character virtue ethics in education
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Character education aims to help young people develop personal strengths called virtues through both explicit and implicit educational activities. Virtue ethics emphasizes that one's character and the virtues one embodies determine ethical behavior, and is focused on developing good character. Implicit activities refer to promoting virtues through a school's culture and ethos, while explicit activities include dedicated lessons on virtues, and the goal is for virtues to be both taught and learned from a school environment.
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Philosophical Foundations of the Curriculum
Theresa M. “Terry” Valiga, EdD, RN, CNE, ANEF, FAAN
Beautiful words. Admirable values. Published prominently on websites and in catalogues, student handbooks and accreditation reports. The philosophical statement of a school of nursing is accepted by faculty as a document that must be crafted to please external reviewers, but for many it remains little more than that. Far too often the school’s philosophy remains safely tucked inside a report but is rarely seen as a living document that guides the day-to-day workings of the school.
In reality, the philosophy of a school of nursing should be referenced and reflected upon often. It should be reviewed seriously with candidates for faculty positions and with those individuals who join the community as new members. It should be discussed in a deliberate way with potential students and with students as they progress throughout the program. And it should be a strong guiding force as the school revises or sharpens its goals, outlines action steps to implement its strategic plan, and makes decisions about the allocation of resources.
This chapter explores the significance of reflecting on, articulating, and being guided by a philosophy, examines the essential components of a philosophy for a school of nursing, and points out how philosophical statements guide the design and implementation of the curriculum and the evaluation of its effectiveness. The role of faculty, administrators, and students in crafting and “living” the philosophy is discussed, and the issues and debates surrounding the “doing of philosophy” (Greene, 1973) are examined. Finally, suggestions are offered regarding how faculty might go about writing or revising the school’s philosophy.
What Is Philosophy?
The educational philosopher Maxine Greene (1973) challenged educators to “do philosophy.” By this she meant that we need to take the risk of thinking about what we do when we teach and what we mean when we talk of enabling others to learn. It also means we need to become progressively more conscious of the choices and commitments we make in our professional lives. Greene also challenged educators to look at our presuppositions, to examine critically the principles underlying what we think and what we say as educators, and to confront the individual within us. She acknowledged that we often have to ask and answer painful questions when we “do philosophy.”
In his seminal book, The Courage to Teach, Parker Palmer (2007) asserted that “though the academy claims to value multiple modes of knowing, it honors only one—an ‘objective’ way of knowing that takes us into the ‘real’ world by taking us ‘out of ourselves’” (p. 18). He encouraged educators to challenge this culture by bringing a more human, personal perspective to the teaching–learning experience. Like Greene, Palmer suggested that, to do this, educators must look inside so that we can understand that “we teach who we are” (p. xi) a ...
1187Philosophical Foundations of the CurriculumTheresa M. T.docx
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7
Philosophical Foundations of the Curriculum
Theresa M. “Terry” Valiga, EdD, RN, CNE, ANEF, FAAN
Beautiful words. Admirable values. Published prominently on websites and in catalogues, student handbooks and accreditation reports. The philosophical statement of a school of nursing is accepted by faculty as a document that must be crafted to please external reviewers, but for many it remains little more than that. Far too often the school’s philosophy remains safely tucked inside a report but is rarely seen as a living document that guides the day-to-day workings of the school.
In reality, the philosophy of a school of nursing should be referenced and reflected upon often. It should be reviewed seriously with candidates for faculty positions and with those individuals who join the community as new members. It should be discussed in a deliberate way with potential students and with students as they progress throughout the program. And it should be a strong guiding force as the school revises or sharpens its goals, outlines action steps to implement its strategic plan, and makes decisions about the allocation of resources.
This chapter explores the significance of reflecting on, articulating, and being guided by a philosophy, examines the essential components of a philosophy for a school of nursing, and points out how philosophical statements guide the design and implementation of the curriculum and the evaluation of its effectiveness. The role of faculty, administrators, and students in crafting and “living” the philosophy is discussed, and the issues and debates surrounding the “doing of philosophy” (Greene, 1973) are examined. Finally, suggestions are offered regarding how faculty might go about writing or revising the school’s philosophy.
