Ethical Decision Making In Education: Utilizing the Ways of Knowing through the Realms of Meaning - a presentation by William Allan Kritsonis, PhD
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The document discusses William Kritsonis' framework of the six realms of meaning for developing whole persons through general education. The realms are symbolics, empirics, aesthetics, synnoetics, ethics, and synoptics. It provides examples of how these realms relate to concepts like responsibility, trust, professional development, effective communication, caring environments, ethical decision making, and codes of ethics in education. Overall, the document presents Kritsonis' view that applying the six realms of meaning can help guide ethical practice and decision making in educational organizations.
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The document discusses using educational theory and moral psychology to inform the teaching of ethics in computing. It summarizes key challenges in information security, and theories of moral development. It argues that constructivism and critical theory are best suited for teaching ethics, as constructivism addresses the developmental nature of learning ethics through experience, while critical theory empowers students. An effective approach provides experiential learning and takes students' perspectives into account to help them develop reasoned ethical decision-making.
Carmelita Thompson & Dr. Wm. A. Kritsonis
Dr. William Allan Kritsonis
Professor & Faculty Mentor
PhD Program in Educational Leadership
PVAMU-The Texas A&M University System
Ed499325
This document discusses principles for ethical school leadership and decision-making grounded in William Allan Kritsonis' six realms of meaning. It provides 10 principles for principals: 1) Use inquiry and facts to recognize ethical issues and solutions; 2) Commit to a clear moral code; 3) Communicate using ethics vocabulary; 4) Use visuals to aid understanding; 5) Involve and empathize with stakeholders; 6) Apply fair approaches consistently and reflect on decisions. The principles are meant to guide principals in ethical decision-making and continuous improvement through reflection.
2015, CHAPTER 4 SOCIOLOGY : EDUCATION AND SOCIALIZATION
Socialization is the process of learning the norms, values, behaviors, and social skills needed to function in a social group or society. Education institutions are social structures that transmit knowledge and skills through teaching and learning. There are several key agents of socialization, including family, school, peers, media, and religion. Understanding socialization is significant for education as it helps educators strengthen their skills in working with students and gives insight into students' perceptions and social mobility.
Inquiry Learning Presentation 09
The document discusses inquiry-based learning and its benefits for student engagement. It outlines the SAUCE model for inquiry which involves setting the scene, acquiring information, using knowledge, communicating results, and evaluating the process. Effective questioning is important for inquiry and the document provides examples of how a school assessed and improved students' questioning skills over time. It also shares the school's curriculum plan which uses an inquiry approach organized around transdisciplinary themes.
Inquiry Learning by Sue McLean
Inquiry Learning & Questioning Presentation by Sue McLean, Nelson Central School.
Presented at the Nelson ICT Cluster Conference, April 2009
Creating A Culture Of Learning
Creating a Culture of Learning describes the key characteristics of a school with a culture of learning. Such a school possesses a widely shared strong vision, believes in effort-based education, and operates based on selective core values that grow out of the vision. It exercises effective leadership that derives power from trust, celebrates the teaching profession, and empowers teachers to be leaders. The school nourishes a spirit of teamwork among teachers and humanizes education by seeing the school as a people system focused on developing students. It generates motivation to learn and commits to a process of never-ending renewal.
presentation on Acedemic Honesty in the research
This document discusses academic honesty and its importance. It defines academic honesty and dishonesty. Some key points include:
- Academic honesty involves completing all academic work without cheating, lying or plagiarism. Dishonesty harms the learning experience.
- Consequences of dishonesty range from failing grades to expulsion and harm one's career.
- NEP 2020 supports using technology if it is evaluated and improves education.
- Values of honesty include being truthful and giving credit to owners of work. Other values are trust, fairness, respect, responsibility and courage.
- Upholding academic integrity fosters scholarly pursuits and ensures credibility of research. It is our responsibility to maintain
Work effectively week 5 and 6
This document discusses establishing positive relationships with families in early childhood education. It emphasizes the importance of creating welcoming environments through effective communication and consideration of physical and social aspects. Some keys to communicating well with families are showing interest, being positive, warm, friendly, empathetic, sharing decisions, and celebrating partnerships. Early childhood professionals should develop mutual respect and understanding with families through open communication and shared decision-making. Partnerships are built on trust and recognizing the perspectives of all parties.
Pen Parent Powerpoint
This document summarizes a parent workshop about creating an inclusive school culture and climate. The workshop covered defining parents' role in school culture, understanding the impacts of individual and systemic bias on relationships, and setting goals for educational equity. Parents discussed how to have purposeful conversations about bias and influence positive change through collaboration and community involvement. The goal was to help parents understand how to actively support an equitable and inclusive school environment.
