Dissertations / Theses on the topic 'Ethical pedagogy'

Practitioner inquiry is an ethical process that begins from a stance of caring. When one cares about the principles of democratic participation and social justice, one wants to advocate for them through modelling them in practice. When teachers engage in practice-based research that is democratic and radical in its intent and process, they act as ethical role models. The aims of this inquiry were to explore ethical principles of practice through a 'students as researchers' approach to service learning at the high school campus of an international school in Central Switzerland. The research question that drove the inquiry was; 'How does meaningful teacher and student involvement as collaborative inquirers into service learning model a pedagogy for service learning?' The participatory methodology of practice-based, collaborative inquiry involved a teacher-researcher and student researchers engaging in a pedagogy that was based on mutual understanding and respect and critical reflection. A rich variety of qualitative, practice-oriented methods were employed within cycles of inquiry and spirals of action and reflection. Through modelling and reflecting on the pedagogical strategies that were part of the collaborative research process, a framework for a 'Pedagogy of CARE' was developed. The acronym CARE, whilst representing the underlying stance of caring, stands for the required and desired personal attributes within collaborative inquiry; one is conscious, active, responsible and experimental. At the same time, it also embodies pedagogical principles; one engages in a practice of consciousness, action, responsibility and experimentation. This framework, conceptualised as a non-hierarchical pyramid model, can be used by teachers and educational researchers within international education and beyond to inform a practice that is ethical in both its process and intent.

Thesis advisor: Jane E. Regan
In theological education in the United States, writing is taught primarily as an individualistic pursuit in which students demonstrate knowledge acquisition and conformity to the standards of academic English. This creates significant problems for students who hail from educational, linguistic, and cultural backgrounds unlike that of the dominant academic context. To address these problems, educators must expand beyond our vision of writing as a utilitarian product created in solitude to see it as a process of student ethical transformation that assists students to construct voices that connect to who whey are and better relate to their audiences and their contexts of ministry. Several resources are explored to support theological educators in enacting this pedagogical shift: 1) composition theory and linguistics describing writing as a socio-rhetorical activity that can aid students in the generative struggle of creating voices; 2) intersectional theory for an analysis of the construction a major theological figure’s prophetic voice; and 3) South African Ubuntu theology to reframe writing as an intentional relational process concerned with the ethical dimensions of communication. The final chapter outlines a practical process of pedagogical change for learners in the classroom and for theological institutions themselves. Given the radical change in the context of ministry and the demographics of our student bodies, theological educators must transform how we teach writing in order to recognize and respond to the educational needs of our diverse students as they prepare for a wide range of vocational callings; to enliven theological writing in the academy; and to increase writing’s relevance and responsiveness to the world and church in which we live and share our lives of faith
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry

Media & Communication
M.A.
This study examines ethical decision-making processes as practiced by the cultural mythic hero of our time: the superhero. This study conducts a rhetorical narrative analysis of three key superhero films (The Dark Knight, Captain America: Civil War, Avengers: Infinity War) to locate moments when superhero characters make ethical decisions. The study evaluates their decision-making process using three ethical frameworks selected for their popularity in ethics courses as well as their relevance to the subject material; deontology, virtue ethics, and utilitarianism. Superheroes are famous for doing ‘the right thing’, and the purpose of this study is to determine to what degree these films function as an ethics education tool for the public which consumes them. In other words: do these films have a potential to instruct the viewer in answering ‘what is right’? This study looks closely at the ethical decision-making process in superhero films and determines the ways in which superhero films may indicate a potential for teaching ethical theory when these characters make the moral decisions for which they are famed. This study determined that utilitarianism and virtue ethics are both highly visible in superhero films, but rather than serving as a medium for learning, these films build and glorify a cult of personality. Ultimately, these films create messages which encourage the viewer to blindly accept ethical decisions made by the powerful, and to tolerate – and even crave – a tyrannical ruler. Because of the cultural impact these films have, a propagandistic message like this reaches millions of people, and it is vital to understand what the contents of that message are.
Temple University--Theses

This thesis arises out of a critique of the way language is decontextualized and presented from a reductively linguistic viewpoint in foreign language instruction. In particular, it focuses on the weaknesses of the broad approach known as Communicative Language Teaching (CLT) and highlights the disparity between its theoretical assumptions and practical applications. With this in mind, the thesis identifies and explores three foundational premises that should be considered as part of an attempt to design a theoretically coherent framework for foreign language instruction. By applying three sets of principles based on these premises, the thesis goes on to outline such a framework. After providing a background to the study, the first consideration is the nature of cultural and communicative performance. The study turns to sociological concepts regarding cultural organization and production, in order to better conceptualize how 'culture' can be understood in the context of foreign language learning. The second part of this area focuses on meaning and communication in order to undermine current treatments of 'language' in foreign language pedagogy. The second area of interest is that of learning and thus considers a number of theories of how people learn. The focus here is on learning-in-general rather than learning languages specifically. What emerges from this are a number of principles that should be borne in mind when creating conditions favorable to language learning. Finally, one largely overlooked area in foreign language learning and applied linguistics more broadly, is how the field of foreign language pedagogy constructs and legitimizes its practices, as well as suppresses its foundational theoretical assumptions in its activities (including research, methodology and teaching). A chapter is therefore devoted to this issue, and a set of principles is formulated in order to ensure that the design of any instructional framework is honest and ethical. Thus furnished with the triangulation of principles, an attempt is made to outline how a learner-focused, ethical pedagogical framework that stresses culture might look. This thesis is theoretical in nature and relies on arguments and positions from diverse and less commonly considered academic fields in foreign language instruction. Its main theoretical inspiration comes from concepts and claims generally considered 'poststructural' or 'postmodern'. However, there is no exclusive devotion to any particular author or theory. It is hoped that this thesis can make a genuine, if not controversial, contribution to the field of foreign language teaching by initiating a dialogue concerning the (lack of) philosophical and epistemological reflexivity in the field.

Syftet med denna studie är att undersöka vad tidigare forskning har kommit fram till vad gäller möjligheter och begränsningar i arbetet med pedagogisk dokumentation i förhållande till kommunikation mellan barn och pedagoger och barns delaktighet. Syftet var även att synliggöra vilka etiska dilemman som uppstår, kopplat till barns delaktighet och kommunikationen mellan barn och pedagoger. För att besvara vårt syfte och frågeställningar har vi valt att göra en systematisk litteraturstudie som innebär att vi på ett systematiskt sätt har sökt efter vetenskapliga artiklar och avhandlingar inom vårt valda forskningsområde pedagogisk dokumentation och därefter genomfört en tematisk analys. Vårt resultat visar att pedagogisk dokumentation är ett mångfacetterat och komplext verktyg som kan tolkas på olika sätt beroende på pedagogernas förhållningssätt och perspektiv de utgår från. Pedagogisk dokumentation är ett verktyg som ska möjliggöra både för barns delaktighet och för kommunikation mellan barn och pedagog men vårt resultat visar dock att den kommunikation som sker mellan pedagoger och barn är målorienterad och strategisk, vilket i sin tur påverkar barns möjligheter att vara delaktiga. Trots att arbetet med pedagogisk dokumentation som ska utgå från barns intressen och där de är delaktiga i processen så sker inte detta i praktiken. Den kommunikation som uppstår mellan barn och pedagoger begränsar barnen då pedagogerna förhåller sig till ramarna inom det Reggio Emilia-inspirerade arbetssättet.

