either “Not permitted” or “Some use permitted” (meaning that the scope of use is limited while the majority of the work should be written or made by the student.), or “Full use permitted (with attribution)”, alluding to the adaptive use of AI tools, where the generated content is edited, mixed, adapted and integrated into the student’s final submission – with attribution of the source (Macquarie University, 2023 ).

The same approach is used at Monash University where generative AI tools can be: (a) used for all assessments in a specific unit; (b) cannot be used for any assessments; (c) some AI tools may be used selectively (Monash University, 2023b ).

The University of Cape Town (UCT) applies a 3-tier system not just in terms of the overall approach to the use or banning of GAI, but also with regard to specific assessment approaches recommended to teachers. As far as the former is concerned, they differentiate between the strategies of: (a) Avoiding (reverting to in-person assessment, where the use of AI isn’t possible); (b) Outrunning (devising an assessment that AI cannot produce); and (c) Embracing (discussing the appropriate use of AI with students and its ethical use to create the circumstances for authentic assessment outputs). The assessment possibilities, in turn, are categorised into easy, medium, and hard levels. Easy tasks include, e.g., generic short written assignments. Medium level might include examples such as personalised or context-based assessments (e.g. asking students to write to a particular audience whose knowledge and values must be considered or asking questions that would require them to give a response that draws from concepts that were learnt in class, in a lab, field trip…etc). In contrast, hard assessments include projects involving real-world applications, synchronous oral assessments, or panel assessments (University of Cape Town, 2023 ).

4-tier-systems are analogues. The only difference is that they break down the “middle ground”. Accordingly, the Chinese University of Hong Kong clarifies that Approach 1 (by default) means the prohibition of all use of AI tools; Approach 2 entails using AI tools only with prior permission; Approach 3 means using AI tools only with explicit acknowledgement; and Approach 4 is reserved for courses in which the use of AI tools is freely permitted with no acknowledgement needed (Chinese University of Hong Kong, 2023 ).

Similarly, the University of Delaware provides course syllabus statement examples for teachers including: (1) Prohibiting all use of AI tools; (2) Allowing their use only with prior permission; (3) Allow their use only with explicit acknowledgement; (4) Freely allow their use (University of Delaware, 2023 ).

The Technical University of Berlin also proposes a 4-tier system but uses a very different logic based on the practical knowledge one can obtain by using GAI. Accordingly, they divide AI tools as used to: (a) acquire professional competence; (b) learn to write scientifically; (c) be able to assess AI tools and compare them with scientific methods; d) professional use of AI tools in scientific work. Their corresponding guideline even quotes Art. 5 of the German Constitution referencing the freedom of teaching ( Freiheit der Lehre ), entailing that teachers should have the ability to decide for themselves which teaching aids they allow or prohibit. Footnote 17

This detailed approach, however, is rather the exception. According to the compilation on 6 May 2023 by Solis ( 2023 ), among the 100 largest German universities, 2% applied a general prohibition on the use of ChatGPT, 23% granted partial permission, 12% generally permitted its use, while 63% of the universities had none or only vague guidelines in this respect.

Main message and best practice: raising awareness

Overall, the best practice answer to the dilemma of transparency is the internal decentralisation of university work and the application of a “bottom-up” approach that respects the autonomy of university professors. Notwithstanding the potential existence of regulatory frameworks that set out binding rules for all citizens of an HE institution, this means providing university instructors with proper manoeuvring space to decide on their own how they would like to make AI use permissible in their courses, insofar as they communicate their decision openly.

Inclusiveness and diversity

Para. 34 of the Report by the European Parliament Committee on Culture and Education ( 2021 ) highlights that inclusive education can only be reached with the proactive presence of teachers and stresses that “AI technologies cannot be used to the detriment or at the expense of in-person education, as teachers must not be replaced by any AI or AI-related technologies”. Additionally, para. 20 of the same document highlights the need to create diverse teams of developers and engineers to work alongside the main actors in the educational, cultural, and audiovisual sectors in order to prevent gender or social bias from being inadvertently included in AI algorithms, systems, and applications.

