Search results for: Moral values
Page 3/3 30 items
This article is a critical retrospective account of the decisions made by a team of evaluators contracted to assess a week-long leadership program for high school youth. The program planners all sought to prepare community youth leaders to foster the freedom of religion, but they varied in how they believed this ought to be achieved. The ethical dilemmas discussed in the article focus on the authors' choices of engagement or non-engagement as they strove to understand different stakeholders' perspectives, while also witnessing events that challenged their own perspectives of the program.
Updated: Mar. 01, 2011
The authors discuss concerns raised within the research community about the tendency to observe merely obligatory ethical procedures. The authors argue that these procedural rituals are manifestly insufficient for the moral challenges of ongoing and evolving research with people. The authors argue that considerations of ethics should be central to establishing the rigor or trustworthiness of research projects.
Updated: Feb. 24, 2011
This article has two primary aims. The first is to clarify the differing rationales for affirmative action that have emerged in five nations—France, India, South Africa, the United States and Brazil. The second is to make the case for the most compelling rationales, whether instrumentally or morally based. The author offers philosophical analysis of the justifications for affirmative action in each country and synthesizes federal and state legislation, court decisions, news media sources, and research-based scholarship.
Updated: Oct. 19, 2010
Our Teachers Want To Be the Best: On the Necessity of Intra-Professional Reflection about Moral Ideals of Teaching
Teaching is a significant social good and therefore teachers as well as the state have to take responsibility for guarding the moral quality of the teaching practice. Based on this premise, the article describes and defends the view that these parties have their own particular role by means of literature review and theoretical and practical arguments. The authors’ first claim is that the role of the state is necessarily limited to articulating the minimal moral rules and obligations. The authors’ second claim is that teachers have to take responsibility for defining the optimal dimension of their professional morality. The article ends with some practical implications of the theoretical exposé.
Updated: Oct. 12, 2010
Rachel’s Literacy Stories: Unpacking One Preservice Teacher’s Moral Perspectives on Literacy Teaching
The author illustrates the importance of helping both future teachers become aware of their own moral compasses and teacher educators to understand ways in which such knowledge can support their students. Hence, the author uses methods of qualitative inquiry to explore the life history of one European American preservice elementary teacher in the USA. In recounting the events of her life, Rachel Rosenberg demonstrates how she uses her own life experiences to frame the moral aspects of her future role as a teacher and especially her perspectives on literacy teaching and learning.
Updated: Sep. 19, 2010
Moral Reasoning of Education Students: The Effects of Direct Instruction in Moral Development Theory and Participation in Moral Dilemma Discussion
The purpose of this study was to test an educational intervention designed to advance moral reasoning scores of undergraduate elementary and secondary education students. The study implemented an intervention program to advance moral reasoning in undergraduate elementary and secondary education students. Results indicate that direct instruction in moral development theory and dilemma discussion advanced students’ moral reasoning scores. These results are preliminary and provide only partial information. To address this limitation, suggestions for future research are provided.
Updated: May. 25, 2010
In this paper, the authors’ goal is to explore how teacher candidates are inclined to think through issues of content and pedagogy, the cultural backgrounds of their students, and the values driving their moral reasoning. The authors provide a heuristic that organizes dispositions around three domains - intellectual, cultural, and moral. The authors use a small sample of teacher candidate journal entries to ground the discussion of each disposition domain. The authors offer recommendations for how teacher education programs can provide opportunities for prospective teachers to consider their dispositions and to identify how their dispositions influence teaching decisions.
Updated: Jan. 31, 2010
The purpose of the present study was to identify and explore critical incidents at school that require ethically sensitive teaching. This kind of knowledge is needed in teacher education to prepare future teachers for their profession. The data included narrative interviews with 12 teachers from four urban schools in Finland. Based on their study, the authors suggest recommendations for teacher educators on how education for ethically sensitive teaching can be promoted.
Updated: Jun. 01, 2009
The moral judgment of sanction in teaching and disciplinary practices was studied in a group of 222 teachers to determine the factors that affect sanction in the classroom. Factors studied included pupils' intent, consequences, recidivism, pupils' academic level, and family stability in two contexts: discipline and schoolwork. Results showed the significant effects of these factors for each context. Age of teachers, gender and teaching level (primary or secondary school) were also investigated in the judgment of sanction. Results showed a significant main effect of age, and specific differences in the moral algebra of teachers according to gender and teaching level.
Updated: Jan. 05, 2009
This article describes the principles and the actualization of Korczak's moral education and explores how Korczak reconciled the differences between the ethical world he created in his institutions and the surrounding immoral society. The example set by Korczak's educational praxis serves as an inspiring model of school life across the boundaries of time and place and touches our need to believe in education's responsibility to strive and struggle for a better world, even when it seems an unattainable goal.
Updated: Mar. 02, 2008