Sempre s’havia pensat que el concepte religiós i el concepte esportiu pertanyien a dues esferes excloents de la vida de l’ésser humà, dos conceptes vitals contraposats: la vida de l’espiritualitat i la de l`ànima, en contraposició amb una concepció més corpòria de la vida. Per tant, l’atleta de l’esperit i l’atleta del cos no podien conviure plegats en el recorregut vital de les persones. L’aparició del cristianisme, com una escissió del judaisme, es va trobar fortament impregnada d’elements de la cultura clàssica helenística. Com a fil conductor de la tesi doctoral ens centrarem en el pensament de Pau de Tars, cap visible de la comunitat cristiana d’Antioquia. A les seves cartes pastorals va emprar un estil metafòric impregnat d’elements que provenien de la concepció esportivo-afonística que va caracteritzar la “paideia” grega, un mètode pedagògic que unia el desenvolupament de l’intel.lecte amb les pràctiques físico-esportives com a únic camí per a aconseguir la virtut. Creiem que l’herència clàssica al pensament de l’Apòstol quant a la seva concepció agonística de la vida pot incidir de manera positiva en el món del futbol formatiu. Aspectes com l’ascetisme, la negació dels ídols, la professió de fe paulina centrada en l’existència d’un únic Déu han estat alguns dels elements que hem pogut comparar amb el món del futbol contemporani. Les anomenades metàfores esportives paulines centraven un discurs on es feia una crida a la lluita, a l’esforç i a la cooperació que serien presents a la difícil vida dels primers cristians. Atenent a aquests supòsits, en el treball doctoral s’estableixen un seguit de principis axiològics derivats de l’essència del missatge epistolar de Pau i que poden ser utilitzats en la millora de la pedagogia esportiva del futbol fins al punt de poder establir un codi ètic, que pugui ser útil en el terreny de les escoles formatives i també com a eina vàlida per als educadors d’aquest esport. Els elements que van caracteritzar el “corpus paulinum” han estat comparats, en aquest treball, amb trets que es produeixen en el futbol actual. D’igual manera que l’Apòstol aconsellava les comunitats cristianes, podem extrapolar aquest missatge per tal d’aconseguir un esport més pur, on el “fair play” esdevingui un dels elements que el defineixin. En els darrers anys, el futbol ha assolit una dimensió extraordinària, fins al punt que podem afirmar que ha esdevingut un substitut de la religió. El naixement mateix del futbol ens traslladaria a l’àmbit d’allò religiós, perquè quan va aparèixer, durant l’època victoriana anglesa, pedagogs com ara Thomas Arnold van proposar un nou sistema educatiu recuperant aspectes de l’antic mètode clàssic d’educació. Així doncs, les pràctiques esportives (com a element complementari i necessari al curriculum escolar) van tornar a prendre volada després de romandre durant segles a l’oblit. En l’aparició del futbol, remarquem el paper de l’Església anglicana, que (de la mà del cardenal Newton) va potenciar el futbol com a element terapèutic per a la classe obrera industrial i també com a mecanisme d’evangelització. El discurs que abans era propi d’allò sagrat s’ha instal.lat actualment en el món profà, i més concretament en el món del futbol; d’aquesta manera, aspectes com ara la salvació, la resurrecció, els miracles i els precs han entrat a formar part del context esportiu. Considerant tots aquests supòsits, a la present tesi doctoral es realitza un acurat estudi comparatiu dels ritus i dels símbols característics del context religiós cristià i la seva relació amb el món del futbol contemporani. La religió com a fet cultural fa referència a un fet humà complex i específic, un conjunt de sistemes de creences, de pràctiques, de símbols i d’estructures socials, a través de les quals l’ésser humà viu la seva relació amb el món d’allò sagrat. En reemplaçar el fet religiós, el futbol contemporani ha assumit bona part d’aquestes pràctiques en un context profà.
El concepto religioso y el concepto deportivo siempre se había pensado que pertenecían a dos esferas excluyentes de la vida del ser humano, dos conceptos vitales contrapuestos. La vida de la espiritualidad y del alma en contraposición a la concepción más corpórea de la vida. Así pues, el atleta del espíritu y el atleta del cuerpo no podían convivir juntos en el recorrido vital de las personas. La aparición del cristianismo, como una escisión del judaísmo, estuvo fuertemente impregnada de elementos de la cultura clásica helena. Como hilo conductor de la tesis doctoral nos centraremos en el pensamiento de Pablo de Tarso. Cabeza visible de la comunidad cristiana de Antioquia. En sus cartas pastorales utilizó un estilo metafórico impregnado de elementos que provenían de la concepción deportivo-agonística que caracterizó la paideia griega. Un método pedagógico que unía el desarrollo del intelecto con las prácticas físico-deportivas como único camino para alcanzar la virtud. La herencia clásica en el pensamiento del Apóstol en cuanto a su concepción agonística de la vida creemos que puede incidir de manera positiva en el mundo del fútbol formativo. Aspectos como el ascetismo, la negación de los ídolos, la profesión de fe paulina centrada en la existencia de un sólo dios han sido algunos de los elementos que hemos podido comparar con el mundo del fútbol contemporáneo. Las llamadas metáforas deportivas paulinas centraban un discurso donde se apelaba a la lucha, al esfuerzo y a la cooperación que debían de estar presentes en la difícil vida de los primeros cristianos. Atendiendo a estos supuestos en el trabajo doctoral se establecen una serie de principios axiológicos derivados de la esencia del mensaje epistolar de Pablo y que pueden ser utilizados en la mejora de la pedagogía deportiva del fútbol hasta el punto de poder establecer un código ético, que pueda ser útil en el terreno de las escuelas formativas y también como herramienta válida para los educadores de este deporte.Los elementos que caracterizaron el corpus paulinum han sido comparados en el trabajo con rasgos que se producen en el fútbol actual. De la misma manera como el Apóstol aconsejaba a las comunidades cristianas podemos extrapolar dicho mensaje en aras a conseguir un deporte más puro donde el fair play se convierta en uno de los elementos que lo definan. El fútbol, ha alcanzado en los últimos tiempos una dimensión extraordinaria, hasta tal punto, que podemos afirmar que se ha convertido en un sustituto de la religión. El mismo nacimiento de este deporte nos trasladará al ámbito de lo religioso, pues su aparición durante la época victoriana inglesa, donde pedagogos como Thomas Arnold propusieron un nuevo sistema educativo retomando aspectos del antiguo método clásico de educación. Así pues, las prácticas deportivas como un elemento complementario y necesario en el currículo escolar volvieron a alcanzar una gran dimensión después de siglos en el olvido. En este nacimiento del fútbol destacamos el papel relevante de la iglesia anglicana, que de la mano del cardenal Newton potenciaron el fútbol como elemento terapéutico para la deprimida clase obrera industrial y también como un mecanismo de evangelización de la misma. El discurso propio de lo sagrado actualmente se ha instalado en el mundo profano, concretamente en el mundo del futbol, de esta manera aspectos como la salvación, la resurrección, los milagros y los rezos han entrado a formar parte del contexto deportivo. Atendiendo a estos supuestos en la tesis doctoral se hace un minucioso estudio comparativo de los ritos y símbolos característicos del contexto religioso cristiano y su relación con el mundo del fútbol contemporáneo. La religión como hecho cultural se caracteriza por partir del supuesto que el término designa un hecho humano complejo y específico, un conjunto de sistemas de creencias, de prácticas de símbolos y de estructuras sociales a través de las cuales el ser humano vive su relación con el mundo de lo sagrado. El fútbol contemporáneo ha sustituido al hecho religioso. Las prácticas del ser humano actual van dirigidas hacia el mundo de lo profano, hacia el mundo del fútbol.
The religious concept and sporty concept had always thought they belonged to two areas exclusive of human life, two conflicting vital concepts. The life of spirituality and the soul as opposed to the bodily conception of life. Thus the spirit of the athlete and the athlete's body could not live together in the life journey of the people. The emergence of Christianity as a splinter group of Judaism, was strongly imbued with elements of classical Hellenic culture. As the central theme of the doctoral thesis will focus on the thought of Paul of Tarsus. Visible head of the Christian community of Antioch. In his pastoral letters used a metaphorical style imbued with elements coming from the sports-agonistic conception that characterized the Greek paideia. A teaching method that linked the development of the intellect with physical and sports practices as the only way to attain virtue. The classical heritage in the Apostle's thought in terms of agonistic conception of life we can have a positive impact on the world of football training. Aspects such as asceticism, denial of idols, Paul's profession of faith centered on the existence of a single god have been some of the elements we have been able to compare with the world of modern football. Pauline calls focused sports metaphors a speech which appealed to the struggle, effort and cooperation that should be present in the hard life of early Christians. Based on these assumptions in the dissertation establishes a series of axiological principles derived from the essence of the message of Paul and letters that can be used in improving the teaching soccer sports so much to establish an ethical code that can be useful in the field of training schools and also as a valid tool for educators of this sport. The elements that characterized the Pauline corpus have been compared in working with features occurring in football today. In the same way as the Apostle advised the Christian community we can extrapolate the message in order to get a pure sport where fair play to become one of the elements that define it. Football has recently reached an extraordinary dimension to such an extent, we can say that it has become a substitute religion. The very birth of this sport will take us to the realm of religion, since its emergence in Victorian England, where teachers like Thomas Arnold proposed a new education system aspects of the former returning to the classical method of education. So, sports practices as complementary and necessary in the school curriculum again reached a large size after centuries of oblivion. In this birth of football highlight the important role of the Anglican Church, which the hand of Newton boosted Cardinal football as a therapy for the depressed industrial working class and also as a means of evangelization itself. The discourse of the sacred itself has now been installed in the secular world, particularly in the world of football, so things like salvation, resurrection, miracles and prayers have become part of the sporting context. Based on these assumptions in the doctoral thesis is a thorough comparative study of the rites and symbols of Christian religious context and its relationship to the world of contemporary football. Religion as a cultural phenomenon is characterized by the assumption that the term designates a specific complex human fact, a set of belief systems, symbols, practices and social structures through which human beings live their relationship with the sacred world. The contemporary football has replaced the religious fact. The current human practices are directed towards the world of the profane, to the world of football.

Scenic improvisation is dramatic performance without a script. Performers develop scenes in real time in front of an audience. They do this by submitting to a set of rules of relating on-stage which allow them, by mutual assent, to develop scenes and stories based on their relationships with one another. This methodology by which improvisers develop their scenes can give us a tangible vocabulary and model by which we can fulfill the requirements of love. The Harold, an improvisational form created by Del Close and Charna Halpern and taught and performed at IO (formerly ImprovOlympic), emphasizes this relational ethic as the means to create consistent and sustainable theatrical performances. This paper will examine the performance methodology and pedagogy of long-form improvisation and particularly the Harold as a guide for ethical decision-making and behavior in our personal relationships.

