Education Ethics

Educate Your IRB: An Experiment in Cross-Disciplinary Communication

by Rena Lederman

Quadrants of Ethics: A Review of the New DEEL

by Tim Stafford

With the increased growth of online instruction, a large burden is put in the instructor to deal with a growing number... more With the increased growth of online instruction, a large burden is put in the instructor to deal with a growing number of ethical issues that are surfacing as a part of the e-learning environment. However, this burden is exacerbated by the fact that much of the time the institution itself refuses to take a defined role in the solvency of these issues and so an ethical dilemma is quickly mounted that significantly affects the role of the instructor and can have ramifications in regards to their personal rights, especially in the area of privacy (Storey & Tebes, 2008). Story and Tebes go on to outline a model that will help to address these issues by extrapolating principles from the heart and core of the New DEEL (Democratic Ethical Educational Leadership) ideology which is quickly becoming a catalyst to dismantling the philosophies that have driven the traditional face to face classroom and forcing the educational institution to adopt new ideologies and philosophies that will provide support for program sustenance and longevity (Storey & Tebes, 2008, p. 2). This is especially true in the realm of the online instructor.

A theory of cognitive content and the curriculum: entitlement to momentous truth

by John Tillson

Measuring education majors’ perceptions of academic misconduct: An item response theory perspective

by Kenneth Royal

Royal, K. D., Parrent, J., & Clark, R. (2011). Measuring Education majors’ perceptions of academic misconduct: An Item Response Theory Perspective. International Journal for Education Integrity, 7(1), 18-29.

The purpose of this study was to construct a psychometric ruler that illustrates university undergraduate education... more The purpose of this study was to construct a psychometric ruler that illustrates university undergraduate education majors’ perceptions of academic misconduct. A survey consisting of 38 items that pertain to issues of academic misconduct were administered to an undergraduate sample at a large state university. Utilising Rasch measurement analyses to construct objective measures, students’ responses were modeled along a truly linear and equal interval continuum to produce a hierarchy of perceived academic offenses. Results and policy implications are discussed.

In Favour of Ethics Education, Against Religious Education

by John Tillson

Religious Education and the Floodgates of Impartiality

by John Tillson

Call for Narratives: Ethics and Experience in Teaching Professions

by Sean Wiebe

Call for chapters

Dr Sean Wiebe, in his capacity as 2010-11 Research Fellow at the Canadian Centre for Ethics in Public Affairs, invites... more Dr Sean Wiebe, in his capacity as 2010-11 Research Fellow at the Canadian Centre for Ethics in Public Affairs, invites chapters for an edited book to be entitled Ethics and Experience: Teacher Narrated Professions in Contemporary Canada. This anthology will present teachers’ life-writing as a mode of enquiry. Unique works of creative non-fiction (for instance: essays, memoirs, poems, songs, diaries; epistolary, photographic, genre-bending narrative presentations; collaborative, interdisciplinary
projects) will demonstrate their authors’ first-person experiences in coming to understand, through narratives, their work/life as Canadian teachers in these early years of the 21st century.

Taking Education Seriously: Developing Bourdieuan Social Theory in the Context of Teaching and Learning Medical Ethics in the UK Undergraduate Medical Degree.

by Nathan Emmerich

PhD Thesis, 2011. The uploaded file contains the thesis abstract and the contents page. A complete copy of the thesis, or particular chapters, is available on request. Nathan.Emmerich@gmail.com

PhD Thesis 2011. PhD Thesis 2011.

Core values, education, and research: a response to Mark Pike

by Daniel Allington

Bragg, Sara; Allington, Daniel; Simmons, Katy and Jones, Ken (2011). Core values, education and research: a response to Mark Pike. Oxford Review of Education, 37(4), pp. 561–565.

As Stephen Ball and others have argued (e.g. Ball, 2007; Ball et al., 2010), education worldwide is increasingly... more As Stephen Ball and others have argued (e.g. Ball, 2007; Ball et al., 2010), education worldwide is increasingly subject to complex processes of commodification, commercialisation and privatisation. In England, the role of the state is being significantly redefined away from that of educational provider—the position it has occupied since 1870—towards that of funder and monitor of educational services provided by multiple others. The Academies Programme, initiated in 2002 by the New Labour government and now being amended and substantially expanded by the present Conservative and Liberal Democrat coalition, exemplifies many of these processes: academies are publicly funded but privately sponsored schools, which operate independently of the Local Education Authority and have some autonomy as regards ethos, curriculum, intake, and staff terms and conditions (NAO, 2007). The controversies surrounding individual academies, and the shift that they represent towards a market in state-funded education, make it imperative that any claims (positive and negative) made by and about such institutions receive rigorous intellectual scrutiny. It is in this spirit that we are responding to the article by Mark Pike, which appeared in the Oxford Review of Education in December 2010.

If your institution does not subscribe to the Oxford Review of Education, you can request a copy of this article by filling in the short form at this address:

http://oro.open.ac.uk/cgi/request_doc?docid=32592

The Importance of Enjoyment and Inspiration for Learning from a Teacher: Levinas and pedagogy

by Clarence W. Joldersma

The definitive version is published in Denise Egéa-Kuehne (Editor), Levinas and Education. London: Routledge, 2008.

