Through collaboration with the University Library, the Mann Center is able to provide faculty in the Samford School of the Arts with school- and program-specific resources on ethics and leadership. Questions? Contact Azalea Hulbert, 205.726.4634.
Abstract: When working with graphics and illustrations, technical communicators face ethical questions at almost every step. The visual rhetorics available offer help with evaluating visual components but little guidance on ethical issues. This article presents examples of ethical conflicts, describes some of the prominent visual rhetorics, and discusses ethical issues that need to be addressed. Some steps for improving ethical awareness related to graphics and illustrations are suggested.
Abstract: Modern artists of all types have adopted formalist aesthetics, in part to create autonomy for themselves and their work. While many applaud this changing social role, others believe turns toward the aesthetic entail turning away from social responsibility. Does adopting an aesthetic stance lead to moral jeopardy? In order to begin to answer this complex question, this essay examines communication designers and their aesthetic biases in light of two correlative moral rubrics: Cheatwood's artistic accountability and Berleant's artistic responsibility. Insights from this examination are useful insofar as they can add to the discourse surrounding art, design, aesthetics and ethics.
Abstract: Integration or connectedness between faith and learning is a core aim of Protestant evangelical colleges and universities. It is pursued in a number of different ways in the academic programs of these institutions, even in commercially oriented courses that they offer, such as graphic design. However, the different ways that practical and theoretical units of study are treated in graphic design courses highlights the sometimes inconsistent and fragmented way that institutions facilitate this interaction. The aim here is to demonstrate some of the ways that faith–learning interaction takes place in a selected number of graphic design programs, to reveal some of these inconsistencies, and to suggest ways that faith–learning interaction may be facilitated more successfully. I argue not for a more proscriptive approach, but a broader and more collaborative approach to connecting religious knowledge with that of graphic design.
Abstract: Scholars are increasingly interested in possible relationships between aesthetics and ethics and in the pedagogical value of art. This paper considers some specific works of art and explores their multi-faceted relation to ethics and morality. I argue that art has both positive and negative relationships to ethics and morality (which I distinguish in a very rough way as the paper progresses). Art works of various sorts may productively be used in the business ethics classroom, but instructors need to keep in mind the multivalent relationship between art, on the one hand, and ethics and morality on the other.
Abstract: Bioethics is dominated by an emphasis on rule making and quandary solving. Teaching and research in ethics often focuses upon dramatic, controversial issues at the margins of life and death. Much less attention is given to the relationship between moral reflection and the ethos of place. Medical facilities, however, are moral worlds. To discuss the ethos of place is to focus on the character or atmosphere of particular dwellings. Architecture, interior design, and the creation of built environments have moral, spiritual, and aesthetic dimensions. Discussions of “ethics” need to be less oriented to rules and dilemmas, and more attuned to practical matters of everyday social experience. Instead of developing all-encompassing critiques of medical facilities as impersonal, alienating institutions, scholars from various fields need to explore the incremental steps that can make particular settings more decent, humane, and caring.