This approach also underlines the need to consider the variety of different theories through which AI has been developed as a precursor to ensuring the application of the principle of diversity (UNESCO, 2022 , pp. 33–35), and it also recognises that a nuanced answer to AI-related challenges is only possible if affected stakeholders have an equal say in regulatory and design processes. An idea closely linked to the principle of fairness and the pledge to leave no one behind who might be affected by the outcome of using AI systems (EUHLEX, 2019 , pp. 18–19).

Therefore, in the context of higher education, the principle of inclusiveness aims to ensure that an institution provides the same opportunities to access the benefits of AI technologies for all its students, irrespective of their background, while also considering the particular needs of various vulnerable groups potentially marginalised based on age, gender, culture, religion, language, or disabilities. Footnote 18 Inclusiveness also alludes to stakeholder participation in internal university dialogues on the use and impact of AI systems (including students, teachers, administration and leadership) as well as in the constant evaluation of how these systems evolve. On a broader scale, it implies communication with policymakers on how higher education should accommodate itself to this rapidly changing environment (EUHLEX, 2019 , p. 23; UNESCO, 2022 , p. 35).

Inclusiveness and diversity in university first responses

Universities appear to be aware of the potential disadvantages for students who are either unfamiliar with GAI or who choose not to use it or use it in an unethical manner. As a result, many universities thought that the best way to foster inclusive GAI use was to offer specific examples of how teachers could constructively incorporate these tools into their courses.

The University of Waterloo, for example, recommends various methods that instructors can apply on sight, with the same set of tools for all students during their courses, which in itself mitigates the effects of any discrepancies in varying student backgrounds (University of Waterloo, 2023 ): (a) Give students a prompt during class, and the resulting text and ask them to critique and improve it using track changes; (b) Create two distinct texts and have students explain the flaws of each or combine them in some way using track changes; (c) Test code and documentation accuracy with a peer; or (d) Use ChatGPT to provide a preliminary summary of an issue as a jumping-off point for further research and discussion.

The University of Pittsburgh ( 2023 ) and Monash added similar recommendations to their AI guidelines (Monash University, 2023c ).

The University of Cambridge mentions under its AI-deas initiative a series of projects aimed to develop new AI methods to understand and address sensory, neural or linguistic challenges such as hearing loss, brain injury or language barriers to support people who find communicating a daily challenge in order to improve equity and inclusion. As they put it, “with AI we can assess and diagnose common language and communication conditions at scale, and develop technologies such as intelligent hearing aids, real-time machine translation, or other language aids to support affected individuals at home, work or school.” (University of Cambridge, 2023 ).

The homepage of the Technical University of Berlin (Technische Universität Berlin) displays ample and diverse materials, including videos Footnote 19 and other documents, as a source of inspiration for teachers on how to provide an equitable share of AI knowledge for their students (Glathe et al. 2023 ). More progressively, the university’s Institute of Psychology offers a learning modul called “Inclusive Digitalisation”, available for students enrolled in various degree programmes to understand inclusion and exclusion mechanisms in digitalisation. This modul touches upon topics such as barrier-free software design, mechanisms and reasons for digitalised discrimination or biases in corporate practices (their homepage specifically alludes to the fact that input and output devices, such as VR glasses, have exclusively undergone testing with male test subjects and that the development of digital products and services is predominantly carried out by men. The practical ramifications of such a bias result in input and output devices that are less appropriate for women and children) (Technische Universität Berlin, 2023 ).

Columbia recommends the practice of “scaffolding”, which is the process of breaking down a larger assignment into subtasks (Columbia University, 2023 ). In their understanding, this method facilitates regular check-ins and enables students to receive timely feedback throughout the learning process. Simultaneously, the implementation of scaffolding helps instructors become more familiar with students and their work as the semester progresses, allowing them to take additional steps in the case of students who might need more attention due to their vulnerable backgrounds or disabilities to complete the same tasks.

The Humboldt-Universität zu Berlin, in its Recommendations, clearly links the permission of GAI use with the requirement of equal accessibility. They remind that if examiners require students to use AI for an examination, “students must be provided with access to these technologies free of charge and in compliance with data protection regulations” (Humboldt-Universität zu Berlin, 2023b ).

