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"Just like other experts, members of the professions develop their craft thanks to a deep internalisation of both complex cognitive structures and a mix of habits and intuitive understandings. These non-cognitive aspects of expertise can be what distinguishes the merely competent from the truly brilliant. Yet habits can also be what makes us blind to important features of the world we inhabit. In the life of a professional, these features include the vulnerability of those seeking her services, which in turn grounds the professional's particular ethical responsibility. This book develops an in-depth account of habit to understand its impact upon the way moral decisions are made in a professional context. Its central thesis is the following: what most often stands in the way of a professional meeting her ethical responsibility is not so much stupidity (or character defects) but rather the deleterious aspects of habituation. This book calls for renewed attention to be paid to habits and their relationship to ethical agency. Mostly neglected in moral and legal theory, such an inquiry not only conditions an adequate understanding of the risks inherent in a legal system's institutional structure. It is also essential if we are to come to grips with the challenges raised by the professions' growing reliance upon automated systems."

Professional ethics.

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This chapter critically examines an instrument at the meso-level of healthcare which was used to operationalise marketisation: Diagnosis-Related Groups (DRGs). It will contest four constitutive claims that have accompanied the introduction of DRGs: First, the claim that marketisation or quasi-marketisation is theologically and ethically neutral; second, the assumption that marketisation is a natural, impersonal and global evolution. Third, the claim that DRGs represent care transparently and therefore better, suggested by phrases such as 'money follows the patient'. Finally, the claim that DRGs do not touch the substance of medical work will be examined. The four theologically informed counterpoints to the DRG system are theological significance, historical interpretation and consequently systemic responsibility, the representation of care and the transformative nature of vocation. These destabilise the marketisation discourse, which has attempted a transvaluation of values, fundamentally relocating and redefining healthcare whilst concealing this very move.

Professional ethics.

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Professional ethics. Deontology --- Journalism

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Sociologists. --- Professional ethics.

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This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be effective educators. The report focuses on lower secondary teachers (ISCED 2) in different education systems and looks at cross-cultural differences in teacher professionalism. It explores how teacher professionalism is linked to policy-relevant teacher outcomes such as perceived status, satisfaction with profession and school environment or perceived self-efficacy. The publication also tackles equity concerns in teacher professionalism: it examines professionalism support gaps, which are defined as differences in support for teacher professionalism in schools with high levels of disadvantage as compared to those with low-levels of disadvantage. Last but not least, the report presents a number of policy-relevant recommendations to enhance teacher professionalism and equity in access to high-quality teaching in OECD member countries.

Teachers --- Teaching. --- Professional ethics.