Table 1 Instructor’s Self-Assessed... | Emerald Publishing

Table 1

Instructor’s Self-Assessed Neutrality/Advocacy

Scale	Instructor Rating	Instructor Response to What Methods She or He Uses to Maintain Self-Assessed Advocacy or Neutrality
A	0.0	“I try to make the best possible case for each position we cover in class. If students want to know my own view of things I tell them to talk to me after the class is done—so they are not influenced by own particular views.”
B	2.0	“[I advocate] for virtue ethics, against any killing of human beings except in self-defense. I present multiple views but offer fairly extensive critiques of those I find problematic, especially utilitarianism, after first letting students give their own critiques.”
C	3.0	“[I advocate] for a Platonic/Aristotelian/Thomistic position regarding the nature of ethics. [I] present the theory; present criticisms; suggest how criticisms can be refuted.”
D	3.4	“I openly advocated against relativism, and I was a mild advocate for an Aristotelian position. Regardless, we considered arguments for and against various theories. I presented arguments on both sides, and told my students what I thought.”
E	5.8	“[I advocate the following:] 1. Moral virtue is an essential element of a happy life. 2. Moral relativism is false. 3. Through repeated choices we form our own moral character. 4. Abortion is morally wrong. 5. One should reserve sex for marriage. [In terms of methods,] I present what I take to be a good argument for the position I’m advocating, and invite the students to raise any and all objections they can think of. I then try to answer those objections. I usually examine arguments on both sides of an issue. But I critique the arguments I think are bad (again, I invite objections from the students and try to answer them). I sometimes assign readings with strong arguments for the positions I advocate. (I also sometimes assign readings with strong arguments against the positions I advocate.)”
F	6.0	“[I advocate] for Thomism—against euthanasia, against artificial birth control, against abortion, for the natural duty to honor God, etc. [I place] heavy emphasis on the arguments for Thomism. [I] encourage students to feel free to say whatever does not make sense to them, but always present to them arguments about Thomism makes sense.”

Scale	Instructor Rating	Instructor Response to What Methods She or He Uses to Maintain Self-Assessed Advocacy or Neutrality
A	0.0	“I try to make the best possible case for each position we cover in class. If students want to know my own view of things I tell them to talk to me after the class is done—so they are not influenced by own particular views.”
B	2.0	“[I advocate] for virtue ethics, against any killing of human beings except in self-defense. I present multiple views but offer fairly extensive critiques of those I find problematic, especially utilitarianism, after first letting students give their own critiques.”
C	3.0	“[I advocate] for a Platonic/Aristotelian/Thomistic position regarding the nature of ethics. [I] present the theory; present criticisms; suggest how criticisms can be refuted.”
D	3.4	“I openly advocated against relativism, and I was a mild advocate for an Aristotelian position. Regardless, we considered arguments for and against various theories. I presented arguments on both sides, and told my students what I thought.”
E	5.8	“[I advocate the following:] 1. Moral virtue is an essential element of a happy life. 2. Moral relativism is false. 3. Through repeated choices we form our own moral character. 4. Abortion is morally wrong. 5. One should reserve sex for marriage. [In terms of methods,] I present what I take to be a good argument for the position I’m advocating, and invite the students to raise any and all objections they can think of. I then try to answer those objections. I usually examine arguments on both sides of an issue. But I critique the arguments I think are bad (again, I invite objections from the students and try to answer them). I sometimes assign readings with strong arguments for the positions I advocate. (I also sometimes assign readings with strong arguments against the positions I advocate.)”
F	6.0	“[I advocate] for Thomism—against euthanasia, against artificial birth control, against abortion, for the natural duty to honor God, etc. [I place] heavy emphasis on the arguments for Thomism. [I] encourage students to feel free to say whatever does not make sense to them, but always present to them arguments about Thomism makes sense.”

Note: A “0.0” indicates complete Neutrality, whereas a “6.0” reflects very strong Advocacy.