How is it possible for one person to learn from another? There are many situations in which we learn from another... more How is it possible for one person to learn from another? There are many situations in which we learn from another person, ranging from early experiences with parents to conversations with friends to school settings with instructors. The content of what is learned ranges from merely adding factual knowledge to gaining markedly new perspectives. This essay explores the relation of learning something new from another person. In it, I use the common terms "learner" and "teacher" in a functional fashion to stand for the-one-who-learns and the-other-from-whom-one-learns respectively, either in school or out.

To answer how it is possible to learn from a teacher I will develop anew the notion of subjectivity. Although not supplanting it, my model will take us beyond the idea of "the conscious subject." I believe that, to answer more adequately the question of how it is possible to learn from a teacher, we need to situate consciousness by uncovering two crucial conditions that make this possible. More particularly, the two conditions situating consciousness I will call "enjoyment" and "inspiration." In developing these ideas, I rely on the thought of Emmanuel Levinas and his method of transcendental argument (Dudiak; de Boer).

Beyond rational autonomy: Levinas and the incomparable worth of the student as singular other

by Clarence W. Joldersma

The definitive version of this paper is published by Interchange: A Quarterly Review of Education 39:1 (2008) 21-47, and is available at http://www.springer.com/education+%26+language/journal/10780

This article explores the question: Why are students of worth? Educationally, an answer often involves a Kantian... more This article explores the question: Why are students of worth? Educationally, an answer often involves a Kantian response: They are of worth because they are always ends and never means. This response is usually connected to a notion of autonomy interpreted as individual, rational self-determination. The article argues for a different answer. The essay begins with a recent educational example of construing worth as rational autonomy. Meira Levinson, in her book The Demands of Liberal Education (1999), argues for a version of rational autonomy which is taken in the essay as a Kantian response to the question. The essay then turns to Kant’s own understanding of intrinsic human worth as ends. Although the essay agrees in general with the notion of end, it criticizes Kant’s version of rational autonomy. Instead, it argues for a notion of worth as irreplaceable singularity. Both the critique of the Kantian answer and theessay’salternative are shaped by the philosophy of Emmanuel Levinas. Here technical notions of “the other,” proximity and singularity are brought to bear on the question of human worth. The Levinasian alternative, so the essay argues, better answers the question of student worth by highlighting the incomparability of the student as a singular other.

Pedagogy of the Other: A Levinasian Approach to the Teacher-Student Relationship

by Clarence W. Joldersma

Published in P H I L O S O P H Y  O F  E D U C A T I O N  2 0 0 1 year book, 2002

Ethics of International Engagement and Service Learning (EIESL)

by Shafik Dharamsi

La Carta de la Tierra en los cuentos de Oikodoro

by Morales M.C. Patricia

Una serie completa de 18 relatos educativos para chicos sobre la Carta de la Tierra / 18 stories for children on the Earth Charter (PDF)

Gestalterapia: ensaio de superação ética de sua violenta condição de psicoterapia do Eu

by Herlon Bezerra

BEZERRA, Herlon A. Gestalt Terapia: ensaio de superação ética de sua violenta condição de psicoterapia do Eu. Universidade Federal do Ceará. Departamento de Psicologia. Fortaleza: 2002. (Monografia de Conclusão de Curso).

As transformações culturais contemporâneas vêm promovendo movimentos discursivos cujo significado final parece ser o... more As transformações culturais contemporâneas vêm promovendo movimentos discursivos cujo significado final parece ser o de uma verdadeira reviravolta cultural pós-metafísica. Em tal condição cultural residem, parece certo, questionamentos críticos fundamentais quanto aos tradicionais modelos éticos prescritivos, fundados na estabelecida metafísica ocidental grega. Esse o sentido, por exemplo, de propostas como a da ética da alteridade radical, do filósofo judeu e franco-lituano, Emmanuel Lévinas. Partindo da potente radicalidade crítica levinasiana, Freire (2002) empreendeu um desafiante diálogo com as psicologias do contexto da modernidade tardia. O presente exercício encontra-se inspirado nesse trabalho e ensaia, a partir de uma desleitura inventiva da Gestalterapia, introduzir um parâmetro de leitura no qual possa dar-se a promoção de uma superação ética de leituras nas quais essa abordagem é significada como psicoterapia do Eu, de pretensões ortopédicas e, assim, manifestamente violenta. Este é, pois, um discurso esperançoso, que pretende apontar para as possibilidades contemporâneas de uma psicoterapia ética.

Educazione alla cittadinanza: il caso spagnolo

by Carlos Vidal

published in Dialoghi, 4, 2008

Network Ethics in the Growing Global, Multi-Dimensional and Technological Academy

by Hugo Horta

Boyd, W., and Horta, H., (2011) "Network Ethics in the Growing Global, Multi-Dimensional and Technological Academy", International Journal of Cyber Ethics in Education Vol. 1, Issue 3, i-v, Guest Editorial Preface

Cultivating imagination: Ethics, education and literature

by Annisette Marcia

Der MAXimale ERNST Pädagogischer Ethik – Kehrseite der Menschlichkeit, in: Manuel Fröhlich et. al.: Bildung und Kultur - Illustrationen. Jena 2010, pp.111-130.

by Karsten Kenklies

Shaping the Responsible, Successful and Contributing Citizen of the Future:'values' in the New Zealand Curriculum and its challenge to the development of ethical …

by Leon Benade