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Changing Teaching Practice in a Research Methods Course Utilizing a Student-Centered Approach
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Shingles, Becerra & Pencek Virginia Tech
February, 2006
APSA Teaching & Learning Conference
78
attention to the inevitable moral challenges that will emerge when research involves those who are socially vulnerable.
Reading #2
Herrera C. D. (2001). Ethics, Deception, and 'Those Milgram Experiments'. Journal of Applied Philosophy. Volume 18 (3). Abstract: Critics who allege that deception in psychology experiments is unjustified frequently cite Stanley Milgram’s ‘obedience experiment’ as evidence. These critics say that arguments for justification tend to downplay the risks involved and overstate the benefits from such experiment. Milgram, they add, committed both sins. Critics are right to point out that research oversight is often susceptible to self-serving abuse. But stating a priori how beneficial a given experiment will be is a tall order for psychologists, or anyone else. At the same time, critics themselves have difficulty in showing what is wrong with
deception, and how subjects in these experiments suffer. Although Milgram probably exaggerated the scientific significance of his own work, critics who exaggerate its moral and historical significance do little to clarify the status of deception. Reading #3 Haggerty, Kevin. D. Ethics Creep: Governing Social Science Research in the Name of Ethics. This article presents an analysis of the Canadian ethics review process by a member of a Research Ethics Board. The author suggests that the new formal system for regulating the ethical conduct of scholarly research is experiencing a form of ethics creep. This is characterized by a dual process whereby the regulatory system is expanding outward to incorporate a host of new activities and institutions, while at the same time intensifying the regulation of activities deemed to fall within its ambit. These tendencies are demonstrated through an analysis of: 1) the scope of research ethics protocols, 2) the
concept of harm employed by these boards, 3) the use of informed consent provisions, and 4) the presumption that research participants will remain anonymous. To accentuate the nature of this ethics creep, comparisons are made between the ways in which identical knowledge generation activities are governed within journalism and the academy. The conclusion suggests that one effect of the increasingly formalized research ethics structure is to rupture the relationship between following the rules and acting ethically. Some of the reasons for this creep are highlighted along with the risks that it poses for scholarship. Reading #4
Yan, Eric. G. and Kerim M. Munir. (2004). Regulatory and Ethical Principles in Research Involving Children and Individuals with Developmental Disabilities. Ethics & Behavior. Vol. 14,(1), 31-49
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| | Authors: Shingles, Richard., Becerra, Raquel. and Pencek, Bruce. |
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Shingles, Becerra & Pencek
Virginia Tech
February, 2006
APSA Teaching & Learning Conference
78
attention to the inevitable moral challenges that will emerge when research involves
those who are socially vulnerable.
Reading #2
Herrera C. D. (2001). Ethics, Deception, and 'Those Milgram Experiments'.
Journal of Applied Philosophy. Volume 18 (3).
Abstract:
Critics who allege that deception in psychology experiments is unjustified frequently cite
Stanley Milgram’s ‘obedience experiment’ as evidence. These critics say that arguments
for justification tend to downplay the risks involved and overstate the benefits from such
experiment. Milgram, they add, committed both sins. Critics are right to point out that
research oversight is often susceptible to self-serving abuse. But stating a priori how
beneficial a given experiment will be is a tall order for psychologists, or anyone else. At
the same time, critics themselves have difficulty in showing what is wrong with
deception, and how subjects in these experiments suffer. Although Milgram probably
exaggerated the scientific significance of his own work, critics who exaggerate its moral
and historical significance do little to clarify the status of deception.
Reading #3
Haggerty, Kevin. D. Ethics Creep: Governing Social Science Research in the
Name of Ethics.
This article presents an analysis of the Canadian ethics review process by a member of a
Research Ethics Board. The author suggests that the new formal system for regulating
the ethical conduct of scholarly research is experiencing a form of ethics creep. This is
characterized by a dual process whereby the regulatory system is expanding outward to
incorporate a host of new activities and institutions, while at the same time intensifying
the regulation of activities deemed to fall within its ambit. These tendencies are
demonstrated through an analysis of: 1) the scope of research ethics protocols, 2) the
concept of harm employed by these boards, 3) the use of informed consent provisions,
and 4) the presumption that research participants will remain anonymous. To
accentuate the nature of this ethics creep, comparisons are made between the ways in
which identical knowledge generation activities are governed within journalism and the
academy. The conclusion suggests that one effect of the increasingly formalized research
ethics structure is to rupture the relationship between following the rules and acting
ethically. Some of the reasons for this creep are highlighted along with the risks that it
poses for scholarship.
Reading #4
Yan, Eric. G. and Kerim M. Munir. (2004). Regulatory and Ethical
Principles in Research Involving Children and Individuals with
Developmental Disabilities. Ethics & Behavior. Vol. 14,(1), 31-49
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