Ethics across the Curriculum: Some Observations

Ethics has become a particularly relevant topic for discussion and a subject for serious study. It has a very long tradition, of course; but nowadays one hears frequently of the need, because of abuses or concerns, to formulate and adopt ethical codes in various areas or professions. Advances in science and technology resulting in new developments in various fields, including medicine, have presented fresh ethical problems, some of which could hardly have been anticipated. The perception of a loss of moral values in society has sparked off a persistent demand for more ethical training at home, in schools, and in society in general.1 For various reasons, not all of which are altruistic or disinterested, “ethical,” “responsibility” and “accountability” have become buzz words in present-day society. Ethics and ethical issues do indeed continue to challenge us. Scholars, educators and practitioners have responded to this need and call by contributing the rich resources of their respective disciplines to the on-going discussion. Consequently, in addition to traditional courses and publications in ethics or moral theology, several more have appeared in specific areas, like bioethics, journalistic ethics, engineering ethics, business ethics and so on. Ethics committees and Institutes have been set up. Various consultancies, conferences and symposia have been organised. Programmes like “Ethics Across the Curriculum” have been offered. All these, and many others, seem to attest to the urgency and relevance of the topic. It is particularly appropriate that the Society for Ethics Across the Curriculum has been formed—and it is our pleasure to host its 9th International Conference here at Milltown Institute in Dublin, Ireland. The felt need for ethics, however, is translated into different expectations or conception of ethics and its challenges. There has always been