This thesis explores an autoethnography which is written in the spirit of ubuntu, with and through others. Viewing this as an ethically responsible methodology for educational research conducted in and between the Global North and the Global South, this autoethnography foregrounds both self and other. The story of a practitioner- researcher unfolds around a move from disillusionment with the examinations factories of the English education system into exploring a human ethic of essential care (Boff, 2005) and a pedagogy of unconditional love (Andreotti, 2011) in a Brazilian non- government organisation. In these shifting contexts, the writer shares a journey of critical reflection (Brookfield, 1995; 2000) on ethical relationships in research and education, deconstructing the hegemonic assumptions underpinning her worldview. Borrowing insight from postmodern philosophy for education and actionable postcolonial theory in education, a journey of (un)learning unfolds as the author grapples with taken-for-granted assumptions about and in the Global South. The aims of the study emerge from a life lived forward (Muncey, 2005) through critical reflection on the ends of education and the role of the practitioner-researcher. As such, the nature of data collection becomes a process of data creation incorporating a rich tapestry of research conversations, images, sounds and other embodied memories. As ethical relations become a central focus of the author’s critical reflection, the author has sought to minimise her inflection on the data and in doing so includes many of the original contributions gifted to her throughout a two year period. Through critical self- scrutiny and reflection the author has been able to examine her own educational and cultural assumptions through a different lens in the Global South. The beauty of this autoethnography lies in exploring the kinds of intercultural spaces the author and others inhabit in twenty-first century research and classrooms.

This study presents a critical investigation into the teaching of computer ethics. A qualitative pluralistic approach (a mixture of qualitative approaches) was used to investigate case studies of teaching computer ethics to university-level students from Bahrain. The main issue was that ethics to Arabs and Muslims is a matter of religion than a matter of philosophy whereas the dominant perception in the academic literature which discussed computer ethics teaching is that computer ethics is a form of practical philosophy and hence separate from religion. In order to shed light on this, the study investigated computer ethic’s perceptions and teaching practices which were occurring in universities in Bahrain. The study found that the issue was not a matter of perception but rather a matter of confusion and a misconception. Computer ethics was being confused with morality, religion, basic computer skills to name just a few. And such confusion was causing computer ethics to gradually disappear from the curriculum and become substituted with concepts which were not necessarily capable of building students’ ethical thinking. The study recommends that computer ethics teachers and policy makers from Bahrain distinguish computer ethics from religion, morality and from any other concept and identify it as an independent field of study, also teachers need to involve their students in social and ethical analysis of various kinds so that students understand that ethics is not a set of rules on what is forbidden and allowed aimed at providing straightforward answers to a given problem but rather ethics is a ‘cognitive tool’; a mechanism through which different competing ethical theories and standards are used to reflect on a given problem.

This dissertation examines scholarly and classroom discussions that introduce technical communication students and practitioners to the concepts of ethics and professionalism. Through an analysis of scholarship, textbooks, and original survey data, I trace the development of a number of rhetorical frames used to articulate the role of the technical communicator in the workplace and in society to insiders and outsiders alike. I then propose an alternate frame, ethical professionalism, that can be used to articulate technical communication (and in particular the service course) as a site for outreach, not only through pedagogies that address the needs of local communities, but also as a site of ethical, professional, and civic instruction for students in disciplines outside of the humanities.

This study makes an original contribution to knowledge, by an examination of the relationship between 'creative risk' and ethical appraisal within media and visual arts pedagogy at a higher education level. A central aim was to explore a new discipline-­‐specific model for ethical appraisal for use by visual arts researchers and students. 'The ethical dimension is an important aspect of research governance' (De Wet, 2010:301), however, Hedgecoe, (2008:874) argues that 'underpinning the sociological critique of ethics review is an alarming methodological lacuna'. The observation that ethical issues implicit in visual research are different than those derived from purely textual sources, (Wiles et al., 2008), together with the recognition that quality assurance may hinder creative approaches, (Hargreaves, 2008), necessitated the need to seek better solutions. A second allied aim of the study considered the role of 'creative risk' and how this might affect the ethical decision-­‐making of visual arts researchers and staff? Finally, by analysing data assembled during the study, the research explores the creative and ethical risks associated with the display of problematical images. The study identified that within the visual arts an overwhelming majority of respondents considered creative risk-­‐taking to be important yet exhibited a nuanced relationship to ethical regulation. Furthermore, whilst creative risk was greatly overlooked in the literature, a factor noted by Ellis and Meneely, (2015); creative risk may help us better understand the processes of teaching, research and making. The study proposes a series of recommendations for improved systems of ethical appraisal including the need to differentiate between a research context and art practice operating outside of the academy. The findings also statistically assess the incidence of ethical issues highlighted by postgraduate visual arts researchers and advance a new definition for creative risk. It is hoped the study's original interpretation of creative risk and recommendations for improved systems of ethical appraisal will assist others in the field.

My dissertation, "Voiding Distraction: Simone Weil and the Religio-Ethics of Attention," was motivated by my recognition of our contemporary culture of distractedness, which I thought was largely enabled by our idolization of technology and the attendant media delivered to the masses. Through examining Simone Weil's writings on attention, I came to realize that our distractedness could not be divorced from a fundamental misunderstanding of attention as well. A Weilienne conception reveals that attention is not just an intellectual capacity to be analyzed only in frameworks of psychology, sociology, or neurology, and something simply threatened by competing stimuli, but it is an ethical issue at base. Under this revision, to be attentive is to empty the self of attachments, expectations, and any self-satisfying consolations that preclude openness, patience, and humility. The resultant ethic is an asymmetrical one, involving an orientation to an impersonal order of love, justice, and self-renunciation--what Weil calls a "supernatural" orientation--that transcends the relative, personal, and "natural" ethics of competing rights, benefits, and duties, usually writ in the language of the marketplace. This radical ethic is inherently pedagogical, too, as an orientation that is the exemplification and socialization of a quest for truth characterized by humility. Therefore an effective antidote to a distracted culture will be found in coming to terms with this revised notion of attention through the impersonal exemplarity of it.

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FAPESB
Nossa investigação se insere no âmbito da filosofia da educação e da ética e tem como objetivo compreender, a partir do histórico do curso de pedagogia e de duas direções antagônicas da ética, qual o caminho mais apropriado para a formação moral do(a) pedagogo(a). Diante disso, os objetivos específicos do trabalho se definem em: 1) Conhecer a trajetória do curso de pedagogia e os seus diferentes marcos conceituais e ideológicos que configuram um ethos; 2) Discutir o modelo hegemônico da ética na sociedade brasileira (ética do dever) e suas interfaces com a educação 3) Analisar em que consiste a ética do cuidado e seu diferencial para a formação docente; 4) Compreender e apontar o ethos da docência a partir do seu compromisso dialógico entre as dimensões do dever e do cuidado. Nossa afiliação epistemológica tende ao enfoque epistemológico psicodinâmico, tendo em vista a explorar as consequências de as formulações éticas terem sido, majoritariamente, construídas por homens, excluído o ponto de vista das mulheres. Ademais, a tessitura teórica desse trabalho parte da perspectiva de um pluralismo ético que reconhece que diferentes pontos de vista da filosofia moral apresentam contribuições que não necessitam descartar as restantes. Cada ponto de vista ético mostra que ser moral é interessante para uma pessoa porque é os mesmo que explorar as melhores possibilidades que se tem como pessoa. Acreditamos que a ética é de suma relevância para pensar a formação do(a) pedagogo(a), uma vez que a educação, em sentido amplo, não se reduz a um formalismo externo (normas de cortesia e etiqueta, saber se portar em certas ocasiões, etc.). Ela abarca a socialização e a integração de homens e de mulheres na sociedade e deve englobar aspectos morais do dever e do cuidado. Our research falls within the scope of the philosophy of the education and ethics and aims to understand, which is the most appropriate way for the moral formation of a teacher, from the history of the pedagogy course and two opposing directions of ethics. Therefore, the specific objectives of the work are defined as: 1) Knowing the trajectory of the pedagogy course and its various conceptual and ideological frameworks that shape an ethos ; 2 ) Discuss the hegemonic model of ethics in Brazilian society ( ethics of duty ) and their interfaces with education 3 ) Analyze what is the ethic of care and its differential for teacher training ; 4 ) Understand and point the ethos of teaching from their dialogical compromise between the dimensions of duty and care. Our epistemological approach tends to the psychodynamic epistemology, in order to explore the consequences brougth by of the ethical formulations mostly built by men, excluding the women's point of view. Furthermore, the theoretical fabric of this work arrises from the perspective of an ethical pluralism that recognizes that different points of view of moral philosophy have contributions than can coexist with the others left out. Each ethical point of view shows that being moral is interesting for a person because it is the same as exploring the best possibilities you have as a person . We believe that ethics is of paramount importance to consider the formation of an educator, since education in the broadest sense, is not simply an external formalism (rules of courtesy and etiquette, learn to behave in certain ocasions, etc.). It embraces the socialization and integration of men and women in society and should encompass moral aspects of duty and care .

