This paper considers characteristic views advanced in the past fifteen years that may be considered relatively sympathetic to student practices of cheating on graded assignments or exams. We detect and analyze typical fallacies that are recurrent in articles that promote a revisionist view of cheating as morally permissible. We offer a general, deontological argument that cheating is immoral. The efforts to justify student cheating take several forms. For example, it has been argued that cheating may be tolerated if the student did not intend to cheat, perhaps because of a failure to understand the normal rules or expected procedures. We also argue that student collaboration in graded work constitutes cheating even if the instructor condones such collaboration. In a similar vein, we address the view that student copying is cheating even if the instructor alters the rules to allow such copying. This moral view can be applied to any cheating behavior, we argue. As a specific example, we demonstrate how it can be applied to the pedagogical recommendation that instructors should encourage their students to cheat in order to cultivate student skills in the area of cyber security. We also address the view that student cheating can be justified by situations in which the student believes that he/she is being subjected to an unfair or unethical overall learning environment.

本文考虑了过去15年中提出的独特观点，这些观点可能被认为相对同情学生对分级作业或考试作弊的做法。我们检测并分析文章中经常出现的典型谬论，这些谬论提倡修正主义的作弊观点，认为这在道德上是允许的。我们提供一个一般的，道义上的论点，认为作弊是不道德的。证明学生作弊的努力有几种形式。例如，有人争辩说，如果学生不打算作弊，可能是可以容忍作弊的，这可能是因为未能理解正常的规则或预期的程序。我们还认为，即使指导老师宽容这种合作，学生在分级作业中的合作也会构成作弊行为。与此相类似，我们认为学生抄袭是作弊行为，即使教师更改了允许抄袭的规则。我们认为，这种道德观点可以适用于任何作弊行为。作为一个具体示例，我们演示了如何将其应用于教学建议中，教师应鼓励其学生作弊，以培养网络安全领域的学生技能。我们还提出以下观点，即学生认为自己遭受了不公平或不道德的整体学习环境的情况可以证明学生作弊。我们演示了如何将其应用到教学建议中，指导教师应鼓励学生作弊，以培养网络安全领域的学生技能。我们还提出以下观点，即学生认为自己遭受了不公平或不道德的整体学习环境的情况可以证明学生作弊。我们演示了如何将其应用到教学建议中，指导教师应鼓励学生作弊，以培养网络安全领域的学生技能。我们还提出以下观点，即学生认为自己遭受了不公平或不道德的整体学习环境的情况可以证明学生作弊。