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1.
Abstract

The article aims to introduce the epistemology of aretaic pedagogy as a refreshing paradigm of good teaching, situating at its centrality, instead of a knowledge-based perspective, a virtue-based approach to education. Its origins are in Aristotelian virtue ethics, which premise the acquisition of intellectual and ethical virtues as the highest good of the good life. Aretaic pedagogy is therefore constructed on the basis of the theory of virtue development and deliberates teaching as an ethical, virtue-driven practice. Its epistemological framework depends largely on three components: the notion of teaching as a practice, the embodiment of internal goods in teaching/learning and the harnessing of students’ private knowledge. Dialogue, beauty and play are proposed as the main internal goods within the students’ learning, which can act as key sources of their practice of virtues. As concerns a teacher’s pedagogical presence, it is argued from a dual professional prospect: the technological and the ethical. Therefore, a teacher is called to exercise a nexus of epistemic, technical, poetic and ethical virtues.  相似文献   

2.
An ethical and democratic globality, and the kind of education that would contribute to it, are only possible in the context of a recognition of the relations of power that have shaped history, and in particular the political, cultural, economic, and epistemological processes of domination that have characterized colonialism and Eurocentrism. Imagining an ethics of the global in this context means articulating a decolonial perspective. Starting from recent work in philosophy and cultural studies, this paper describes key principles of such an orientation to globality, and develops a reconceptualization of education in the context of this framework. The article proposes in particular a curriculum against domination, oriented against the epistemic and cultural violence of Eurocentrism that underlies the politics of content and knowledge in education, and a pedagogy of lovingness, committed to building global solidarity based on non-dominative principles of coexistence and kindredness.  相似文献   

3.

Numerous articles and books advocate the importance of ethics as an essential component of a criminal justice curriculum. While there are several approaches suggested, one of the most popular methods of assuring coverage of this important topic is to add an ethics course to the curriculum either as a required or an elective course. Teaching students ethical theories, principles and providing them with the opportunity to discuss discipline specific ethics problems is thought to help contribute to the establishment of ethical practitioners.

The purpose of this research is to examine the impact of a semester long criminal justice ethics course on the students' value orientations, and their perceptions of both the seriousness of ethical violations and their likelihood of engaging in such behaviors. Our findings are consistent with the results of researchers evaluating ethics courses in other disciplines. Implications for criminal justice ethics education are discussed.  相似文献   

4.

For two disciplines interested in similar issues, law schools and criminal justice programs may as well be on different sides of the moon when it comes to pedagogy. Undoubtedly, criminal justice has lessons to share with law, but legal instruction also offers innovations for justice education. The following essay presents my experience from both law school and criminal justice programs, offering recommendations to improve criminal justice teaching. I offer the suggestions not under any brazen notion that I have discovered the secrets to ideal pedagogy, but rather to suggest that many of law's methods would benefit criminal justice as well.  相似文献   

5.
ABSTRACT

This article introduces the notion of ‘justice-sensitive education’ – derived from the ideals and practices of transitional justice (TJ) in countries emerging from conflict. It describes three mechanisms for this: structural reforms (relating to inequity and division); curriculum change (the treatment of history, human rights and citizenship) and institutional culture (critical thinking and democratic, participatory pedagogy). A case study of Sri Lanka provides fresh illustrations of actual or potential work in these three areas. There appear five challenges to a justice-sensitive education: the wider context of schooling; willingness of educators to confront the past; barriers to introducing the critical thinking required for new norms and values to take root; programming and planning; and difficulties in measuring the impact of TJ measures in education. Yet however imperfect, TJ mechanisms indicate a society that wants to learn from past mistakes and show that some form of justice is possible in the future.  相似文献   

