Journal articles: 'Ethical pedagogy'

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Calamoneri, Tanya, Colleen Dunagan, and Nyama McCarthy-Brown. "Ethical Dance Pedagogy." Journal of Dance Education 20, no. 2 (November 7, 2019): 55–64. http://dx.doi.org/10.1080/15290824.2019.1566607.

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Scibilia, Dominic P. "A Pedagogy of Accompaniment." Teaching Ethics 18, no. 2 (2018): 171–81. http://dx.doi.org/10.5840/tej201910264.

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Since the 1990s, educators and social commentators have raised alarms regarding the moral character of successive generations of Americans. A consistent concern within those calls for alarm directs attention to teaching ethics in secondary education. A pedagogy of accompaniment recognizes the timeliness (when it is the right instructional time) for objective and subjective approaches to learning social ethics, transcending the either/or of subject-object, content-skill educational conflicts as well as the disordered distractions of a performance-merit based assessment of learning. In secondary education, the praxis of accompaniment through social ethical discernment creates an occasion wherein students hear and take seriously for the first time their moral voices and imagine their social ethical horizons.

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Erdmann, Edward. "Imitation pedagogy and ethical indoctrination." Rhetoric Society Quarterly 23, no. 1 (January 1993): 1–11. http://dx.doi.org/10.1080/02773949309390975.

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Jones, Simon. "Doing the right thing: computer ethics pedagogy revisited." Journal of Information, Communication and Ethics in Society 14, no. 1 (March 14, 2016): 33–48. http://dx.doi.org/10.1108/jices-07-2014-0033.

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Purpose – This paper aims to critically reassess established approaches to the teaching and analysis of computer ethics, and to propose a revised methodology, drawing on the practical experience of teaching undergraduates in a culturally diverse, international learning environment. Design/methodology/approach – Theoretical in scope, reviewing concepts and methods in the existing literature and developing an alternative inter-disciplinary and multi-dimensional framework. Findings – Ethical analysis can benefit from broader, inter-disciplinary perspectives that take into account the social and economic context in which information and communication technologies (ICTs) are designed, deployed and used, and the complex forces that drive their development. A richer analysis of this context enables a better understanding of the specific properties and applications of ICTs which, in turn, foreground particular ethical issues. This can result in a more self-reflexive and rounded appreciation of the ethical, legal and professional issues invoked by ICTs. Originality/value – The paper develops a revised, flexible methodology for doing ethics which can be applied to any case study or domain of application. It outlines some of the key questions and major ethical principles that are generated by ICTs. The paper has pedagogical value for both teachers and students of computer ethics, but has relevance also for information technology professionals and practitioners.

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Foster, C. Rob. "Toward a Pedagogy of Dialogical Resistance." Paideusis 16, no. 2 (October 27, 2020): 15–33. http://dx.doi.org/10.7202/1072577ar.

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Martin Buber provides an ethical understanding of dialogical resistance. But does this notion take sufficiently into account the oppositional force of resistance and the shifting realities of monologic relations? How are we to understand the terms dialogue and resistance? What impact will the ethics of dialogical resistance have on evaluation practices in public education? To address these questions, each term of this dyadic relationship must be defined. First I will differentiate dialogue from conversation, argument and discussion. Secondly it must be shown that my view of ethical resistance cannot be synonymous with criticism, disagreement or dissent per se, though undoubtedly certain connections do exist in practice. Then it will be appropriate to delve into a linguistic analysis of the substantive terms of dialogue and resistance as separate notions before using them together as intersecting concepts. Once I have delineated dialogical resistance as a dyadic tension, I will highlight Martin Buber's passion for human worth – the motivation for respect- as the necessary condition for the ethical success of dialogical resistance. The balance of this paper will take a look at the psychological roots of dialogical resistance, the complexity of practising dialogical resistance, and asymmetrical relations in the classroom.

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Huff, Chuck, and Almut Furchert. "Toward a pedagogy of ethical practice." Communications of the ACM 57, no. 7 (July 2014): 25–27. http://dx.doi.org/10.1145/2618103.

