When is Green Nudging Ethically Permissible (DesRoches, T., D. Fischer, J. Silver, P. Arthur, R. Livernois, T. Crichlow, G. Hersch, M. Nagatsu, J. Abbott)
Current Opinion in Environmental Sustainability (2023), 60: 101236 .
This review article provides a new perspective on the ethics of green nudging. We advance a new model for assessing the ethical permissibility of green nudges (GNs). On this model, which provides normative guidance for policymakers, a GN is ethically permissible when the intervention is (1) efficacious, (2) cost-effective, and (3) the advantages of the GN (i.e. reducing the environmental harm) are not outweighed by countervailing costs/harms (i.e. for nudgees). While traditional ethical objections to nudges (paternalism, etc.) remain potential normative costs associated with GNs, any such costs must be weighed against the injunction to reduce environmental harm to third parties.
Teaching and Learning Inquiry (2018), 6(2): 3-15.
Some advances in bioethics regarding ethical considerations that arise in the context of medical research can also be relevant when thinking about the ethical considerations that arise in the context of SoTL research. In this article, I aim to bring awareness to two potential ethical challenges SoTL researchers might face when playing a dual role of teacher and researcher that are similar to the challenges physicians face in their dual role of physician and researcher. In this article, I argue that two commonly discussed concerns in bioethics---the need for clinical equipoise and the possibility of a therapeutic misconception---have analogies when conducting some types of research on students. I call these counterparts educational equipoise and the educational misconception.