Rousseau’s educational treatise Emile is a well-known pedagogical work often noted for its progressive educational insights. Although Kant’s Lectures on Pedagogy is much less well known, Kant suggests a solution to an educational problem Rousseau is unable to solve: the problem of whether or not education can work for the good of humanity. Rousseau is concerned that society, and the schools in society, inflames people’s passions and leads to inequality and enslavement. Rousseau sketches an educational program that ideally develops students’ autonomous moral reasoning untainted by inflamed passion, an education which enables students to be moral and just citizens, working for the good of humanity. I argue that Rousseau’s educational philosophy ultimately fails because Rousseau maintains a deep skepticism that society, and therefore schools, can ever be a good place for humans. Rousseau suggests education must go to extreme measures such as isolating students in a rural environment and manipulating all aspects of their lives to prevent passions from becoming inflamed. Implementing this kind of education is not only improbable for individual students; it is especially improbable that it could be implemented on a large scale. I further argue that Kant’s educational philosophy provides a solution to the problems which beset Rousseau’s educational philosophy. Kant embraces negative passions as necessarily educative, and so his educational philosophy does not require extreme measures to combat negative passion. In addition, Kant argues that is only in society and through these negative passions that humanity develops. Kant’s educational philosophy is achievable for both the individual student and also on a large scale because it focuses on developing three key aspects of students that draw on capacities within the student and that are developed in community with others: a robust will bent towards the good; good and skilled moral judgment; and a commitment to the ethical commonwealth. Lastly, I argue that Hegel, Marcuse and Freire, three philosophers who follow after Kant, develop important aspects of Kant’s solution to Rousseau’s problem. Taken together, these four philosophers present a compelling educational philosophy which suggests that education not only can but indeed must work for the good of humanity

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A capacidade de se desenvolver e aprender com o outro e a natureza inacabada do ser humano são fatores motivadores desta tese. Este trabalho investigativo resgata um desejo de entender e refletir sobre questões relativas à construção reflexiva, ética e afetiva do professor de línguas, através do discurso, a partir da experiência e da interação social. Fundamentada pelos princípios da Prática Exploratória, tais como integrar todos no trabalho, trabalhar para o desenvolvimento mútuo, trabalhar para entender e priorizar a qualidade de vida na sala de aula, e pela teoria sócio-histórica-cultural de Vygotsky, portanto, essa pesquisa busca esses entendimentos sobre questões relativas à formação inicial do professor de línguas. É uma pesquisa qualitativa, dentro do paradigma participativo e colaborativo, realizada com professores em formação inicial que participam de um projeto de Iniciação à Docência, em uma universidade estadual, na cidade do Rio de Janeiro. Construtos da Sociolinguística Interacional, como as noções de enquadre, footing e pistas de contextualização são norteadores da microanálise de dados gerados a partir de gravações dos encontros do grupo em áudio e de relatórios escritos pelos futuros professores. Esses entendimentos apontam para a construção conjunta de saberes e práticas do professor de línguas como parte do desenvolvimento humano, que é construído na interação social com o outro. Os encontros analisados, os relatórios, a sessão reflexiva e pôsteres apresentados pelos alunos-professores mostram a relevância do trabalho reflexivo e cooperativo, mediado pela construção de andaimes emocionais e de conteúdo, para o desenvolvimento mútuo, de alunos-professores e professoras-orientadoras.
The capacity human beings have to develop and learn with others and the unfinished nature of the human being are factors which motivate this thesis. This investigative work rescues a desire to understand and reflect about issues concerning the reflective, ethical and affective construction of the language teacher, through discursive, experiential and social interaction. This research is based on the Principles of Exploratory Practice, such as integrating everybody, work for mutual development, work for understanding and prioritize quality of classroom life, and on Vygotskian socio-historical-cultural theory, thus aiming to enrich understandings of language teacher initial development. It is a qualitative research, within the participatory and collaborative paradigm, conducted with teachers who take part of a project for initial teacher education, in a state university in Rio de Janeiro. Constructs from Interactional Sociolinguistics, such as the notions of frame, footing and contextualization cues are used to analyze the data, which were generated from audio recordings of the group meetings and written reports. These understandings point to the construction of the language teacher identity as part of human development, constructed in the interaction with others. The meetings which were analyzed, the reports, the reflective session and the posters presented by the teacher-learners show the relevance of the reflective and cooperative work, mediated by the construction of emotional and content scaffoldings in order to provide teacher learners and teacher educators mutual development.

Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world. Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education. The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive ethics approach, the value transmission approach, and the inquiry ethics approach – and studies in what way (if at all) they are prescribed by the national curriculum for the Swedish compulsory school, how they relate to students’ moral reasoning about technology choices and online behaviour, and what pedagogical merits and disadvantages they have. Hopefully, this both contributes to reducing the ambiguities of the field, and to answering the question of how ethics should be dealt with in education.The descriptive ethics approach asserts that school should teach students empirical facts about ethics, such as what views and opinions people have. The value transmission approach holds that school should mediate some set of predefined values to the students and make sure the students come to accept these values. The inquiry ethics approach is the view that school should teach students to reason and think critically about ethics and to engage in ethical inquiry.The role of ethics in the curriculum has not been studied in light of the above distinction, in prior research, and such an investigation is undertaken here. The results suggest that ethics has a prominent, but complicated, role in the Swedish national curriculum. Although no explicit distinction is drawn or acknowledged in the curriculum, all three approaches are prescribed throughout the curriculum, albeit to different degrees. In the general section of the curriculum, the value transmission and inquiry ethics approaches are more extensively prescribed than the descriptive ethics approach. It was found that most of the syllabi contained explicit references to ethics, while some only contained implicit references to ethics, and two syllabi lacked references to ethics altogether. In the syllabi, the inquiry ethics approach is the most dominant, both in the sense of being present in the most syllabi, and in the sense of being more strongly prescribed in many of the syllabi where several approaches occur. The value transmission approach has the weakest role in the syllabi. In total, the inquiry ethics approach is the approach most strongly prescribed by the curriculum. But prior research has shown that inquiry ethics is very rarely implemented in the classroom. In this thesis, it is found that the inquiry ethics and the value transmission approaches are incompatible, given certain reasonable interpretations, which makes the finding that inquiry ethics is rarely implemented less surprising, since value transmission is practiced in schools.The students, in their moral reasoning about technology choices, reasoned in accordance with several classical normative theories – including consequentialism, deontological ethics and virtue ethics – and in doing so, they expressed reasoning that in the discussion is found to be in conflict with the values of the value foundation in the curriculum. These findings complement earlier findings, for example that students in their actions contradict the value foundation, by adding that such conflicts also exist in their reasoning. The existence of these conflicts is found to be problematic for a value transmission approach.Many of the students defended very restrictive views on disclosing personal information online, and prior research as well as the present data has shown that adults typically hold views that are very similar to these, concerning how they think that young people ought to act online. On the other hand, youths’ actual online behaviour, as reported in earlier studies, differs considerably from this. In line with this, the students also seemed to endorse a form of private morals view, according to which moral choices are simply up to one’s own taste, which would yield an escape exit from the restrictive views mentioned above, and permit any behaviour. In the discussion, it is argued that this is the result of an attempt at value transmission from the grown-up community, probably including teachers, which might seem to work, since the students claim to hold certain views, but which likely instead constitutes a false security, since these values are not actually accepted, but only paid lip service to, and the adults are therefore wrong in their belief that the students are protected by a certain set of values (that they think the students are upholding), since the students in fact do not uphold, and therefore do not act based upon, these values. This situation risks making the students more vulnerable than had no value transmission attempt been taken in the first place. Hence, the attempted value transmission runs the risk of counteracting its purpose of helping the students acquire a safe online behaviour.Throughout the moral reasoning mentioned above, extensive variations in the students’ reasoning were found, both interpersonally and intrapersonally, both in the decision method and in the rightness criterion dimensions, as well as in between the dimensions. The existence of such variations is a novel finding, and while possible applications in future research are discussed, it is also noted that this existence constitutes a reason to question the successfulness of both the value transmission and the inquiry ethics endeavours of the educational system.The results and discussions described above highlight the importance of investigating the merits of the different approaches. Several arguments that arise from the material of this thesis are presented, evaluated and discussed. The ability of each approach to fulfil some alleged key aims of ethics education is scrutinised; their abilities to educate for good citizenship, to educate for quality of life of the individual, and to facilitate better educational results in other subjects are all investigated, as well as the ability of each approach to help counteract the influence from online extremist propaganda aimed at young people and to promote safe online behaviour in general.It is concluded that the inquiry ethics approach has the strongest support from the material of this thesis. Some consequences for school practice are discussed, and it is concluded that changing the role of ethics in the curriculum would be beneficial, downplaying the role of value transmission and further increasing, and making more explicit and clear, the role of inquiry ethics. It is also shown that there are strong reasons for the inclusion of a new subject in the Swedish compulsory education with special focus on ethics. Some possible causes, and some consequences, of this is discussed.
Godkänd; 2016; 20160518 (vikvik); Nedanstående person kommer att disputera för avläggande av filosofie doktorsexamen, Namn: Viktor Gardelli Ämne: Pedagogik / Education Avhandling: TO DESCRIBE, TRANSMIT, OR INQUIRE Ethics and technology in school Opponent: Gudmundur Frimannsson, School of Humanities and Social Sciences, Faculty of Education, University of Akureyri, Akureyri, Island, Ordförande: Professor Eva Alerby Institutionen för konst, kommunikation och lärande Luleå tekniska universitet Tid: Fredag den 2 september 2016, kl. 10.00 Plats: D770, Luleå tekniska universitet