Concurringly, the University of Cape Town also links inclusivity to accessibility. As they put it, “there is a risk that those with poorer access to connectivity, devices, data and literacies will get unequal access to the opportunities being provided by AI”, leading to the conclusion that the planning of the admissible use of GAI on campus should be cognizant of access inequalities (University of Cape Town, 2023 ). They also draw their staff’s attention to a UNESCO guide material containing useful methods to incorporate ChatGPT into the course, including methods such as the “Socratic opponent” (AI acts as an opponent to develop an argument), the “study buddy” (AI helps the student reflect on learning material) or the “dynamic assessor” (AI provides educators with a profile of each student’s current knowledge based on their interactions with ChatGPT) (UNESCO International Institute for Higher Education in Latin America and the Caribbean, 2023 ).

Finally, the National Autonomous University of Mexico’s Recommendations suggest using GAI tools, among others, for the purposes of community development. They suggest that such community-building activities, whether online or in live groups, kill two birds with one stone. On the one hand, they assist individuals in keeping their knowledge up to date with a topic that is constantly evolving, while it offers people from various backgrounds the opportunity to become part of communities in the process where they can share their experiences and build new relations (National Autonomous University of Mexico, 2023 ).

Main message and best practice: Proactive central support and the pledge to leave no one behind

To conclude, AI-related inclusivity for students is best fostered if the university does not leave its professors solely to their own resources to come up with diverging initiatives. The best practice example for this dilemma thus lies in a proactive approach that results in the elaboration of concrete teaching materials (e.g., subscriptions to AI tools to ensure equal accessibility for all students, templates, video tutorials, open-access answers to FAQs…etc.), specific ideas, recommendations and to support specialised programmes and collaborations with an inclusion-generating edge. With centrally offered resources and tools institutions seem to be able to ensure accessability irrespective of students’ background and financial abilities.

Discussion of the First Responses

While artificial intelligence and even its generative form has been around for a while, the arrival of application-ready LLMs – most notably ChatGPT has changed the game when it comes to grammatically correct large-scale and content-specific text generation. This has invoked an immediate reaction from the higher education community as the question arose as to how it may affect various forms of student performance evaluation (such as essay and thesis writing) (Chaudhry et al. 2023 ; Yu, 2023 ; Farazouli et al. 2024 ).

Often the very first reaction (a few months after the announcement of the availability of ChatGPT) was a ban on these tools and a potential return to hand-written evaluation and oral exams. In the institutions investigated under this research, notable examples may be most Australian universities (such as Monash) or even Oxford. On the other hand, even leading institutions have immediately embraced this new tool as a great potential helper of lecturers – the top name here being Harvard. Very early responses thus ranged widely – and have changed fast over the first six-eight months “post-ChatGPT”.

Over time responses from the institutions investigated started to put out clear guidelines and even created dedicated policies or modified existing ones to ensure a framework of acceptable use. The inspiration leading these early regulatory efforts was influenced by the international ethics documents reviewed in this paper. Institutions were aware of and relied on those guidelines. The main goal of this research was to shed light on the questions of how much and in what ways they took them on board regarding first responses. Most first reactions were based on “traditional” AI ethics and understanding of AI before LLMs and the generative revolution. First responses by institutions were not based on scientific literature or arguments from journal publications. Instead, as our results demonstrated it was based on publicly available ethical norms and guidelines published by well-known international organizations and professional bodies.

Conclusions, limitations and future research

Ethical dilemmas discussed in this paper were based on the conceptualisation embedded in relevant documents of various international fora. Each ethical dimension, while multifaceted in itself, forms a complex set of challenges that are inextricably intertwined with one another. Browsing university materials, the overall impression is that Universities primarily aim to explore and harness the potential benefits of generative AI but not with an uncritical mindset. They are focusing on the opportunities while simultaneously trying to address the emerging challenges in the field.

Accordingly, the main ethical imperative is that students must complete university assignments based on the knowledge and skills they acquired during their university education unless their instructors determine otherwise. Moral and legal responsibility in this regard always rests with human individuals. AI agents possess neither the legal standing nor the physical basis for moral agency, which makes them incapable of assuming such responsibilities. This “top-down” requirement is most often complemented by the “bottom-up” approach of providing instructors with proper maneuvering space to decide how they would like to make AI use permissible in their courses.