What Is Philosophy?
The educational philosopher Maxine Greene (1973) challenged educators to “do philosophy.” By this she meant that we need to take the risk of thinking about what we do when we teach and what we mean when we talk of enabling others to learn. It also means we need to become progressively more conscious of the choices and commitments we make in our professional lives. Greene also challenged educators to look at our presuppositions, to examine critically the principles underlying what we think and what we say as educators, and to confront the individual within us. She acknowledged that we often have to ask and answer painful questions when we “do philosophy.”
In his seminal book, The Courage to Teach, Parker Palmer (2007) asserted that “though the academy claims to value multiple modes of knowing, it honors only one—an ‘objective’ way of knowing that takes us into the ‘real’ world by taking us ‘out of ourselves’” (p. 18). He encouraged educators to challenge this culture by bringing a more human, personal perspective to the teaching–learning experience. Like Greene, Palmer suggested that, to do this, educators must look inside so that we can understand that “we teach who we are” (p. xi) a.
Discipline meaning in education and education project topics
This document discusses education as a discipline and provides context around its meaning and history. It begins by defining education and exploring its meanings as knowledge, a subject of study, and a process. It then discusses education in primitive societies, early civilizations, and how it has evolved over time. Finally, it addresses whether education can truly be considered a discipline on its own or if it is an inter-discipline that draws from other fields of study. In summary, the document provides an overview of how the definition and role of education has changed throughout history and debates its status as an independent academic discipline.
Leadership in School Head Teachers Based on Trust and Virtue Leads to a Bette...
By Carlos de Marcos
There is abundant research trying to describe the dynamics and behaviors of successful schools. These
approaches are often targeted at structural levels, teaching methods and techniques, improved
curriculum, systems, programs, laws or regulations. There is research and collective experience,
however, to support the idea that virtue and trust in school head teachers’ leadership is ranked first in
the changes needed to improve the education transformation processes.
This paper is aimed at establishing a different and complementary approach to successful schools based
on virtue and character as sources of trust, cooperation and positive interpersonal relationship between
head teachers and teachers.
Contact: kdm0910@gmail.com
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 ...
Educ 501 teaching and other related concepts in education
This document discusses key concepts in education such as teaching, education, training, indoctrination, instruction, and learning. It describes teaching as bringing about meaningful learning through morally acceptable methods. Education is defined as both a process of transmitting knowledge and skills, and a product measured by qualities of the educated person. Training focuses on acquiring skills for specialization through repetition. Indoctrination does not allow freedom of choice, while instruction tells people what to do in a non-democratic way. Learning is defined as a change in behavior or understanding from environmental stimulation. The document also contrasts mechanic and organic views of education, and discusses the concepts of authority, participation, discipline, and punishment in an educational context.
An ethic of virtue implies that moral relativism is correct, while.pdf
\"An ethic of virtue implies that moral relativism is correct, while an action-centered ethic does
not.\" Do you agree or disagree? Explain.
Solution
:An ethic of virtue implies that moral relativism is correct, while an action-centered ethic does
not\"
This statement is very true.
Moral relativism is the view that moral judgments are true or false only relative to some
particular standpoint (for instance, that of a culture or a historical period) and that no standpoint
is uniquely privileged over all others. It has often been associated with other claims about
morality: notably, the thesis that different cultures often exhibit radically different moral values;
the denial that there are universal moral values shared by every human society; and the insistence
that we should refrain from passing moral judgments on beliefs and practices characteristic of
cultures other than our own.
