REINTERPRETING ETHICS AS PEDAGOGICAL REFERENCE: A META-SYNTHESIS (original) (raw)
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The paper examines the education and training of adults in ethics. It applies to courses at universities and colleges as well as in the work place. The paper explores the evidence on our ability to strengthen moral behaviour through courses on ethics, finds it to be weak, so ...
2009
Departments and faculties across a university are increasingly offering courses in ethics for the disciplines that they are teaching. Such courses provide considerable career benefit to the students taking them, as well as to the profession or discipline in which the student will graduate. The paper sets out the research and the arguments that outline the benefits of presenting the courses. To put on the courses however, departments are faced with a number of issues, one of which is coming to grips with a pedagogy that is outside their range of current skills. This paper sets out the priority issues that they face, some suggested responses, and the research that underpins both the issues and several of the responses.
Nature, 1978
It is arguable that the instinct for survival in animal species has evolved due to the evolutionary elimination of those individuals who did not have enough inclination nor desire to cluster in a team. Thus, the roots of ethical conduct in its many facets in today's world, may be sought in this very primeval concern for the society that enabled communities, rather than individuals, to survive in an antagonistic world. It is also arguable that modern society, which has evolved from such humble considerations, has long ago lost the sight of such pragmatic beginnings.
Ethics education at the university: from teaching an ethics module to education for the good life
ETHICS EDUCATION AT THE UNIVERSITY: FROM TEACHING AN ETHICS MODULE TO EDUCATION FOR THE GOOD LIFE, 2018
INTRODUCTION. Due to professional crises both within and outside the university, ethics education is receiving increasing attention in both academic literature on higher education as well as in discussions in universities themselves. This article describes and evaluates four ways in which ethics could be part of the university curriculum: 1) teaching an academic ethics module, 2) introducing students into professional ethics; 3) promoting academic citizenship; 4) fostering the ability to live a good life. METHOD. The four interpretations of ethics education at the university are subjected to a philosophical analysis. In each case, the intention of the educator is scrutinized by means of a reflection on the interpretation of 'ethics' and 'education'. For this relevant literature is used and philosophical argumentation applied. RESULTS. The results of the description and evaluation of each interpretation of ethics education are presented in each section. It is argued that the most minimal interpretation (teaching an ethics module) is less minimal than suggested yet insufficient. Teaching professional ethics is necessary, but will come to full fruition when students leave the university although their work ethics as students will add to their general professional ethical qualities. Dutch law requires universities to promote academic citizenship and personal development. This requires that students have the opportunity to obtain democratic civic dispositions and that universities provide frameworks with which students can form their conception of the good life. DISCUSSION. In the final section we supplement our conclusion that universities should promote academic citizenship and aim to foster students' ability to live a good life with a sobering note and urgent call: successful pursuit of these aims is only possible in an ethical environment and ethos that are currently lacking in universities. Thus, universities also have to work on their own ethical standards.
IAEME PUBLICATION, 2020
In the modern society education plays a very significant role. Education makes a person enlightened and well-mannered. An educated person is a country's precious property on which it's all kinds of development i.e. economical, social, educational, cultural etc. is depended. Ethics has a very important role in every sphere and part of our lives. In education also, ethics are very important which helps to run the education system smoothly. Ethics has a great significance in education over the years and recently institutions are creating courses that serve students to understand ethics. As the new technological changes and development is taking place, there are many challenges also are growing in the global era. The whole world is becoming very mechanical and commercial in which expectation of honesty and commitment among people is like a dream now. The present study is focused to know about the importance of ethics in education.