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Choo, Suzanne S. "Globalizing Literature Pedagogy: Applying Cosmopolitan Ethical Criticism to the Teaching of Literature." Harvard Educational Review 87, no. 3 (September 1, 2017): 335–56. http://dx.doi.org/10.17763/1943-5045-87.3.335.

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With global risks such as terrorism, fundamentalism, and xenophobia permeating our everyday consciousness, there is a pressing need for educators to cultivate in their students a cosmopolitan hospitality toward multiple and marginalized others in the world. Yet, despite growing interest in ethics among literary scholars, theorizations of ethical criticism are predominantly observed among scholars working in university settings rather than at high schools, and major scholarly texts on ethical criticism focus on literary texts that provoke ethical responses rather than on pedagogical strategies. In this essay, Suzanne Choo aims to address these two gaps by arguing that cosmopolitan ethical criticism should be a core feature of literature pedagogy in schools and by describing its potential for developing students as global ethical thinkers. The article situates cosmopolitan ethical criticism by distinguishing it from two other disciplinary practices, aesthetic criticism and didactic ethical criticism. It goes on to describe what cosmopolitan ethical criticism may look like in the classroom by examining pedagogical approaches to teaching literature employed by four high school teachers in Australia, Singapore, and the United States.

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Alves da Silva, Nuno Sotero, Gonçalo Jorge Morais da Costa, Mary Prior, and Simon Rogerson. "The Evolution of E-learning Management Systems." International Journal of Cyber Ethics in Education 1, no. 3 (July 2011): 12–24. http://dx.doi.org/10.4018/ijcee.2011070102.

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The development of educational technologies is enhancing a distinctive feature of learning environments: the learner’s personalized environment. However, the current literature in e-learning seems to neglect an important discussion: will individuals (learners and lecturers) and organizations face an enhancement concerning ethical dilemmas due to this evolution? To promote this discussion, this paper builds on a consideration of e-learning definition and its ethical dilemmas, and human-centred learning concept and its dimensions, to examine the implications of integrating social and cultural contexts. By examining the evolution of e-learning management systems the argument progresses to a discussion of the relationships between pedagogy and ethics. By framing evidence at different scales, the authors critically reflect on the ethical dilemmas embedded in e-learning systems. The discussion concludes with advocating the adoption of an extension of “three P” mode of pedagogy to become the “P3E” model: personalization, participation, productivity, lecturer’s ethics, learner’s ethics, and organizational ethics.

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Katz, Claire Elise. ""The Presence of the Other is a Presence that Teaches": Levinas, Pragmatism, and Pedagogy." Journal of Jewish Thought and Philosophy 14, no. 1-2 (2006): 91–108. http://dx.doi.org/10.1163/105369906779159607.

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AbstractAlthough Levinas talks about ethics as a response to the other, most scholars assume that this "response" is not something tangible—it is not an actual giving of food or providing of shelter and clothing. But there is evidence in Levinas's own writings that indicate he does intend for a positive response to the Other. In any event, while he acknowledges that the other is the sole person I wish to kill, killing the other, within an ethical framework would be a violation of that response. The failure to respond to the other ethically requires us to ask if Levinas's project needs an educational philosophy or a model of moral cultivation to supplement it. This essay explores this question by putting into conversation Levinas's ethical project and his interest in Jewish education with John Dewey's philosophy of education and its relationship to the political community. This exploration will help us see what this field of research might offer in promoting the cultivation of ethical response as Levinas envisions it and what its limits are.

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Mullen, Carol A. "What’s Ethics Got to Do With It? Pedagogical Support for Ethical Student Learning in a Principal Preparation Program." Journal of Research on Leadership Education 12, no. 3 (April 4, 2017): 239–72. http://dx.doi.org/10.1177/1942775117701258.