Resilience
This document discusses resilience and promoting emotional and social competence in children. It provides definitions of key concepts like resilience, protective factors, and emotional literacy. It also outlines a whole-school approach to developing these competencies in children through early childhood education, effective school policies, and multi-professional collaboration between schools and other organizations.
1 Week 3 – The impact of personal and cultural
1
Week 3 – The impact of personal and cultural
values in educational contexts
TOPIC GOALS
Explore personal and cultural values in education for educators and
students
2
1. Introduction
“Great people have great values and great ethics.”
(Jeffrey Gitomer, 1993)
2. Educators Personal and Cultural Values
Our values as educators play a significant role to how we portray ourselves
in action, what we do and what we say. Most of the times you find educators
asking themselves the same question. What kind of an educator am I? Educators
always need to justify themselves through their teaching practices and that can
only be done when we reflect on what we do and why we teach in a particular
way. That involves the values of any educator to be questioned.
‘Throughout our teaching careers we think and behave in certain ways and
believe in certain things, such as how far our teaching can be called ‘educational’,
about what we can offer children and what our capabilities are. What we do, think,
and feel about teaching constitute our sense of professional identity. We can
reveal and communicate this identity when we address and articulate an answer
to the question’ (Ghaye, 2011).
3
If we reflect on these descriptions of practice, we give
ourselves the chance to learn from our experiences of
teaching. This can help to move our practice forward.
(Ghaye, 2011)
‘While a case could be made that there are some universally accepted
values, values in education are culturally bound. No aspect of curriculum is taught
in a cultural void, and the relationship of values education to cultural context
throws up particular challenges in attempting an international study’ (Stephenson,
1998).
Educators usually do not stay in an unchanged set of values as they develop
more practice and experience the reflection on these shifts and changes happen
depending on the setting and context they work in. To be called a professional
implies that educators need to reflect on their teaching constantly and be
responsive to what is happening around them. ‘A teacher’s values should be
derived from the nature of what constitutes effective and ethical practice. To
reach this position, we have to understand and question the purposes of education’
(Ghaye, 2011)
4
Cultural values on the other hand are the particular concepts of interest of
each individual when asked about their beliefs, personality, values and identity.
That way you can distinguish their cultural views and behaviours in their personal
lives which then reflect in their practices as well. This also reflects specific
characteristics and certain practices on a larger nationwide scale that constitutes
each educational context. However, ‘Individuals are expected to cultivate and
express their own preferences, feelings, ideas, and abilities. Schwartz (1994)
distinguishes two types of auto ...
Dr. William Allan Kritsonis, Educational Philosophy
The document discusses Dr. Kritsonis' framework of the "Ways of Knowing Through the Realms of Meaning" which identifies 6 patterns - symbolics, empirics, esthetics, synnoetics, ethics, and synoptics - that educational leaders can use in strategic planning. The framework provides a structure to develop a strategic plan that moves the organization towards its vision, connects leadership decisions to values, and supports high-quality, student-focused education. Strategic planning incorporating the six realms can help educational organizations assess needs, set priorities, and continuously improve.
Connecting The Dots3
The document discusses plans to create an ecologically minded living-learning community at Michigan State University. It would integrate the Bailey Scholars Program, RISE, and other groups interested in sustainability. The community would focus on an integrative curriculum, democratic self-governance, and making environmentally conscious choices around food, waste reduction and building operations. Organizers held discussions using techniques like Open Space Technology and mind mapping to develop the concept and garner support.
Transformative Learning - A starter for 10
This presentation by Chris Cutforth, Sheffield Hallam University, was developed to introduce academics to the University's Transformational Learning Special Interest Group. The group is open to all academics and welcomes further contributions. Its purpose is to explore how Transformative Learning (Mezirow) and related ideas can be developed and applied in academic practice.
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2015, CHAPTER 4 SOCIOLOGY : EDUCATION AND SOCIALIZATION
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Dr. William Allan Kritsonis, Educational Philosophy
Dr. William Allan Kritsonis, Educational Philosophy
Ethical Decision Making In Education: Utilizing the Ways of Knowing through the Realms of Meaning - a presentation by William Allan Kritsonis, PhD
- 1. Ethical Decision Making In Education: Utilizing The Ways of Knowing through the Realms of Meaning William Allan Kritsonis, PhD Professor PhD Program in Educational Leadership Prairie View A&M University The Texas A&M University System
- 3. Caring/Kindness Generosity Tolerance Citizenship Initiative Confidence Cooperation Loyalty Courage Patience Dependability/Reliability Respect Perseverance Fairness Responsibility Honesty Trust Love
- 20. What are the consequences of showing unjustified favoritism within and educational organization?