This essay follows a Media Teacher in her work as a coordinator and an artistic leader for a European project called Legalopoli concerning laws and ethics in a senior level school for 13-16 year-olds in Mora, Sweden. The students write film stories about how their characters have to make choices in ethical dilemma situations. Then the learners create interactive computer games together through practical film work. At the same time we can see how the educator also gets into difficult ethical situations, when she is working with the students. This forces her to self-reflection. She realizes that the practical knowledge in her work has a greater deal of an ethical dimension, than she earlier has been aware of. She understands that the convincing force in the project consists of the confidence and trust she has to create and develop among the students, who, in the start, were unsure and lacked in respect for one another. Through the practical film work they all get close and learn to see both themselves and each other. The students develop from being afraid of saying anything in the group to become confident and capable media producers, where their voices get listened to. They have started a journey into becoming democratic and caring citizens with wider perspectives of themselves and of the world.
Denna essä följer en mediepedagogs arbete som koordinator och konstnärlig ledare för ett Europeiskt projekt kallat Legalopoli, om lagar och etik i en högstadieskola i Mora. Eleverna skriver filmberättelser om rollkaraktärer, som ställs inför olika etiska dilemman i det interaktiva dataspel, som studenterna gemensamt skapar genom praktiskt filmarbete. Samtidigt får vi följa hur pedagogen på samma sätt, ställs inför olika svåra valsituationer i det pågående arbetet med eleverna. Hon tvingas till självreflektion och inser att den praktiska kunskapen i hennes arbete innehar en större etisk dimension än hon tidigare trott. Hon inser att bärkraften i projektet är det förtroende och den tillit, som hon måste skapa och utveckla bland eleverna, som från början var osäkra och betedde sig respektlöst mot varandra. Genom det praktiska filmarbetet kommer de alla nära varandra och får efter hand syn på både sig själva och varandra. Eleverna utvecklas från att ha varit rädda för att yttra sig i gruppen, till att bli tillitsfulla och kapabla medieproducenter, där de får göra sina röster hörda. De påbörjar en bildningsresa till att bli demokratiska och solidariska medborgare med vidgade perspektiv på sig själva och världen.

Förskolans läroplan (Skolverket, 2018) beskriver hur omsorgen ska prägla miljön sombarnen kommer befinna sig i under en stor del av sina första levnadsår. Omsorgen iförskolan ska både uppmuntra och stärka barnens emotionella utveckling samtidigt somde ska utveckla sociala kunskaper. Under tidigare arbetslivserfarenheter ochverksamhetsförlagda utbildningar har vi uppfattat en avsaknad av diskussioner ochmedvetenhet gällande omsorg. Studien syftar till att undersöka omsorgsbegreppetsbetydelse med hjälp av ett omsorgsetiskt perspektiv. Vi har valt att genomföra enlitteraturstudie som utgår från tidigare forskning med en vetenskaplig grund för att få svarpå studiens syfte. I delar av studien problematiseras och förklaras ävenomsorgsbegreppets historia, omsorgsetikens ursprung och förskolans uppdrag gällandeomsorg i förskolan och dess betydelse. Noddings (2012) omsorgsetiska teori har använtssom en utgångspunkt till analysen av resultatet. Litteraturstudien visar på ett resultat däromsorgen och omsorgsetikens definition och medvetenhet kring begreppet synliggörs. Därtill redogörs det för hur pedagogers engagemang, intresse och förhållningssätt har enstor betydelse för omsorgen i förskolan. Det vi hoppas uppnå med studien är att förmedlaett bredare perspektiv på omsorgen och dess innebörd.

I denna studie uppmärksammas lärares resonemang om bedömning i etik med fokus på moraliska dilemman. Studiens empiriska data består av fyra kvalitativa semistrukturerade intervjuer med lärare som arbetar som So-lärare i skolåren 4-6. Resultatet från analysen presenteras utifrån tre olika delar. Den första delen behandlar lärares syn på etik och bedömning av ett moralisk dilemma. Den andra delen visar att lärarna har olika uppfattningar när det kommer till bedömning av ett moraliskt dilemma där elevsvaret går emot skolans värdegrund. Den tredje delen uppmärksammar de svårigheter lärarna ställs inför när de bedömer elevers etiska förmågor. De resonerar om elevers resonemangsförmåga samt vad som egentligen kan godtas som ett etiskt begrepp.
This study draws attention to how teachers reason when assessing moral dilemmas. The study's empirical data consist of four qualitative semi-structured interviews with teachers working with pupils in primary school years 4-6. The result from the analysis is presented in three parts. The first part is about teachers' view of ethics and the assessment of moral dilemmas. The second part shows that the teacher have slightly different perceptions when it comes to assessing a moral dilemma where the pupil argues against the value of the school. The third part draws attention to the difficulties the teachers experince when assessing the pupils' ethical knowledge. They argue about how developing a reasoning must be for certain grade and what they can accept as an ethical concept.

The aim of this study is to contribute to the understanding of intergenerational touch within dance education in upper secondary schools in Sweden, focusing on contact improvisation. In this study, interviews with dance teachers in four upper secondary schools have been used to examine teachers' ideas and choices regarding intergenerational touch in contact improvisation through idea analysis. This study explores how teachers relate to the no-touch discourse and the domain-specific ideology within the contact improvisation movement. It also examines what an ethical approach to intergenerational touch in contact improvisation within upper secondary education could be. The study shows that some strategies teachers use in relation to intergenerational touch could function to downplay or adapt to the no-touch discourse, but no causality can be proven. There is also a proximity between some strategies and the domain-specific ideology within the contact improvisation movement. An ethical approach to intergenerational touch requires teachers to be aware of influences from different idea systems and to be reflexive regarding their own history and basic assumptions. It also requires teachers to get to know their students well and be sensitive to them in every moment.

Vårt syfte med studien är att ta reda på hur några pedagogerna talar kring barns integritet i olika åldrar, med fokus på barns rätt till sin egen kropp i förskolans vardagliga aktiviteter. Syftet är också att lyfta fram olika dilemman som kan uppkomma kring barns integritet och ta reda på hur pedagogerna talar om hur deras förhållningssätt påverkar barns integritet. För att få svar på våra forskningsfrågor kopplat till syftet har vi använt oss av en kvalitativ forskning där valet av undersökningsmetod blev i form av gruppintervjuer tillsammans med pedagoger som arbetar i förskolan. Resultatet som vi fick fram utifrån intervjuerna analyserades sedan och kopplades och diskuterades med hjälp av litteratur samt kopplades ihop med relationskompetens som tillhör det relationella perspektivet. Respondenterna lyfte fram och diskuterade kring integritet och vad det innebär för dem, samt hur de hanterar och förhåller sig till situationer som uppstår. Något vi kom fram till under studiens gång var att integritet är ett känsligt men samtidigt viktigt ämne att lyfta och att eftersom det kan uppfattas som ett så pass känsligt ämne så finns det knappt någon vetenskaplig grund eller information kring just integritet.

A ética do brincar está sujeita à criação e à desconstrução, engendra-se por ser uma máquina política e uma prática de ensinar experimental (segundo as questões da vida contemporânea). Opera com a pedagogia na educação e com a pedagogia na saúde, produzindo outra pedagogia, com articulação contemporânea vívida. Flerta (e tira partido) da filosofia, das artes, da pedagogia, e cria métodos pra educação e pra saúde. Produz entrecomposição com ações de ensino, pesquisa e extensão na universidade, em que a Ética coloca movimentação, pondo coletivos a brincar. Trata-se do contemporâneo como desafio na educação superior, num cenário nacional e internacional, para promover outra perspectiva de docência e formação de profissionais de saúde na universidade. Compromete-se com uma política de educação para todos e para cada um, desde a aprendizagem na deficiência, no autismo, na saúde mental, como na não deficiência. Afirma a pedagogia como ciência da multiplicidade, da entrecomposição. O texto funciona por sua escritura, com entoados, argumentos e procedimentos, ao modo filosófico e artístico, e funciona por uma entrecomposição engenhosa, articulada, simétrica e complementar das partes da Tese: pathos; efeitos poiéticos; criação; riso; espaço de habitação; escrita; curandeira; arteira; geringonça; relicário; acúmulo; lúdica; descabimento; experimentação; deambulação; desconstrução; composição; som; presença; jardim; cuidado; condução; intuição; máquina política; máquina experimental; ética experimental. Perspectiva axiológica. O método foi o do relicário, ensaio com os guardados de escola, de unidades de saúde, de contato com o fazer em educação e em saúde mental.
The ethics of playing is subject to the creation and deconstruction, is engendered by to be-being a political machine and experimental ethical (issues of contemporary life). It operates with pedagogy in education and pedagogy in health, producing another pedagogy, with vivid contemporary articulation. Quibble with (and takes advantage of) philosophy , with art, with pedagogies and creates methods for education and health. Produces amongst-composition in teaching activities, research and extension at university where the Ethics starts movimentation, putting collectives to play. It is about the contemporary higher education, a national and international scene, providing another perspective of teaching and training health professionals at the University. It is committed to an education policy for all and for each one, from the learning disability, in autism, mental health, and in no impairment. Claims pedagogy as science of multiplicity into amongst-composition. The text works by its writing, with intoned, arguments and procedures, philosophical and artistic way, and works for an ingenious amongst-composition, articulated, symmetrical and complementary to parts of the thesis: pathos; "poiétical" effects; creation; laughter; living space; writing; healer; naughty; contraption; shrine; accumulation; ludic; misplaced; experimentation; ambulation; deconstruction; composition; sound; presence; garden; caution; conduction; intuition; political machine; experimental machine; experimental ethics. Axiological perspective. The method was the relicary, assay with things found and saved from schools, health units, contact with the making in education and mental health.