6.
ABSTRACT

South African schools are tasked with providing sexuality education through the Life Orientation curriculum as a means of challenging continued high rates of HIV, unwanted pregnancy and gender-based violence. While in theory schools are well positioned to provide appropriate knowledge for reproductive health and navigating sexual challenges within a gender justice framework, research on sexuality education in South African schools indicates that this is not the reality in practice. This paper draws on a growing body of qualitative studies, with both educators and learners in South African schools, to understand the issues undermining the goal of a critical and social justice pedagogy of sexuality in Life Orientation classrooms. We argue that sexuality education has been deployed to regulate and discipline young sexualities, reinforce and perpetuate gender binarisms and heteronormativity, re-establish global northern family values of the nuclear family within a pro-family discourse, and represent continued assumptions of adult authority in a civilising mission over young people. We suggest that the failure to make critical use of Life Orientation is linked to the dominance of ‘expert’-based didactic pedagogy, and argue the possibilities of sexuality education as a productive space for young people’s active participation and agency in making meaning of gender and sexualities.  相似文献   

7.

We identified and compared the self-reported ethical ideological orientations of criminal justice majors and other students from a course selected to represent the general student population at a midwestern public university. We also explored potential differences in ethical orientation as a function of gender. Criminal justice majors report ethical orientations compatible with those of the general student population. Males report significantly higher ethical idealism scores than females, but we found no significant difference on ethical relativism. Further, male criminal justice majors demonstrate significantly lower variance within scores on both ethical idealism and ethical relativism than do female criminal justice majors and both males and females from the general student population. We discuss the practical and pedagogical implications of ethical ideology for criminal justice education and practice.  相似文献   

8.
Maintaining students' privacy in higher education, an integral aspect of learning design and technology integration, is not only a matter of policy and law but also a matter of design ethics. Similar to faculty educators, learning designers in higher education play a vital role in maintaining students' privacy by designing learning experiences that rely on online technology integration. Like other professional designers, they need to care for the humans they design for by not producing designs that infringe on their privacy, thus, not causing harm. Recognizing that widely used instructional design models are silent on the topic and do not address ethical considerations such as privacy, we focus this paper on how design ethics can be leveraged by learning designers in higher education in a practical manner, illustrated through authentic examples. We highlight where the ethical responsibility of learning designers comes into the foreground when maintaining students' privacy and well-being, especially in online settings. We outline an existing ethical decision-making framework and show how learning designers can use it as a call to action to protect the students they design for, strengthening their ethical design capacity.

Practitioner notes

What is already known about this topic
  • Existing codes of ethical standards from well-known learning design organizations call upon learning designers to protect students' privacy without clear guidance on how to do so.
  • Design ethics within learning design is often discussed in abstract ways with principles that are difficult to apply.
  • Most, if not all, design models that learning design professionals have learned are either silent on design ethics and/or do not consider ethics as a valid dimension, thus, making design ethics mostly excluded from learning design graduate programs.
  • Practical means for engaging in ethical design practice are scarce in the field.
What this paper adds
  • A call for learning designers in higher education to maintain and protect students' privacy and well-being, strengthening their ethical design capacity.
  • A demonstration of how to use a practical ethical decision-making framework as a designerly tool in designing for learning to maintain and protect students' privacy and well-being.
  • Authentic examples—in the form of vignettes—of ethical dilemmas/issues that learning designers in higher education could face, focused on students' privacy.
  • Methods—using a practical ethical decision-making framework—for learning design professionals in higher education, grounded in the philosophy of designers as the guarantors of designs, to be employed to detect situations where students' privacy and best interests are at risk.
  • A demonstration of how learning designers could make stellar design decisions in service to the students they design for and not to the priorities of other design stakeholders.
Implications for practice and/or policy
  • Higher education programs/institutions that prepare/employ learning designers ought to treat the topics of the designer's responsibility and design ethics more explicitly and practically as one of the means to maintain and protect students' privacy, in addition to law and policies.
  • Learning designers in higher education ought to hold a powerful position in their professional practice to maintain and protect students' privacy and well-being, as an important aspect of their ethical design responsibilities.
  • Learning designers in higher education ought to adopt a design thinking mindset in order to protect students' privacy by (1) challenging ideas and assumptions regarding technology integration in general and (2) detecting what is known in User Experience (UX) design as “dark patterns” in online course design.
  相似文献   