Good practice in human oversight could thus be achieved through a combination of preventive measures and soft, dialogue-based procedures. This latter category includes the simple act of teachers providing clear, written communications in their syllabi and engaging in a dialogue with their students to provide unambiguous and transparent instructions on the use of generative AI tools within their courses. Additionally, to prevent the unauthorised use of AI tools, changing course assessment methods by default is more effective than engaging in post-assessment review due to the unreliability of AI detection tools.

Among the many ethical dilemmas that generative AI tools pose to social systems, this paper focused on those pertaining to the pedagogical aspects of higher education. Due to this limitation, related fields, such as university research, were excluded from the scope of the analysis. However, research-related activities are certainly ripe for scientific scrutiny along the lines indicated in this study. Furthermore, only a limited set of institutions could be investigated, those who were the ”first respondents” to the set of issues covered by this study. Hereby, this paper hopes to inspire further research on the impact of AI tools on higher education. Such research could cover more institutions, but it would also be interesting to revisit the same institutions again to see how their stance and approach might have changed over time considering how fast this technology evolves and how much we learn about its capabilities and shortcomings.

Data availability

Data sharing is not applicable to this article as no datasets were generated or analysed during the current study. All documents referenced in this study are publicly available on the corresponding websites provided in the Bibliography or in the footnotes. No code has been developed as part of this research.

For the methodology behind the Shanghai Rankings see: https://www.shanghairanking.com/methodology/arwu/2022 . Accessed: 14 November 2023.

While the original French version was published in 1954, the first English translation is dated 1964.

As the evaluation by Bang et al. ( 2023 ) found, ChatGPT is only 63.41% accurate on average in ten different reasoning categories under logical reasoning, non-textual reasoning, and common-sense reasoning, making it an unreliable reasoner.

Source: https://digital-strategy.ec.europa.eu/en/library/proposal-regulation-laying-down-harmonised-rules-artificial-intelligence . Accessed: 14 November 2023.

Source https://www.europarl.europa.eu/doceo/document/A-9-2021-0127_EN.html . Accessed: 14 November 2023.

Source: https://digital-strategy.ec.europa.eu/en/library/ethics-guidelines-trustworthy-ai . Accessed: 14 November 2023.

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The editors-in-chief of Nature and Science stated that ChatGPT does not meet the standard for authorship: „ An attribution of authorship carries with it accountability for the work, which cannot be effectively applied to LLMs…. We would not allow AI to be listed as an author on a paper we published, and use of AI-generated text without proper citation could be considered plagiarism,” (Stokel-Walker, 2023 ). See also (Nature, 2023 ).

While there was an initial mistake that credited ChatGPT as an author of an academic paper, Elsevier issued a Corrigendum on the subject in February 2023 (O’Connor, 2023 ). Elsevier then clarified in its “Use of AI and AI-assisted technologies in writing for Elsevier” announcement, issued in March 2023, that “Authors should not list AI and AI-assisted technologies as an author or co-author, nor cite AI as an author”. See https://www.elsevier.com/about/policies-and-standards/the-use-of-generative-ai-and-ai-assisted-technologies-in-writing-for-elsevier . Accessed 23 Nov 2023.

The ethical guidelines of Wiley was updated on 28 February 2023 to clarify the publishing house’s stance on AI-generated content.

See e.g.: Section 2.4 of Princeton University’s Academic Regulations (Princeton University, 2023 ); the Code of Practice and Procedure regarding Misconduct in Research of the University of Oxford (University of Oxford, 2023a ); Section 2.1.1 of the Senate Guidelines on Academic Honesty of York University, enumerating cases of cheating (York University, 2011 ); Imperial College London’s Academic Misconduct Policy and Procedures document (Imperial College London, 2023a ); the Guidelines for seminar and term papers of the University of Vienna (Universität Wien, 2016 ); Para 4. § (1) - (4) of the Anti-plagiarism Regulation of the Corvinus University of Budapest (Corvinus University of Budapest, 2018 ), to name a few.