Virtue theory is a branch of MORAL PHILOSOPHY that emphasizes character, rather than
rules or consequences, as the key element of ethical thinking
For many of us, the fundamental question of ethics is, \"What should I do?\" or \"How should I
act?\" Ethics is supposed to provide us with \"moral principles\" or universal rules that tell us
what to do. Many people, for example, read passionate adherents of the moral principle of
utilitarianism: \"Everyone is obligated to do whatever will achieve the greatest good for the
greatest number.\" Others are just as devoted to the basic principle of Immanuel Kant:
\"Everyone is obligated to act only in ways that respect the human dignity and moral rights of all
persons.\"
Moral principles like these focus primarily on people\'s actions and doings. We \"apply\" them
by asking what these principles require of us in particular circumstances, e.g., when considering
whether to lie or to commit suicide. We also apply them when we ask what they require of us as
professionals, e.g., lawyers, doctors, or business people, or what they require of our social
policies and institutions. In the last decade, dozens of ethics centers and programs devoted to
\"business ethics\", \"legal ethics\", \"medical ethics\", and \"ethics in public policy\" have sprung
up. These centers are designed to examine the implications moral principles have for our lives.
But are moral principles all that ethics consists of? Critics have rightly claimed that this
emphasis on moral principles smacks of a thoughtless and slavish worship of rules, as if the
moral life was a matter of scrupulously checking our every action against a table of do\'s and
don\'ts. Fortunately, this obsession with principles and rules has been recently challenged by
several ethicists who argue that the emphasis on principles ignores a fundamental component of
ethics--virtue. These ethicists point our that by focusing on what people should do or how people
should act, the \"moral principles approach\" neglects the more important issue--what people
should be. In other words, the fundamental .
Ethics
this presentation is about ethics, its definitions, meanind and importance. nature, purpose and scope of ethics in education.
The product of interconnectivity
Personality refers to the totality and distinctive qualities that make up an individual. The document discusses the major factors that influence moral development and behavior, including family as the first socializing agents, peer groups and social approval, school providing opportunities for improvement, and church as an agent of social control. It also outlines four approaches to moral development: psychoanalytic focused on superego dominance, learning theory focused on upbringing and examples, social-group development focused on expectations, and cognitive-developmental focused on intelligent adaptations to the environment.
Unit IV Learning.ppt in mba is vjs hha j
The document discusses learning in organizational behavior. It defines learning as a relatively permanent change in behavior resulting from experience or practice. Several theorists define learning differently, such as a process of acquiring new behaviors, or changes in knowledge, skills, and attitudes. Key aspects of learning include reinforcement, different learning theories, and its application in organizations. Learning plays a vital role in organizational behavior as employees must continuously learn and update their skills through training.
Similar to character virtue ethics in education (20)
Teaching (With) Virtues through Incorporating Supplemental Instruction
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1187Philosophical Foundations of the CurriculumTheresa M. T.docx
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1187Philosophical Foundations of the CurriculumTheresa M. T.docx
1187Philosophical Foundations of the CurriculumTheresa M. T.docx
Discipline meaning in education and education project topics
Discipline meaning in education and education project topics
Leadership in School Head Teachers Based on Trust and Virtue Leads to a Bette...
Leadership in School Head Teachers Based on Trust and Virtue Leads to a Bette...
Educ 501 teaching and other related concepts in education
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An ethic of virtue implies that moral relativism is correct, while.pdf
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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character virtue ethics in education
- 2. Character education Different people take it to mean different things., in the course they explain how character education can be considered an umbrella term for all explicit and implicit educational activities that help young people develop positive personal strengths which might be called virtues.
- 3. Vitue Ethics They emphasize the role of one's character and the virtues that one's character embodies for determining or evaluating ethical behavior. Virtue ethics is one of the three major approaches to normative ethics, often contrasted to deontology which emphasizes duty to rules and consequentialism which derives rightness or wrongness from the outcome of the actions that we take and consider
- 5. Implicit educational activities might be those that result because of how an educational learning space has been set up – the values espoused by the ethos and culture. In contrast an explicit activity might be a lesson dedicated to the virtues. In combination it might be said that character virtues can be both taught and caught
- 6. Thanks