Ethics of schooling


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Introduction to general views and perspectives on the ethics of schooling

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  • Four teachers prepared in the pragmatic aspect (range from quite good to not very good) - quite articulate about personal influences, especial parents and church - appeared to be familiar with personal -not familiar with philosphic – had to explain meaning of ethics
  • I found it very difficult not to consider this perspective. There was a strong evidence to suggest that teaching skills minimizes ethical problems. Adolescent, even inherently good kids, can take control quickly. In fact, teacher control might be an illusion except for the most inspiring and charismatic teachers.
  • These are primary resource referenced in most secondary sources.
  • Four commonly recognized frameworks
  • Ethics of schooling

    1. 1. John Hemphill 2011
    2. 2. <ul><li>A system of moral principles. </li></ul><ul><li>The rules of conduct recognized by a particular group or culture. </li></ul><ul><li>A branch of philosophy dealing with the values related to human conduct, particularly with respect to the rightness or wrongness of certain actions and the goodness and badness of the motives and ends of conduct. </li></ul><ul><li>From </li></ul>
    3. 3. <ul><li>Personal: based on family, community and religious values, and personal experiences with schooling, clubs, sports, travel, etc. </li></ul><ul><li>Pragmatic: classroom management and pedagogical theories and practices </li></ul><ul><li>Psychological: moral and cognitive developmental theories </li></ul><ul><li>Philosophic : virtue, duty, utilitarianism and existentialism </li></ul>
    4. 4. <ul><li>Family </li></ul><ul><li>Church </li></ul><ul><li>School </li></ul><ul><li>Friends </li></ul><ul><li>Sports </li></ul><ul><li>Arts </li></ul><ul><li>Travel </li></ul><ul><li>Military </li></ul>How adequate is one person’s experiences? Are your experiences varied and substantial enough? What is our capacity to learn from experience? What’s missing?
    5. 5. <ul><li>Planning and implementing best practices, to achieve student learning and professional fulfillment </li></ul><ul><li>Policies and procedures to maintain order and safety </li></ul><ul><li>The content and structure of the discipline </li></ul><ul><li>What’s missing? </li></ul><ul><li>Clarity about how to reconcile conflicts among needs of individuals and groups. </li></ul><ul><li>Reconciling fairness, justice and equity. </li></ul>
    6. 6. <ul><li>Dewey </li></ul><ul><li>Piaget </li></ul><ul><li>Kohlberg </li></ul><ul><li>Gilligan </li></ul>Ethical reasoning is influenced by moral and cognitive development, which are linked. There may be gender differences in ethical reasoning. Females seem to be more influenced by personal relationships and an “ethic of care”. <ul><li>What’s missing? </li></ul><ul><li>How to convert theory into practice. </li></ul><ul><li>Awareness of this body of theory by teacher. </li></ul>
    7. 7. <ul><li>Virtue ethics – Socrates, Plato, Aristotle, New and Old Testament, Confucius – universal ethical principles, like courage and respect </li></ul><ul><li>Utilitarianism – Jeremy Bentham – the greatest good for the greatest number </li></ul><ul><li>Duty ethics – Immanual Kant – human reasoning leads to an understanding of our duty to others </li></ul><ul><li>Existentialism – Jean Paul Sartre, A.S. Neill – one must choose freely in order to exist </li></ul>
    8. 8. <ul><li>Where and how did you acquire the virtues you live by? </li></ul><ul><li>What are the ethical virtues that should influence teaching and interactions with students? </li></ul><ul><li>How should teachers convey their ethical values to students? </li></ul><ul><li>What are some of the most common ethical problems in the classroom? </li></ul><ul><li>How are school and home different ethical environments? How should they be similar? </li></ul><ul><li>How might teachers and students perceive their “duties” differently? </li></ul>
    9. 9. <ul><li>From N. Tuana (2007) </li></ul><ul><li>1. Identify ethical issues </li></ul><ul><li>2. Determine underlying values </li></ul><ul><li>3. Assess moral intensity </li></ul><ul><li>4. Assess facts </li></ul><ul><li>5. Consider consequences </li></ul><ul><li>6. Identify relevant virtues </li></ul><ul><li>7. Ascertain relevant duties </li></ul><ul><li>Consider issues of care </li></ul><ul><li>Assess values </li></ul><ul><li>10. Use moral imagination </li></ul><ul><li>My version: </li></ul><ul><li>Identify and describe the ethical problem </li></ul><ul><li>Decide the importance of solving the problem </li></ul><ul><li>List all the facts </li></ul><ul><li>Identify the points of view </li></ul><ul><li>Identify these elements of the points of view: </li></ul><ul><ul><li>Duties </li></ul></ul><ul><ul><li>Virtues </li></ul></ul><ul><ul><li>Issues of care </li></ul></ul><ul><li>Imagine various resolutions, choose and take action </li></ul>