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The article’s purposes are to review research on leadership education in ethics and examine a pedagogic intervention designed to raise consciousness about ethical leadership and learning within graduate school. A yearlong study—carried out in a principal preparation program that is a full member of the University Council for Educational Administration—is the basis of the development and impact of an ethics unit. Understandings of ethics regarding leadership preparation standards and social justice orientations for preservice cohorts are analyzed. Qualitative methods used are a targeted literature review and a document analysis of assignments. Directions for research, pedagogy, and practice end this discussion.

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Barazangi, Nimat Hafez. "An ethical theory of action research pedagogy." Action Research 4, no. 1 (March 2006): 97–116. http://dx.doi.org/10.1177/1476750306060546.

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Henderson, James G., and Patrick Slattery. "Ethical Challenges Immanent to Curriculum and Pedagogy." Journal of Curriculum and Pedagogy 4, no. 1 (June 2007): 1–9. http://dx.doi.org/10.1080/15505170.2007.10411613.

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Rennebohm, Kate. "‘A pedagogy of the image’: Chantal Akerman’s ethics across film and art." Moving Image Review & Art Journal (MIRAJ) 8, no. 1 (September 1, 2019): 40–53. http://dx.doi.org/10.1386/miraj_00004_1.

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This article elucidates the complex ethical paradigm at the heart of Chantal Akerman’s work and thought, arguing first that her ethics are as concerned with the figure of the self as they are with the figure of the other and that, second, these ethics exist as much in the spatial and durational structures of her work as in the content of her images. In this way, this article contends that approaching Akerman’s work through the question of ethics allows one to see consistencies across her film and installation work, even as her aesthetic strategies shift across the different dispositifs of the cinema and the gallery or museum. Addressing these shifts, I offer the concept of Akerman’s ‘ethical pedagogy of the image’ – a term that implies both a method and a site of instruction. Drawing on these two meanings, this article ultimately reveals that Akerman’s pedagogical aim involves turning viewers’ ethical attention back on to themselves – to offer a prompt and a space for reconsideration of their own ethos.

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Eichsteller, Gabriel, and Sylvia Holthoff. "Social Pedagogy as an Ethical Orientation Towards Working With People — Historical Perspectives." Children Australia 36, no. 4 (December 1, 2011): 176–86. http://dx.doi.org/10.1375/jcas.36.4.176.

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Social pedagogy has a longstanding tradition in many European countries. This article outlines its development in relation to culturally specific concepts of children and their upbringing — the pedagogical — and ideas about the relationship between individuals and their community — the social. Both dimensions are closely connected to social pedagogy's ethical orientation, most notably to respect people as resourceful agents, help them develop their potential and support the construction of a more just society. By drawing on historical thinkers in social philosophy and education, the article explains how these two dimensions have shaped social pedagogy as an action-orientated science that requires professionals to work in an ethical manner. It concludes by discussing the need for critical reflection in order to ensure profound respect of people's human dignity and their otherness.

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Kopnina, Helen. "Critical pedagogy." Studier i Pædagogisk Filosofi 8, no. 1 (February 18, 2020): 43–68. http://dx.doi.org/10.7146/spf.v8i1.114773.

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While environmentalism is often associated with different non-governmental organizations, agencies, movements, institutions, and grassroots groups, one of the least understood types of environmentalism is so-called radical activism. This article will argue that the label of radicalism or even terrorism attached to some forms of environmental activism precludes learning about the causes of environmental crises. Based on the work of Paulo Freire in critical pedagogy and eco-pedagogy, this article supports the position that learning about social and political framing of “radicalism” as well as the issues that drive this “radical” action help the development of critical thinking and ethical judgment in students. By analyzing student reflection essays on the film If a Tree Falls: A Story of the Earth Liberation Front, this article draws lessons in ecological citizenship and critical thinking.

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Saini, Damini. "Teaching Ethics to Future Managers: Encouraging and Discouraging Impulses." South Asian Journal of Business and Management Cases 8, no. 3 (August 9, 2019): 276–86. http://dx.doi.org/10.1177/2277977919860283.