Esta es una Tesis de Compendio que trata de ofrecer una unidad temática a diez artículos publicados en libros y en revistadas indexadas, además de dos libros resultantes de investigación. Estos textos, publicados, en cinco países diferentes (España, Brasil, México, Argentina y Guatemala), son evidencias del esfuerzo investigador de una trayectoria que empezó en los años 80. La problematización que provocó la línea de investigación fue el interrogante sobre la capacidad creativa y sus posibilidades éticas, sociales y ciudadanas, aplicadas a la educación en su sentido más amplio. Alrededor de las relaciones posibles entre estos campos temáticos, se ha ido construyendo, a lo largo de los años, una praxis que ha planteado prácticas y reflexiones diversas. Los textos de este compendio representan pausas reflexivas acerca de esta praxis y se publicaron entre 2002 y 2012. Lo que unifica temáticamente los artículos y libros en esta tesis es el planteamiento teórico que entiende la educación como un proceso creativo sistémico. La tesis propone una pedagogía para el desarrollo de la ciudadanía creativa. No se enseña a nadie a ser un ciudadano inventivo, pero se pueden generar las condiciones para que sí pueda aprender a serlo. La cuestión principal es aprender cómo ser este tipo de ciudadano. Para ello hace falta plantear el tema de la persona, del proceso, del ambiente y del producto creativo. Es el ámbito educativo el que tiene en sus manos la posibilidad de favorecer la emergencia de la ciudadanía creativa. Es decir, son los espacios educativos los que favorecen que personas y colectivos se tornen capaces de aportar evolución social frente a los retos actuales. Este proceso puede darse a medida que se favorecen acciones e interacciones coherentes con un modo de ser y de pensar el ejercicio de la ciudadanía (ethos creativo). El objetivo de esta tesis es sistematizar la amplitud y diversidad praxiológica en un compendio con sentido más profundo. Para ello, se ha organizado como anexo el compendio de los diez artículos y los dos libros seleccionados, que son representativos de esta diversidad. Esto va precedido de una justificación de 211 páginas, dividida en introducción, desarrollo, discusión general, conclusiones y bibliografía. La introducción explicita la relación conceptual básica. En el desarrollo, son ampliados los ámbitos temáticos que dan unidad al compendio. A continuación, se hace una discusión general sobre los objetivos y los resultados provisionales de esta línea de investigación. Las conclusiones, igualmente provisionales, cierran las reflexiones. Se utiliza la palabra “provisionales” en función del carácter investigativo del tema, que seguramente seguirá en proceso. Antes de la bibliografía, se habla de la proyección de la tesis. Se utilizan mapas mentales para resumir y mostrar el carácter sistémico de las principales ideas y sus conexiones. Estos mapas aparecen en distintas partes del texto, además pueden encontrarse por separado en la web Ciudadanía Creativa que acompaña esta tesis: www.crearmundos.net/tesis/ciudadaniacreativa
This is a Thesis by Publication which seeks to provide a themed unit of ten articles published in referred books and journals as well as two books which result from investigation. These texts which have been published in five countries (Spain, Brazil, Mexico, Argentina and Guatemala) are evidence of a trajectory of research effort that commenced in the 1980’s. The issue which provoked this investigation was the question of creative capacity and its ethical, social and civic potential, applied to education in its broadest sense. Over the years a praxis, which has proposed various practices and ideas, has been created around the possible relationships between these thematic areas. The texts of this compendium represent thoughtful opinions about this praxis and were published between 2002 and 2012. This Thesis proposes pedagogy for the development of creative citizens. It seeks to develop resourceful individuals and groups, capable of creating original "products" through imaginative process in order to create societies which are prepared to face the challenges of the XXI century. It is based on the principle that nobody is taught to be a creative citizen, rather the conditions can be provided to allow them to learn to become one. For this the issue of systemic interaction between the following four basic elements is raised: the person, the process, the environment and the creative product. From this perspective is it the educational field that has the opportunity to favour the emergence of creative citizens. That is, it is the educational environment that encourages individuals and collectives to become enabled to use social evolution against current challenges. This process can become evident as actions and interactions that are coherent with a way of being and thinking on citizenship are favoured (creative ethos). So, the thematically unifying element of this compendium is an understanding of education as a systemic creative process. This Thesis is accompanied by the Ciudadanía Creativa website (www.crearmundos.net/tesis) where the elements of the compendium are expanded with quantitative and qualitative evidence of the projects quoted in the articles.

This research project is about the lived experiences of upper secondary school and adult education teachers from a remote region of Sweden, during the global pandemic of 2020 – 2021. Educational change can be understood in terms of experiences, through listening to teachers’ voices, which have the capacity to bring new knowledge for future usage of digital platforms in education. Teaching is an embodied experience and opportunities for movement have become limited in the virtual learning environment. A radical change in the methods of communication has also occured, in particular the verbal and non-verbal clues of oral interaction, which differ in physical and virtual classrooms. Interpersonal relationships have been shown to be of the utmost importance for successful learning, and these need to be formed and maintained both online and offline. Some students are at risk of falling behind academically and socially due to remote learning. The research has shed light on this situation and illustrates how governments should work effectively with teachers to ensure that all students can succeed, regardless of individual setbacks experienced during the global pandemic. This is an ethical responsibility of importance to ensure that no student will be disadvantaged as a result of remote learning.

The aim of this study is to investigate teachers’ views of ethics in religion classes in grade school. What do they teach in ethics? What is it that the teachers are assessing? Do they experience any problems with the assessment of ethics? I chose to write about this subject for many reasons, including my interest in the subject, the lack of earlier research, and the fact that ethics was not included in my education at the university. I have written an empirical study, based on qualitative scientific interviews. I have interviewed six teachers, who all teach at compulsory school ages 12-15. The results show that the pupils mostly discuss different ethical dilemmas during ethics sessions, and as an exam the teachers evaluate their knowledge in these three methods by letting the pupils write about them. I come to the conclusion that the teachers don’t find it hard to assess ethics, but at the same time, they mostly value the different methods in ethics that are found in Lgr 11. One of six teachers said that a student shouldn’t be able to get a higher grade if their ethics doesn’t correspond to the values listed in Lgr 11. The other five are in the opinion that teachers shouldn’t assess opinions, only knowledge. The question is, are the teachers able to set their own ethical beliefs aside?

This essay reflects upon a group process where the goal was to use an art exhibition as a source of inspiration. The purpose of introducing art through an Exihibition was to generate associations that lead to subjects for dialogue and therefor developed a creative process amongst the group. We used the experience that came out of the visit and phrased questions regarding electrical light sources to mediate to the children. The main questioning is regarding the transformation from conformity to a more experimental approach to children’s learning. My dilemma concerns me getting caught in between two different points of view and not always knowing to whom the dilemma should be addressed, towards the staff or the organisation. My investigation concerns the role of a supervisors communications skills in relation to aesthetics as a learning process. Secondly, I reflect upon pedagogic documentation and how it can be used in the preschool practice. Through the pedagogic documentation, I can reflect upon the children’s becoming in relationship to the spatial dimensions and their relationships towards each other. My purpose of outcome was to investigate creative thinking in relationship to a group process in the preschool practice and how one can go about to introduce art as a catalysator for a creative process.

