Integrating Values and Ethics into    Post Secondary Teaching      38th Annual PRTESOL Convention         Friday November ...
Presentation Plan   Purposes:    - The Nature of the Problem We Confront   Processes:    - Terms and Concepts    - Some ...
Part 1: The Nature of the Problem   Dr. Alejandro’s view   Important Social Trends   Dipali’s Lament
Our Purposes ?   Provide students with the knowledge and    processes needed to navigate life.   Do this by:    – Provid...
A Moral Compass
Part 2: Processes, Terms           & Key Concepts   Values are:    – A conception of the desirable with      motivating f...
Part 2:Processes and Concepts   Where Values Come From   The Nature of Value Conflicts
Formation of the Self :- influences- values                          Transcendental- conflicts                  Culture   ...
How Values Influence Actions(Begley 2006)                                   Action                                  Attitu...
How it works in the real world   How we make professional decisions    using values and ethics   The four motivational b...
Ethic/Principles                              (trans-rational)                               Consequences                 ...
Some Problems   “Hardening of the Attitudes”, the    negative effects of time & experience.   The culture-based nature o...
More Problems   Articulation versus commitment   Using ethics versus being ethical   Does environment trump character?...
Summary: Being EthicalStrive for Authenticity & Moral Literacy:A synergy resulting from:  – Self-knowledge  – Sensitivity ...
Part 3: Context of Teaching   Expert Advice; Piaget, Kohlberg, Nucci   The Purposes of Education   Three ways ethics re...
Expert Advice   Piaget (1965) says:    Individuals reconstruct their    knowledge of the world as a result of    interact...
Expert Advice - Kohlberg   Six Stages of Moral Reasoning    – Moving from egocentrism to reasoning      grounded in princ...
Expert Advice - Nucci   Three Principles:    – Focus on issues of justice, fairness &      human welfare    – Integrated ...
Purposes of Education   Aesthetic Purposes – be all that you    can be   Economic Purposes – learn to earn   Ideologica...
Ethics and Teaching   Three ways ethics relate to teaching:    – Influence on cognitive processes of      individuals and...
Strategies and Resources   Where this information comes from   Three Strategies   Four specific resources
Three Teaching Strategies   Emphasize and articulate Intents,    Purposes and Goals   Use a Multi-Ethical Analysis Proce...
Resources   Begley’s Value Audit Process   VEEA Journal and JALE Journal   CSLE Annotated Resource Lists
The Value Audit ProcedureAn Integrated Problem Analysis Resource    Combining:     – Hodgkinson’s Value Paradigm     – Le...
Value Audit Guidelines   Step 1: Interpret the Problem    (ethic of critique)   Step 2: A Humane Response    (ethic of c...
Value Audit Guidelines (Begley)   Step 1: Interpret the Problem (ethic of critique)     – Who are the stakeholders? Are a...
Values Audit contd    .   Step 2: A Humane Response (ethic of care)    – What motivations and degrees of commitment      ...
Values Audit contd.   Step 3: Ethical Action (ethic of justice)    – What actions or response would maximize      benefit...
Other Resources   CSLE Centre website    http://www.nipissingu.ca/csle/   Values and Ethics in Educational    Administra...