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Nowadays, management institutions are including an ethics course in their curriculum globally, which is focused upon inculcating the value set in an individual. Therefore, it makes an important point that the students must comprehend the worth of the course and they must take it as an opportunity to cultivate values, which should be a prospect not despondent. Thus, to improve the impact of ethical education, and to accelerate the quality of management education, this offers a deliberation of inferences of demands of the questions of quality instructors and pedagogy of ethical education. The study focuses upon the gap between the ideal and current status of ethics education following different pedagogy. In this study, a qualitative analysis has been used where students were interviewed in depth via a semi-structured interview to collect the data. The study will help to gain deeper insights into the factors that encourage or discourage students from learning ethics and value courses, particularly in the university system.

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Blumenthal, Richard, and Johanna E. Blumenthal. "Intentionally educating for the social good in computer science." ACM SIGCAS Computers and Society 49, no. 1 (January 22, 2021): 15–16. http://dx.doi.org/10.1145/3447892.3447897.

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As exemplified in the ACM Code of Ethics and Professional Conduct, the ethical responsibility of computing professionals obliges both guiding and aspirational behaviors. The guiding aspect of this responsibility includes ethical principles focused on avoiding harm and trustworthiness, while the aspirational aspect focuses on contributing to society and human well-begin. Ethical computing is often identified with the guiding principles. Though valued, they should not overshadow the aspirational aims of ethical computing. Towards this end, we advocate for a proactive pedagogy that promotes the aspirational aspects of computing for the social good throughout the computer science curriculum. This abstract presents our efforts in this direction.

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Rodenburg, Kathleen, and Kelly MacDonald. "Enhancing Business Schools’ Pedagogy on Sustainable Business Practices and Ethical Decision-Making." Sustainability 13, no. 10 (May 15, 2021): 5527. http://dx.doi.org/10.3390/su13105527.

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Business school curriculums are designed to improve business skills and a student’s eventual workplace performance. In addition to these business skill sets the emerging business environment demands softer skills associated with ethical decision-making and sustainable business practices. The objective of the study is to identify the key influencers of ethical orientation and attitudes towards the environment as a first critical step for curriculum planning designed to develop both ethical decision-making and environmental sensibilities of students in business schools. Using a bivariate regression analysis (OLS) that compared the established New Ecological Paradigm (NEP) scale and the newly introduced Ethical Orientation Scale (EOS), this study assesses environmental eco-consciousness and ethical orientation over time and across varying socio-demographic variables. The study shows first, that in addition to socio-cultural variables, situational factors influence ethical decision-making. Secondly, it illuminates that ethical orientations as measured by the EOS predicts beliefs about the environment as measured by the NEP scale. It further provides evidence of the ethical underpinnings of the New Ecological Paradigm as well as provides initial validation for the new EOS. These outcomes provide additional levers to assist business educators in the creation of high impact teaching strategies to measure and encourage ethical decision-making and sustainable business practices that protect the environment.

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Parker, Lana. "An Argument for Levinasian Ethics and the Arts With Considerations for Pedagogy." Philosophical Inquiry in Education 26, no. 1 (September 14, 2020): 33–48. http://dx.doi.org/10.7202/1071419ar.

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At a time when an ethics based on responsibility for the Other offers a counter to the individualism of neoliberal ideology, I argue that it is crucial to recuperate the possibility of creating the conditions for ethical moments of facing through all means possible, including art. I deliberate the possibilities for art in sustaining Levinas’s conception of an ethical intersubjective interaction, including: the call to listen to the Other, the implications of being called into question, the overflow of self, and the humility of response. To begin, I contemplate art as an Other that is able to face and break apart the bonne conscience. Second, I posit that the overflow that results from an interaction with the Other, as the bonne conscience is surpassed, can serve as a source of inspiration for artistic creation. Third, in the face of the ethical call, though one is first required to listen, one also has an obligation to respond; I contend that art can operate here, too, as a means of reply. I conclude the work with a discussion of the implications for pedagogy, including art as a means of broadening sociality.

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Campbell, Cary. "Toward a Pedagogy of Firstness." Chinese Semiotic Studies 14, no. 1 (February 23, 2018): 71–102. http://dx.doi.org/10.1515/css-2018-0005.