In our independent work, the purpose for us is to gain an increased insight into the complex collaboration that exists between educators and guardians and to gain an increased insight into the relationship between educator and student. We believe that this is not a sufficiently explored topic in the after-school center and the challenge therefore lies in finding suitable literature that relates to our independent work. In this independent work, we start from our professional experiences in two difficult-to-assess dilemmas in school and leisure activities. Christopher's dilemma text is about his empathy for "his" student, and that Christopher chooses to tell a white lie to his student's mother to protect the student in question. Fredrik's dilemma text is similar to Christopher's, but the action differs from Christopher's text. Fredrik chooses to tell the truth to “his” student's mother in the belief of being able to see things in a larger perspective and thus create better conditions for the student's schooling. In our independent work, we have used methods such as: scientific essay writing and hermeneutic approach. The theories we have chosen to use are the relationship between educator and student, the relationship between school and home and ethical perspectives. We have then linked the theory part to our individual and joint reflections. Our study deals with the asymmetric versus the symmetrical relationships that exist between adults and children and the interpretive preference that adults have. We discuss the UN Convention on the Rights of the Child and how complex it is to decide what is in the best interests of the child and who can decide it. In the theory part that deals with the relationship between school and home, we highlight the problematic collaboration that exists between educators and guardians. We also highlight the collaboration with an intercultural perspective where cultures and traditions have a great impact. In the study, we write about how we can work to achieve a better collaboration with the homes. We also shed light on the concept of practical knowledge and how it can be expressed in our professional profession. Finally, in the theory part, we deal with ethics of duty, ethics of discourse, ethics of utility and ethics of proximity. At the end of our independent work, we write about our lessons from the study and concluding thoughts about what we learned during the work. Keywords: collaboration, communication, ethics, asymmetric / symmetrical relationship, leisure center, school, trust, dialogue, relationship competence, practical knowledge.
I vårt självständiga arbete är syftet för oss att få en ökad insikt i den komplexa samverkan somfinns mellan pedagoger och vårdnadshavare samt att få en ökad insikt i relationen mellan pedagog och elev. Vi anser att detta inte är ett tillräckligt utforskat ämne inom fritidshemmet och utmaningen ligger därför i att hitta lämplig litteratur som rör vårt självständiga arbete. I detta självständiga arbete utgår vi från våra yrkeserfarenheter i två svårbedömda dilemman inom skol- och fritidsverksamheten. Christophers dilemmatext handlar om hans empati för ”sin” elev, och att Christopher väljer att dra en vit lögn för sin elevs mamma för att skydda eleven ifråga. Fredriks dilemmatext är snarlik Christophers men handlandet skiljer sig från Christophers text. Fredrik väljer att berätta sanningen för ”sin” elevs mamma i tron om att kunna se saker i ett större perspektiv och således skapa bättre förutsättningar för elevens skolgång. I vårt självständiga arbete har vi använt oss av metoder som: vetenskapligt essäskrivande och hermeneutiskt förhållningssätt. De teorier som vi valt att använda oss av är relationen mellan pedagog och elev, relationen skola och hem samt etiska perspektiv. Teoridelen har vi sedan kopplat till våra individuella och gemensamma reflektioner. Vår studie behandlar de asymmetriska kontra de symmetriska relationerna som finns mellan vuxna och barn samt det tolkningsföreträde som vuxna har. Vi diskuterar kring FN:s barnkonvention och hur komplext det är att avgöra vad som är barnets bästa och vem som kan besluta det. I teoridelen som behandlar relationen skola och hem belyser vi det problematiska samarbetet som finns mellan pedagoger och vårdnadshavare. Vi belyser även samarbetet med ett interkulturellt perspektiv där kulturer och traditioner har en stor påverkan. I studien skriver vi om hur vi kan arbeta för att nå ett bättre samarbete med hemmen. Vi belyser även begreppet praktisk kunskap och hur det kan ta sig i uttryck i vår yrkesprofession. Avslutningsvis i teoridelen behandlar vi pliktetik, diskursetik, nyttoetik och närhetsetik. I slutet av vårt självständiga arbete skriver vi om våra lärdomar från studien samt avslutande tankar kring vad vi lärt oss under arbetets gång.

Med avstamp i två berättelser knutna till fritidshemslärarprofessionen utforskar denna vetenskapliga essä gränsen mellan att vara privat, personlig och professionell inom skolans värld. Det är en hermeneutisk och fenomenologisk undersökning av hur vi bör förhålla oss till och hur vi kan förstå våra kollegor och elever i svårbedömda situationer. Med utgångspunkt i den praktiska kunskapens teori är essän ett utforskande av hur relationen mellan praktisk kunskap och maktpositioner inom skolan kan se ut. Etiken har även en central roll i essän. Vi undersöker hur dygdetiken, närhetsetiken och diskursetiken kan spela roll i de mellanmänskliga mötena och i relationsbyggandet i skolan och på fritidshemmet. Slutligen diskuterar vi interkulturalitetsbegreppet utifrån våra berättelser samt diskuterar hur ett sådant förhållningssätt aktualiseras i relation till skolans och fritidshemmets uppdrag i läroplanen.      De slutsatser vi kommer fram till är att kommunikation, gemensam reflektion och tid är avgörande komponenter för att få till ett fungerande samarbete mellan kollegor, men också för att få förståelse för varandra och varför vi agerar som vi gör i vissa situationer. Genom gemensam reflektion ges vi också möjligheter till att utbyta erfarenheter med varandra och därigenom når vi både insikt om och lär oss av varandras praktiska kunskap.
Stamped in two stories linked to the leisure-time teacher profession, this scientific essay explores the boundary between being private, personal and professional in the world of school. It is a hermeneutical and phenomenological study of how we should relate to and how we can understand our colleagues and students in difficult situations. Based on the theory of practical knowledge, the essay is an exploration of how the relationship between practical knowledge and positions of power within the school can look like. The ethics also play a central role in the essay. We examine how the virtue ethics, proximity ethics and discourse ethics can play a role in the interpersonal meetings and building relationships in schools and leisure-centers. Finally, we discuss the intercultural concept based on our stories, as well as discuss how such an approach is actualized in relation to the school and the leisure center's assignment in the curriculum.      The conclusion we reach is that communication, joint reflection and time are critical components in order to get a working collaboration between colleagues, but also to gain an understanding of each other and why we act as we do in certain situations. Through joint reflection we are given opportunities to share experiences with each other and thus we reach both insight and learn from each other's practical knowledge

Skollagen påbjuder att vårdnadshavare och personal på varje förskola minst en gång per år ska genomföra ett samtal om barnets utveckling och lärande, ett utvecklingssamtal. Samtalet ska bygga på en bred och nyanserad bild av barnets utveckling och lärande, om barnet trivs, har roligt och fungerar socialt. Utvecklingssamtal i förskolan genomförs i de allra flesta fall utan barn. Efter nya direktiv i den kommun jag undersöker vill man att barnen ska delta. Frågor väcks kring etik, integritet och kring vilket värde ett utvecklingssamtal för barn mellan ett till fem år har. Undersökningens syfte är att på ett djupare plan ta reda på hur utvecklingssamtal med pedagoger, förskolebarn och deras föräldrar fungerar i praktiken. Utgångspunkten är tre huvudfrågor, hur fungerar den praktiska användningen av utvecklingssamtalsdokumenten? Vilken roll får vårdnadshavare, pedagoger och barn i de nya utvecklingssamtalen? Hur samarbetar förskolan med vårdnadshavare kring barnens utveckling och lärande? Undersökningen är skriven i essäform, en form som på samma gång bildar både metod och innehåll genom narrativa och reflexiva nedslag i praktiken, samt intervjuer med förskollärare på tre olika förskolor. Undersökningen visar att det finns en reell motsättning mellan skollagens och kommunens direktiv gällande form och innehåll för utvecklingssamtal. Den pekar både på utvecklingssamtalets betydelse och dess komplexa plats i en föränderlig förskola. Intervjustudien visar att utvecklingssamtal där barn deltar smalnar in perspektiven på barnets hela vistelse och vara på förskolan i riktning mot en starkare betoning på barnets lärande inom läroplanens kunskapsmål. Genom att integrera teoretiska perspektiv med reflektioner över min egen praktik samt empiri från intervjuer framkommer aspekter i förskolans omvandling mot en starkare betoning av lärandeperspektivet.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Trata-se de um estudo na área da Filosofia da Educação direcionado à investigação sobre os fundamentos éticos da perspectiva educativa denominada Pedagogia histórico-crítica. A partir desta pesquisa pretende-se também apontar elementos para a formação moral escolar embasada nesta pedagogia. Foram utilizados pensadores da filosofia marxista como Marx, Lukács, Gramsci, Agnes Heller, Mészáros, entre outros, que de alguma forma contribuíram para a compreensão sobre a linha ética do pensamento marxista. Os elementos éticos encontrados nestes autores foram relacionados aos trabalhos de Dermeval Saviani, principal representante da Pedagogia histórico-crítica no que se refere aos fundamentos filosóficos desta pedagogia. A partir desta relação foi possível comprovar a hipótese levantada nesta dissertação de que os fundamentos éticos desta pedagogia encontram-se na utilização da educação escolar como meio de humanização dos indivíduos provenientes da classe trabalhadora com o fim político de transformação da sociedade orientando-a para a superação do capitalismo. Neste sentido, a formação moral escolar nesta perspectiva pedagógica volta-se para o desenvolvimento da autonomia do indivíduo a partir da relação entre valor e conhecimento, ou seja, a socialização do conhecimento orientando-o para a formação de valores voltados para a emancipação humana. A educação escolar é tomada como instrumento a favor do imperativo ético-político de luta coletiva e organizada para a superação da sociedade e classes e construção do socialismo.
This is a study in the area of Philosophy of Education directed the research on the ethical foundations of the educational perspective called historical-critical pedagogy. From this research the aim is also to point out elements with moral education grounded in pedagogy. Were used Marxist philosophy by thinkers such as Marx, Lukacs, Gramsci, Agnes Heller, Mészáros, that somehow contributed to the understanding of the ethical line of Marxist thought. The ethical elements found in these authors were related to the work of Dermeval Saviani, chief representative of the historical-critical pedagogy in relation to the philosophical foundations of this pedagogy. From this relationship it was possible to prove the hypothesis in this research that the ethical bases of this pedagogy are the use of education in order to humanize the individuals from the working class with the political purpose of transforming society geared to the overcoming of capitalism. In this sense, the moral education in this school educational perspective turns to the development of individual autonomy from the relationship between value and knowledge, I.e., the socialization of knowledge for guiding the formation of values aimed at human emancipation. School education is taken as an instrument for the ethical and political imperative of collective struggle and organized to overcome the class society and building socialism.