9.
In this article we explore examples of public pedagogical actions and interventions, reading them through a social justice education framework lens. In our discussion we start with definitions of social justice, public pedagogy and case study methodologies. Then, we look at a variety of international examples to highlight the pervasiveness of public pedagogical opportunities in visual culture that include a festival, an individual, a citywide symposium, an online community, a cultural group and a museum exhibition. They are divided into three categories based on social justice principles suggested by Ayers et al. and later interpreted by Dewhurst: (1) Public pedagogy and social justice is rooted in people's experiences: Fiesta del Señor de Choquekillka: Ollantaytambo, Peru and Janet Weight Reed – an artist's public pedagogy utilising social media; (2) Public pedagogy and social justice is a process of reflection and action together: Ideas City Festival and the Vlogbrothers; (3) Public pedagogy and social justice seeks to dismantle systems of inequality to create a more humane society: CULTURUNNERS and sh[OUT]: Lesbian, Gay, Bisexual, Transgender and Intersex art and culture. It is our hope that in looking more closely at these international examples of public pedagogy and social justice education that the power of such alternative sites of learning is apparent and encourages further interventions and investigations in such spaces of inquiry.  相似文献   

10.

This article examines the issues that confront one-person criminal justice programs. These programs, operated by only one full-time faculty member, have both advantages and disadvantages. Identification, categorization, and analysis of the many relevant issues are the focus of this exploratory study. Nationwide more than one-third of the community college criminal justice programs are staffed by only one educator, as are some four-year college programs. It is important to ensure that the negative points inherent in one-person programs do not impair the quality of criminal justice education.  相似文献   

11.
文章旨在揭示智能化时代的教育将面临哪些新的伦理问题,并在人工智能伦理和教育伦理的基础上,探讨教育人工智能的伦理原则。运用文献研究和逻辑推理方法,系统梳理了教育人工智能应用的特点和优势,及其可能引发的新的伦理问题:(1)角色层面,系统创建者、教师、学生和监测员等利益相关者将面临更加复杂的伦理困境;(2)技术层面,涉及自动化决策伦理问责、算法伦理和数据伦理等方面的问题;(3)社会层面,可能转变就业市场、改变人际关系和引发新的社会不公平。因此,需要对教育人工智能伦理问题的复杂性有充分的认识,同时需要遵循一般的人工智能伦理原则和教育伦理原则,其中,最核心的内容为二者之间的交集,具体包括:(1)福祉;(2)是非善恶;(3)公平正义;(4)人权和尊严;(5)自由自治;(6)责任和问责。  相似文献   

12.
Globally, food concerns in higher education have emerged as an issue of critical importance. Food acquisition struggles and high rates of food insecurity among students have been documented, yet food within higher education continues to be an under-researched area of study. This paper calls for advancing research that critically engages with food concerns in higher education. The argument is made that food concerns should be viewed as a social justice matter, and a case is made for conducting research on food concerns by adopting an alternative approach to research in this area – a transformative paradigm. The paper advances new insights for the philosophical, methodological and ethical dimensions to researching food in higher education as a matter of social justice. The argument is made that a transformative approach to research is conducive for examining the experiences of those who are marginalised within the context of higher education and confront food challenges.  相似文献   

13.
Abstract

This study examines Chinese faculty ethical philosophy from a historical perspective. Historical perspective on Chinese faculty ethical philosophy embraces three major periods, including Chinese ancient faculty ethics, Chinese modern faculty ethics and Chinese contemporary faculty ethics. Different historical perspectives offer different viewpoints on the progress of shaping faculty ethical philosophy in contemporary higher education regime. The conclusion and remarks have been drawn through retrospectively reviewing the development and evolution of Chinese faculty’s ethics.  相似文献   