15 Art. 2 (c)(v) of the early Terms of Use of OpenAI Products (including ChatGPT) dated 14 March 2023 clarified the restrictions of the use of their products. Accordingly, users may not represent the output from their services as human-generated when it was not ( https://openai.com/policies/mar-2023-terms/ . Accessed 14 Nov 2023). Higher education institutions tend to follow suit with this policy. For example, the List of Student Responsibilities enumerated under the “Policies and Regulations” of the Harvard Summer School from 2023 reminds students that their “academic integrity policy forbids students to represent work as their own that they did not write, code, or create” (Harvard University, 2023 ).

A similar view was communicated by Taylor & Francis in a press release issued on 17 February 2023, in which they clarified that: “Authors are accountable for the originality, validity and integrity of the content of their submissions. In choosing to use AI tools, authors are expected to do so responsibly and in accordance with our editorial policies on authorship and principles of publishing ethics” (Taylor and Francis, 2023 ).

This is one of the rare examples where the guideline was adopted by the university’s senior management, in this case, the Academic Affairs Council.

It should be noted that abundant sources recommend harnessing AI tools’ opportunities to improve education instead of attempting to ban them. Heaven, among others, advocated on the pages of the MIT Technology Review the use of advanced chatbots such as ChatGPT as these could be used as “powerful classroom aids that make lessons more interactive, teach students media literacy, generate personalised lesson plans, save teachers time on admin” (Heaven, 2023 ).

This university based its policies on the recommendations of the German Association for University Didactics (Deutsche Gesellschaft für Hochschuldidaktik). Consequently, they draw their students’ attention to the corresponding material, see: (Glathe et al. 2023 ).

For a detailed review of such groups affected by AI see the Artificial Intelligence and Democratic Values Index by the Center for AI and Digital Policy at https://www.caidp.org/reports/aidv-2023/ . Accessed 20 Nov 2023.

See for example: https://www.youtube.com/watch?v=J9W2Pd9GnpQ . Accessed: 14 November 2023.

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Dabis, A., Csáki, C. AI and ethics: Investigating the first policy responses of higher education institutions to the challenge of generative AI. Humanit Soc Sci Commun 11 , 1006 (2024). https://doi.org/10.1057/s41599-024-03526-z