Thank you !Paul Begley ptbegley@gmail.com
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Integrating Values and Ethics into

  1. 1. Integrating Values and Ethics into Post Secondary Teaching 38th Annual PRTESOL Convention Friday November 18, 2011 San Juan, Puerto Rico Paul T. BegleyUCEA Center for the Study of Leadership and Ethics Nipissing University Ontario, Canada
  2. 2. Presentation Plan Purposes: - The Nature of the Problem We Confront Processes: - Terms and Concepts - Some Special Issues and Problems - Being an Ethical Person / Ethical Professional Context: - Values and Ethics in Teaching - Strategies and Resources
  3. 3. Part 1: The Nature of the Problem Dr. Alejandro’s view Important Social Trends Dipali’s Lament
  4. 4. Our Purposes ? Provide students with the knowledge and processes needed to navigate life. Do this by: – Provide a vocabulary for articulating values – Sustained dialogue about purposes Outcomes: – Increased self-awareness – Sensitivity to perceptions of others – Capacity for self-actualization (moral compass)
  5. 5. A Moral Compass
  6. 6. Part 2: Processes, Terms & Key Concepts Values are: – A conception of the desirable with motivating force, - characteristic of individuals & groups, - that influence the choice of ways and means leading to actionsHodgkinson (1978)
  7. 7. Part 2:Processes and Concepts Where Values Come From The Nature of Value Conflicts
  8. 8. Formation of the Self :- influences- values Transcendental- conflicts Culture Organization Profession Group Self Begley, 2006
  9. 9. How Values Influence Actions(Begley 2006) Action Attitude Value Understandings Motive Self
  10. 10. How it works in the real world How we make professional decisions using values and ethics The four motivational bases Special nature of ethics
  11. 11. Ethic/Principles (trans-rational) Consequences (rational)Educator Decision Situation Consensus (Accountability) (rational) - memory - experience - comfort Preferences (sub-rational)
  12. 12. Some Problems “Hardening of the Attitudes”, the negative effects of time & experience. The culture-based nature of ethics Distinguishing between personal, professional & social values
  13. 13. More Problems Articulation versus commitment Using ethics versus being ethical Does environment trump character? Externally derived values versusself-actualization
  14. 14. Summary: Being EthicalStrive for Authenticity & Moral Literacy:A synergy resulting from: – Self-knowledge – Sensitivity to the perspectives of others – Professional knowledge and skills
  15. 15. Part 3: Context of Teaching Expert Advice; Piaget, Kohlberg, Nucci The Purposes of Education Three ways ethics relate to teaching Strategies and resources
  16. 16. Expert Advice Piaget (1965) says: Individuals reconstruct their knowledge of the world as a result of interactions with the environment.
  17. 17. Expert Advice - Kohlberg Six Stages of Moral Reasoning – Moving from egocentrism to reasoning grounded in principles – Similar to motivational bases – Consider developmental stage with curriculum design
  18. 18. Expert Advice - Nucci Three Principles: – Focus on issues of justice, fairness & human welfare – Integrated within curriculum, not add-on – Incorporate dialogue
  19. 19. Purposes of Education Aesthetic Purposes – be all that you can be Economic Purposes – learn to earn Ideological Purposes – socialization, citizenship and transmission of social values
  20. 20. Ethics and Teaching Three ways ethics relate to teaching: – Influence on cognitive processes of individuals and groups – Guidelines for actions & resolving dilemmas – As a strategic tool to build consensus
  21. 21. Strategies and Resources Where this information comes from Three Strategies Four specific resources
  22. 22. Three Teaching Strategies Emphasize and articulate Intents, Purposes and Goals Use a Multi-Ethical Analysis Process Case Study Approach – 3 P’s Process (personal, peer, professor)
  23. 23. Resources Begley’s Value Audit Process VEEA Journal and JALE Journal CSLE Annotated Resource Lists
  24. 24. The Value Audit ProcedureAn Integrated Problem Analysis Resource  Combining: – Hodgkinson’s Value Paradigm – Leithwood’s Problem Solving Framework – Shapiro & Stefkovich Multi-ethical analysis
  25. 25. Value Audit Guidelines Step 1: Interpret the Problem (ethic of critique) Step 2: A Humane Response (ethic of care) Step 3: Ethical Action (ethic of justice)
  26. 26. Value Audit Guidelines (Begley) Step 1: Interpret the Problem (ethic of critique) – Who are the stakeholders? Are any unrecognized or without voice? Hidden influence? – What arenas of practice are relevant? (self, group, profession, organization, community, culture) – Does the conflict exist within one arena or involves several? (e.g. personal vs organizational) – Can the values in conflict be named? – How much turbulence are the values creating? (Degree of risk to people, organizations, or community)
  27. 27. Values Audit contd . Step 2: A Humane Response (ethic of care) – What motivations and degrees of commitment are apparent among stake holders? – Levels of motivation among the actors? – Is the conflict interpersonal or intrapersonal – What are the human needs, as opposed to organizational or abstract philosophical standards?
  28. 28. Values Audit contd. Step 3: Ethical Action (ethic of justice) – What actions or response would maximize benefits for all stakeholders ? – What actions or response would respect individual rights ? – Do competing “ends” or “purposes” interfere with the selection of a “means” or solution ?
  29. 29. Other Resources CSLE Centre website http://www.nipissingu.ca/csle/ Values and Ethics in Educational Administration (VEEA) Journal of Authentic Leadership in Education (JALE) CSLE Annotated Resource Lists
  30. 30. Thank you !Paul Begley ptbegley@gmail.com

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