14.
ABSTRACT

In the context of increasing international mobility in higher education, educators experience multiple challenges in the classroom. In the UK, policy discourses often frame international students as desirable resources. However, international students are frequently problematised as in academic deficit. Cultural reasons are posited for different patterns of participation in seminar discussions and critical engagement. This deficit narrative is neo-imperialist. A critical and ethical pedagogy should position international students as equals and as co-contributors. This article suggests that by changing pedagogical structures of traditional higher education classroom in the UK, subverting norms for epistemological interactions, international students can be empowered to engage actively and critically. This approach draws on the principles of Active Blended Learning to develop an ethical pedagogy, with equitable epistemic access for internationally mobile students. This paper explores how a module designed in keeping with ethical pedagogy [Madge, Clare, Parvati Raghuram, and Patricia Noxolo. 2009. “Engaged Pedagogy and Responsibility: A Postcolonial Analysis of International Students.” Geoforum 40 (1): 34–45] succeeded in critically engaging students.  相似文献   

15.
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16.
Despite claims that STS(E) science education promotes ethical responsibility, this approach is not supported by a clear philosophy of ethics. This paper argues that the work of Emmanuel Levinas provides an ethics suitable for an STS(E) science education. His concept of the face of the Other redefines education as learning from the other, rather than about the other. Extrapolating the face of the Other to the non‐human world suggests an ethics for science education where the goal of pedagogy is peace with each other and the world through the rupture, eros and justice that arises from openness to the demands of the world. Understanding the infinite responsibility of the invocation presented by the face of the Other radically reconceptualizes science education from STS(E) towards an E‐STS curriculum of responsiveness that critically employs the said of modern science and opportunities of experience to enable the next generation of citizens to act in peace to what the world is saying.  相似文献   

17.
Abstract

Human rights education is an essential part of preparation for participation in a pluralistic democracy. As Europe aspires to be a continent of democratic states accepting human rights as their basic principles, a human rights ethic should be a feature of all schools within Europe. Human rights education provides an ethical and moral framework for living in community. Moreover, this ethical position is backed in Europe by the powerful legal framework of the European Convention on Human Rights. This paper describes the features of two teachers’ human rights education courses based on a structure proposed by Richardson. Both explore the relationship between moral and legal aspects of human rights teaching. The Council of Europe Recommendation on “Teaching and Learning about Human Rights in Schools” identifies three broad dimensions of human rights education, namely: skills, knowledge and feelings. The latter affective dimension, as well as facts and pedagogy, is critical to successful teacher education in human rights.  相似文献   

18.
Abstract

This article uses a critique of modernity to examine the perceived relationship between global citizenship education (GCE) and digital democracy (DD). We review critiques of citizenship education in the global imperative and of the relationship of technology to democratic engagement. An analogy expresses the problematic way that GCE and DD are both mutually compatible and complicit in ethical global justice issues. We end with a suggestion of a pedagogical framework through which educators can engage with an ethical approach to GCE and DD.  相似文献   

19.
The capacity of online education to produce learning environments that are supportive of hybrid identities, complex discourses, and multiple relations among learners raises questions about the ethical response of online educators. To investigate the ethics of online education, we discuss two questions: How are identity and communication constituted in online education? What are the features of an ethical pedagogy in online education? Such questions help us think in alternative ways about the ethical dimensions of online education. We argue that Emmanuel Levinas's views on ethics and otherness can overcome some of the ethical challenges inherent in online education by helping educators and learners become more aware of how they respond to the Other and consider their ethical responsibility to the Other's multiple and complex identities. An ethical pedagogy for online education that takes seriously the unknowable and irreducible Other has the potential to provide us with a different notion of what constitutes ethical pedagogies.  相似文献   

20.
A new form of bare pedagogy is emerging in higher education focused on market-driven competitiveness and even militaristic goal-setting, while critical pedagogy, with its emphasis on the hard work of critical analysis, moral judgments, and social responsibility (critical pedagogy that goes to the very heart of what it means to address real inequalities of power among faculty and administrators) withers. This occurs while at the same time critical pedagogy poses a series of important and often-ignored questions such as: What is the role of teachers and academics as public intellectuals? Whose interest does public and higher education serve? How might it be possible to understand and engage the diverse contexts in which education takes place? What is the role of education as a public good? How do we make knowledge meaningful in order to make it critical and transformative? How do we democratize governance?  相似文献   

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