Misty McElroy had no idea when she crafted her senior undergraduate capstone project at Portland State University in 2001 that she was starting a worldwide phenomenon—the Rock ‘n’ Roll Campfor Girls. What started as a week-long summer camp for girls ages 8 to 17 to teach them how to play rock music has since blossomed into an organization with over 40 branches worldwide, serving 3000 girls every year and affecting the lives of thousands more women and girls in the surrounding communities. The Girls Rock Camp Alliance operates as the organizing body for the dozens of Rock Camps across the globe. Together, these organizations work to build girls’ self-esteem through music creation and performance and further, to create feminist cultural change. Rock Camp, like so many other nonprofits, exists on a political continuum, with radical direct-action groups on the far left and mainstream, foundation-funded organizations on the right. Misty’s original vision for the Rock ‘n’ Roll Camp for Girls was rooted in radical feminist politics that followed in the footsteps of Riot Grrrl and made an explicit connection between girls playing music and political movement. While feminist politics continue to form the foundation of the work that every Rock Camp does, from its pedagogy and curriculum in its programming to its organizational structure, and every organizer will agree that Rock Camp is a fundamentally feminist organization, it has made a series of choices over the past decade that now places it closer to the center of the continuum.

Previous research in environmental education and learning has mainly concerned students’ understanding of natural scientific knowledge, whereas research on the influence of other knowledge in learning environmental issues is marginal. Also, the interest in most studies investigating students’ natural scientific knowledge has been to capture constraints in students’ understanding, hence investigations of students’ meaning making are rare. The main objective of this thesis was to explore individual students’ reasoning regarding climate change, and the influence of knowledge on their reasoning. In Study I, students’ conceptions of the enhanced greenhouse effect (EGHE) were investigated. The results showed that students incorporated different pieces of information from different problem areas into the conceptualization of the EGHE. Setting up causal links between diversely different pieces of information seems to be a way to make meaning, and thus a necessary step in the learning process. Study II is an investigation of students’ solutions to climate change. The results indicated that students contextualized problems and solutions by addressing the individual(s), where the individual(s) was either “myself” or “someone else”. The different notions of the individual(s) became crucial as the students’ views of the environment, as well as society, changed according to the different contexts.  To further study students’ conceptions of “me” and “others”, Study III examined students’ conceptualized solutions to the dilemma between economic development and mitigating climate change. The findings suggested that students’ conceptualized nature as a “box” of resources, and that economic development would sustain and improve nature. Therefore, the dilemma between economic development and mitigating climate change or dealing with environmental problems did not exist. Results from all three studies were discussed with respect to theoretical implications.
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Manuscript. Paper 3: Manuscript.

Orientador: Newton Duarte
Banca: Lígia Marcia Martins
Banca: Dermeval Saviani
Resumo: Trata-se de um estudo na área da Filosofia da Educação direcionado à investigação sobre os fundamentos éticos da perspectiva educativa denominada Pedagogia histórico-crítica. A partir desta pesquisa pretende-se também apontar elementos para a formação moral escolar embasada nesta pedagogia. Foram utilizados pensadores da filosofia marxista como Marx, Lukács, Gramsci, Agnes Heller, Mészáros, entre outros, que de alguma forma contribuíram para a compreensão sobre a linha ética do pensamento marxista. Os elementos éticos encontrados nestes autores foram relacionados aos trabalhos de Dermeval Saviani, principal representante da Pedagogia histórico-crítica no que se refere aos fundamentos filosóficos desta pedagogia. A partir desta relação foi possível comprovar a hipótese levantada nesta dissertação de que os fundamentos éticos desta pedagogia encontram-se na utilização da educação escolar como meio de humanização dos indivíduos provenientes da classe trabalhadora com o fim político de transformação da sociedade orientando-a para a superação do capitalismo. Neste sentido, a formação moral escolar nesta perspectiva pedagógica volta-se para o desenvolvimento da autonomia do indivíduo a partir da relação entre valor e conhecimento, ou seja, a socialização do conhecimento orientando-o para a formação de valores voltados para a emancipação humana. A educação escolar é tomada como instrumento a favor do imperativo ético-político de luta coletiva e organizada para a superação da sociedade e classes e construção do socialismo.
Abstract: This is a study in the area of Philosophy of Education directed the research on the ethical foundations of the educational perspective called historical-critical pedagogy. From this research the aim is also to point out elements with moral education grounded in pedagogy. Were used Marxist philosophy by thinkers such as Marx, Lukacs, Gramsci, Agnes Heller, Mészáros, that somehow contributed to the understanding of the ethical line of Marxist thought. The ethical elements found in these authors were related to the work of Dermeval Saviani, chief representative of the historical-critical pedagogy in relation to the philosophical foundations of this pedagogy. From this relationship it was possible to prove the hypothesis in this research that the ethical bases of this pedagogy are the use of education in order to humanize the individuals from the working class with the political purpose of transforming society geared to the overcoming of capitalism. In this sense, the moral education in this school educational perspective turns to the development of individual autonomy from the relationship between value and knowledge, I.e., the socialization of knowledge for guiding the formation of values aimed at human emancipation. School education is taken as an instrument for the ethical and political imperative of collective struggle and organized to overcome the class society and building socialism.
Mestre

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This research highlights my concern about pedagogical values in higher education: their nature, their philosophical foundations, how they are conceived and applied to teaching, or more specifically, to teacher formation in a pedagogy course. The various kinds of knowledge, methods and abilities in the classroom are also an essential part of the research. One major focus refers to Paulo Freire´s conceptions about pedagogical values and education, derived from an anthropological, gnosiological and political perspective of the human being and of a more humane society. Freire attaches importance to freedom-oriented education which is destined to minimize the contrast between the oppressed and oppressors and which discards individualistic solutions or angry responses. In this sense, only with the endurance of those who favor sound pedagogical values will oppression lose its strength, and will interaction, humbleness, critical thinking and ethics lay the groundwork for education and society. The research includes reflections on teaching in Brazil and how its excellence, in the light of ongoing transformation, unveils Freire´s invaluable contributions. The following methodological tools were applied to the research: the reading of texts and articles by Paulo Freire, and of other Brazilian and foreign authors; questionnaires completed by some teachers which reveal to what extent education in Brazil is tradition-bound. The results of the research indicate that education-related issues are not explicitly addressed, which widens a substantial gap between theory and practice and inhibits critical thinking.(AU)
Esta pesquisa surge da minha preocupação sobre os valores pedagógicos no ensino superior: quais são, quais os seus fundamentos filosóficos, como são concebidos e aplicados na prática docente e especificamente na formação de professores em um curso de Pedagogia. Os conhecimentos, saber-fazer, métodos e habilidades que são mobilizados diariamente, nas salas de aula, com o fim de formar outros professores, também são partes desta busca. O referencial fundamenta-se nas concepções de Paulo Freire sobre valores pedagógicos e sobre educação, a partir da sua visão antropológica, gnosiológica e política do ser humano e de uma sociedade mais justa e equilibrada. O objetivo freiriano é uma educação libertadora que supere as contradições entre opressores e oprimidos, para evitar, por meio da educação, que elas sejam mantidas ou resolvidas a partir de uma solução individual ou por meios violentos. Somente um conjunto de valores pedagógicos bem assimilados e praticados, por parte dos docentes e daqueles que participam do processo educativo, permitem a superação da opressão: diálogo, humildade, fé nos homens, pensar crítico, ética, amor. A aceitação e realização desses valores permitirão não somente melhorar a educação em si, mas a sociedade como um todo. A pesquisa inclui reflexões sobre o ensino brasileiro e a qualidade dos professores com relação ao agir na formação e na sua própria transformação individual como seres críticos, ao usar os valores pedagógicos objeto do pensamento de Freire. Como instrumentos metodológicos, foram utilizados: leitura de textos e artigos de Paulo Freire e de outros comentadores e educadores brasileiros e estrangeiros; questionários fechados que permitiram coletar dados sobre o clima e a cultura organizacional e verificar que a educação nacional ainda está presa a estruturas históricas tradicionais, as quais se manifestam em conteúdos e metodologias que não resolvem a crise educacional do nosso país. Esses questionários foram aplicados a alguns professores, escolhidos por amostragem, do curso de Pedagogia de uma instituição superior em São Paulo. Os resultados desta pesquisa apontam que as opiniões dos professores entrevistados revelam um enfoque pouco participativo. Em alguns aspectos, eles demonstram que não há o hábito de diálogo sobre os problemas educacionais, como também não há abertura para medidas inovadoras que poderiam contribuir para com a qualidade do ensino e aprendizado. Isso demonstra o abismo entre o discurso e a prática docente colaborando para a falta de inspiração e de consciência crítica que todo profissional deve possuir, como valor pedagógico.(AU)