Professionals have a role obligation to satisfy certain standards when performing their work. However, as professionals, can they perform morally praiseworthy acts that are not within the scope of duty? According to applied professional ethics, the answer is yes, whereas some theoretical accounts of supererogation deny this possibility. I examine and ultimately reject two very different theoretical accounts that deny professional supererogation. First, a recent interpretation of Aristotle uses examples from the professional context to illustrate that the moral category of (...) supererogation is not needed to describe heroic acts. Second, David Heyd’s account of supererogation argues that the category applies to natural duties alone and not to professional as professionals. Contrary to these claims, I argue that it is not only conceptually coherent to allow for the possibility of going beyond the call of duty but also morally important for assessments of responsibility and blame in professional life. (shrink)

Are professional roles bound by the norms of ordinary morality? This article begins with a discussion of two existing models that give contrary answers to this question; the practice model detaches professional ethics from ordinary morality, while the translation model denies any real divergence. It is argued that neither model can give a satisfying account of how professional roles ground distinct claims that are morally authoritative. The promise model is articulated and defended, wherein the obligations of professional roles are grounded (...) in an act of self-binding by the profession; the public is the promisee, and thereby entitled to make role-dependent claims. This model retains a connection to ordinary morality, but does not reduce role authority to individual conscience. Legitimate promises bind the role holder even in the face of moral disagreement. (shrink)

It is often claimed that medical professionals are subject to conflicting duties in their role morality. Some hold that the overridden duty taints the professional and generates a patient claim to a form of moral compensation. This paper challenges such a ‘compensation view’ of conflict and argues that it misleadingly makes the role morality into a personal contract between professional and patient. Two competing views are therefore considered. The ‘unity view’ argues that there are no real conflicts between professional duties. (...) Hence, there can be no residual duties that are impossible to discharge and no special claim on the part of the patient. It is argued that this fails because the institutional nature of the role morality requires us to accept possibility of conflict. The paper articulates and defends a third view, where conflict triggers a professional duty of restitution. This duty is not a matter of making amends for a previous wrong, but rather a matter of rebuilding a trusting relationship that has been damaged due to blameless circumstances. (shrink)

Within the ethical debate on Machine Learning-driven decision support systems (ML_CDSS), notions such as “human in the loop” or “meaningful human control” are often cited as being necessary for ethical legitimacy. In addition, ethical principles usually serve as the major point of reference in ethical guidance documents, stating that conflicts between principles need to be weighed and balanced against each other. Starting from a neo-Kantian viewpoint inspired by Onora O'Neill, this article makes a concrete suggestion of how to interpret the (...) role of the “human in the loop” and to overcome the perspective of rivaling ethical principles in the evaluation of AI in health care. We argue that patients should be perceived as “fellow workers” and epistemic partners in the interpretation of ML_CDSS outputs. We further highlight that a meaningful process of integrating (rather than weighing and balancing) ethical principles is most appropriate in the evaluation of medical AI. (shrink)

This article provides a conceptual clarification of the complementary relationship between teachers’ research literacy and their role-based agency. In many countries, teachers are increasingly expected to actively use and develop research. However, without taking account of teachers’ distinct conditions of agency, this expectation may weaken rather than strengthen the profession. Top-down mechanisms that push teachers to follow rigid evidence-based procedures diminish their professional autonomy. At the same time, conceptual research on teachers’ agency has developed new tools for promoting research literacy (...) in a way that is conducive to professional autonomy. By conceptualizing research literacy as shaped by polyphonic agency, the article clarifies this field to support future teachers in terms of teacher education and working life. The article also articulates strategies for enhancing agency, such as raising awareness of the relevant standards, responding to accountability mechanisms, and developing teacher education programs. (shrink)

This article develops a eudaimonistic account of professional virtue. Using the case of teaching, the article argues that professional virtue requires that role holders care about the ends of their work. Care is understood in terms of an investment of the self. Virtuous role holders are invested in their practice in a way that makes professional excellence part of their own good. Failure to care about the ends of professional practice reveals a lack of appreciation of the value of professional (...) work. This ‘investment view’ is contrasted with the currently popular ‘key goods view’, which claims that professional virtues require a profession-specific teleological structure. Unlike ordinary virtues, which are governed by eudaimonia or human flourishing, professional virtues are allegedly derived from professional ends, like health or education. The article argues that this delivers an unconvincing criterion for determining the merits of character traits. (shrink)