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Ethics. Below are essays on: contemporary moral issues and topics in applied or practical ethics; ethical theories or explanations for what, in general, makes wrong actions wrong and makes permissible actions permissible; and. metaethics or philosophical theories of whether and how moral judgments are true or false (or neither) and whether and ...
Introduction to Ethics
A teleological system of ethics specifies a certain goal which is seen as a Good Thing (such as increasing the amount of happiness in the world, or achieving the workers' revolution, or whatever). It then defines good actions as ones which bring the achievement of that goal closer, while bad actions are the opposite.
How to Write an Ethics Paper (with Pictures)
2. Choose a topic for your ethics paper. If you're writing the paper as a class assignment, the topic may already be given to you. If not, choose a topic that is both interesting to you and that you know a good deal about. Your topic should be very broad at first, after which you can develop it into a specific inquiry.
How to Write an Ethics Paper or Essay With Tips and Examples
When doing so, writers should confirm that the introduction and conclusion sections take 10 percent of the total word count of an ethics paper or essay, while the body, which is the main text, should be 80 percent. Hence, an essay outline of an ethics paper should look as below: I. Introduction. A. Hook sentence.
Ethics and Its Effective Importance
Ethics Essay Outline Introduction. Definition of ethics as systematic moral principles; Importance of ethics in decision-making and its impact on individuals and society; Brief overview of the essay's aims and topics; Understanding Ethics. Origin of the word "ethics" from the Greek word "ethos" Overview of the general dilemmas covered by ethics
Essay on Ethics for Students and Children
500+ Words Essay on Ethics. Essay on Ethics - Ethics refers to the concepts of right and wrong conduct. Furthermore, ethics is basically a branch of philosophy dealing with the issue of morality. Moreover, ethics consist of the rules of behavior. It certainly defines how a person should behave in specific situations.
Ethics: A Very Short Introduction
Ethics: A Very Short Introduction tackles the major moral questions surrounding birth, death, happiness, desire, and freedom, showing us how we should think about the meaning of life, and how we should mistrust the soundbite-sized absolutes that often dominate moral debates. Keywords: death, desire, ethics, happiness, ideas, relativism, rights.
Introduction: What is Research Ethics?
Essay. Print PDF. Description. Research Ethics is defined here to be the ethics of the planning, conduct, and reporting of research. This introduction covers what research ethics is, its ethical distinctions, approaches to teaching research ethics, and other resources on this topic. Body. Introduction.
Ethics Free Essay Examples And Topic Ideas
752 essay samples found. Ethics is the branch of knowledge that deals with moral principles. Essays on ethics could delve into moral theories, explore ethical dilemmas in various professional fields, or discuss the impact of ethical behavior on societal relationships and personal identities. We have collected a large number of free essay ...
Navigating Moral Waters: An Exploration of Philosophical Ethics
Views. 747. Ethics is the study of the nature of moral virtues and evaluates human actions. Ethics come from agreements between people, duty considerations and considerations of the consequences of various actions we involve ourselves into. Philosophical ethics is the study of morality through rational means guided in human well-being.
Introduction to Ethical Theories Essay
Introduction to Ethical Theories Essay. Ethics is the study of how people should live. people have different views and beliefs of how they're supposed to live their life. people from all over the world have different ethical beliefs and different ways to determine which beliefs are right and which are wrong. when you visit a different country ...
How to Write a Personal Ethics Essay Introduction
Creating a personal ethics essay introduction. A personal ethics essay is one of the requirements for getting a job at a top-notch company that cares for its reputation or any well-reputed learning institution. They will not ask you to write this because they do not like you or do not want you there; it is not one of the red tapes for keeping ...
How to Start Writing a Law School Application Essay
Too many applicants get hung up on honing a perfect introduction to the essay, causing writer's block. In my experience, the opening of an admissions essay is the part that's most likely to ...
AI and ethics: Investigating the first policy responses of higher
This article addresses the ethical challenges posed by generative artificial intelligence (AI) tools in higher education and explores the first responses of universities to these challenges globally.
Science and innovation in Sub-Saharan Africa: an introduction
Seven of the articles in the issue are based on ACBI consortia. They illustrate the range of science and engineering encompassed by the programme and describe the successes in institutional capacity strengthening and student development and training.
2024 Conference
Ethics Review Chair Himabindu Lakkaraju (Harvard) Jiahao Chen (New York City Office of Technology and Innovation) ... and oral and poster presentations of refereed papers. Along with the conference is a professional exposition focusing on machine learning in practice, a series of tutorials, and topical workshops that provide a less formal ...
Opinion
This is common sense. The court's current voluntary ethics code is weak and self-enforced. Justices should be required to disclose gifts, refrain from public political activity and recuse ...

How to Write an Ethics Paper: Guide & Ethical Essay Examples

What Is an Ethics Essay?

Purpose of an Essay on Ethics

Things to Write an Essay About Ethics On

Ethics Paper Outline

Ethical Essay Structure

Ethics Paper Introduction

Ethics Essay Introduction Example

Ethics Essay Thesis Statement

Ethical Paper Thesis Example

Ethics Essay Body

Body Paragraph for Ethics Paper Example

Ethics Essay Conclusion

Sample Ethics Paper Conclusion

How to Write an Ethics Paper?

1. Pick a Topic

2. Conduct In-Depth Research

3. Develop an Ethics Essay Outline

4. Write an Ethics Essay

5. Proofread Your Ethics Essay

Ethics Essay Examples

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What is an Ethical Paper?

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Studying the Ethical Paper Guidelines

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Understanding the Notions of Ethical Arguments, Ethical and Legal Implications, and Ethical Dilemma

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20 Examples of Ethical Paper Topics

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Do your research

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Practical Ethics | Applied Ethics | Moral Issues

Normative Ethics / Ethical Theories / Moral Principles

Meta-Ethics / The Philosophy of Ethics

Also see Social and Political Philosophy

Introduction to Ethics

Meta-Ethics and Practical Ethics

Goals and Duties

Some Popular Ethical Theories

Objective versus subjective ethics

Some Controversies in Ethics

Continental versus Anglo-Saxon moral philosophy in the 20th Century

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