Ethics education: global, inspiring and challenging
International Journal of Ethics Education, 2016
You are reading the first issue of a brand-new journal on ethics education. It is the official journal of a recently established professional organization, the International Association for Education in Ethics (IAEE). The journal is unique in three dimensions: it is focused explicitly on ethics education, it has a global scope, and it covers all areas of applied ethics. The aim of the journal is to provide a global platform for exchange of research data, theories, experiences, reports and opinions on ethics education in a broad range of areas of applied ethics. The journal is particularly interested in contributions about teaching programs in developing countries, with detailed information concerning the content of teaching programs, the objectives of the programs, the teaching methods and approaches to evaluate the impact of ethics education. It will also address general issues in regard to ethics education such as policy, implementation, international trends, and philosophy of education. Providing a scholarly mechanism for exchange of experiences the journal aims to contribute to enhancing the quality of ethics education around the world. A special journal for ethics education Interest for ethics education is growing. Over the last decade, an increasing number of scholarly contributions have been published in major areas of ethics education. However, only a few special journals in ethics education exist, so that the majority of publications have appeared in other journals. Two categories of journals are particularly interested in publishing about ethics education. First, education journals, for example Academic Medicine, Medical Education, Journal for Dental Education, BMC Medical Education, The Medical Teacher, Educational Philosophy and Theory) regularly publish articles, notably on bioethics teaching but the scope of these publications is limited to the healthcare professions and is not specifically focused on ethics education. Second, ethics journals (e.g.
Ethics education: reactions and rejoinders
1999
moral underpinning of a code of ethics should emerge, from that of teachers within a State school system, or a Muslim system. Ultimately, it all depends upon whether or not individual conceptualisations of . morality match the corporate conceptions of morality that characterise the ethical framework within which schooling takes place. It is, 1 believe, true that if teachers are to become teachers of ethics, there is a need for them to be (rather than to adopt the role of) life mentors. I think that it is arguable that teachers need to be either professionals or deliberately 'curriculum practitioners' to do this. They do, however, need to have access to both inservice and time to make sense of the area and to begin to be able to articulate their individual and collective stances in the area. The questions remain: Who will develop a code of conduct based upon ethical principles which is applicable to teachers? How will this make them better able to teach ethics to children? An...
Consideration on Ethical Education
Acta Universitatis Bohemiae Meridionalis, 2021
The present paper responds to the current ethical challenges facing education. The authors consider the issues, methods and challenges associated with the innovation of current ethics education. It is expected to effectively contribute to raising young people's moral awareness and ethical literacy including also economic literacy and its ethical aspects. The authors emphasize the importance and humanistic mission of ethics education which requires philosophical anchoring. This is based on the development of reflective thinking, which both strengthens students' intellectual, psychological and moral growth and helps develop their own desire to learn and to gain knowledge. The cultivation of young people's behavior presupposes a type of ethics education and training that will significantly develop the skill to judge and act morally in their professional setting. It includes updating the methods of teaching ethics, the aim of which is to enhance young people's personal development and value orientation and, at the same time, it is also a challenge for teachers and teacher training institutions.
EXAMINING THE SIGNIFICANCE OF ETHICAL TEACHING IN EDUCATION
International Research Journal of Education and Technology (IRJEdT), 2021
Today, morals have a significant spot in all everyday issues. Instruction is likewise a major builder of human life. In this manner, in education, ethics has a significant and compellingrole. So as to be a decent human, morals ought to be put as a course in the instructive framework. In this paper, it will be talked about morals training in schools. In doing this, it will, why instructing morals is significant in training. Before examining this issue, it is important to characterize what morals are and what instruction is.
Teaching Ethics in Schools: A new approach to moral education
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Teaching Ethics in Schools provides a fresh approach to moral education. Rather than conveying a set of mandated values, codes of conduct, behaviour management plans or religious instruction, moral education is presented as an essential aspect of study throughout the school curriculum. Ethical concepts from the history of philosophy are introduced, which in turn link to ways of thinking about conduct and character. The book illuminates all kinds of moral dilemmas and contemporary challenges faced by teachers today. Responsibilities of parents vis a vis schools, and religious versus secular paradigms are discussed. The principles of social diversity and inclusion, and the need to find a balance between moralising and permissive social constructs are explored. Teaching Ethics in Schools shows how an ethical framework forms a natural fit with recent educational trends that emphasise collaboration and inquiry-based learning.