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AbstractThis paper examines how the Peircean category of Firstness can illuminate pre-cognitive and pre-interpretative aspects of learning. This study can be understood as part of a broader edusemiotic project currently gaining momentum (cf. Semetsky (ed.) 2010, 2017; Stables and Semetsky 2014; Olteanu 2015). I explore various iterations of Peirce’s thought, from his early Lowell Lectures (1866) to what Strand (2013) has called his “rhetorical turn” following the introduction of the concept ofsemiosisin 1883. My contention is that engagement in arts-based processes is educationally useful in inducing and cultivating reflection on those primary aspects of consciousness that are often neglected by formal educational programs. My aim here is to explore what stimulates engaged absorption and examine how this can be applied to form an “education of inquiry” informed by Peirce’s pragmatism, which places contemplation on this pre-interpretative realm of meaning in a central role. In conclusion, the paper will show how an understanding of Firstness is necessary for understanding Peirce’s aesthetics, and thus his ethics, which depends upon the “habits of feeling” emerging from Firstness. Thus, we can understand how the cultivation of a “pedagogy of Firstness” is foundationally an ethical educational program.

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Wegerer, Philipp, and Iain Munro. "Ethics of ambivalence in corporate branding." Organization 25, no. 6 (January 10, 2018): 695–709. http://dx.doi.org/10.1177/1350508417749736.

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Recent research within the field of organization studies has begun to map out the social and political effects of ethical branding on consumers, employees and society, yet the relationship between employees and brands is still an under-developed area of research. The aim of this article is to investigate how an ethical brand is perceived by its employees and to reveal contradictions that emerge from employee accounts of company brand ethics. The analysis identifies three areas of ‘ethical ambivalence’ in these accounts, notably: (1) the high employee identification with the brand in contrast to their ignorance of its specific values and practices; (2) the aim of the brand pedagogy to change consumer consciousness, and the admission that this had little effect in practice; and (3) the ambivalence in the stated aim to ethically transform the industry in contrast to maintaining an exclusive market niche. This article provides both an empirical contribution to research on company branding that reveals the contradictions in the employee accounts of their company’s brand ethics and a theoretical contribution introducing the notion of ‘ethical ambivalence’ to explain these contradictions, which shows how such ambivalence permits only a very restricted level of critical reflection about ethical issues. This article highlights the limits of critique at work in a company where it is difficult to differentiate between genuine moral concern and the repetition of simple brand messages.

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Fuller, Jen, and Sharlissa Moore. "Pedagogy for the Ethical Dimensions of Energy Transitions from Ethiopia to Appalachia." Case Studies in the Environment 2, no. 1 (2018): 1–7. http://dx.doi.org/10.1525/cse.2018.001214.

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Education on energy ethics is a crucial part of engaging students in learning about energy systems and energy transitions that needs further development. This article describes the use of case studies and active learning tools to achieve learning outcomes related to the ethical and social dimensions of energy. It discusses a daylong workshop held for undergraduate and graduate students at Michigan State University in February 2017 and evaluates pre- and postlearning outcomes. Two case studies are described that highlight ethical trade-offs in energy transitions. An international case study on Ethiopia and the Grand Renaissance Dam illustrates the benefits and drawbacks of cross-border electricity trade related to energy access, economic growth, and the energy-water nexus. A domestic case study on coal miners and coal towns in Appalachia examines the layered influences of place attachment and the challenges of economic diversification post-peak coal extraction.

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Weinstein, Dianne. "A Pedagogy for Integrating a Value Congruence and Ethics Connection into Course Work: The Nine Dots Exercise." Business and Management Research 6, no. 3 (September 18, 2017): 22. http://dx.doi.org/10.5430/bmr.v6n3p22.

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Value congruence, i.e., the agreement between personal and organizational values, may be viewed as the foundation for one’s ethical well-being on-the-job. Yet, the linkage between value congruence and ethics is not soundly addressed in college classrooms. This article describes the pedagogy used to successfully incorporate the value congruence-ethics connection into course work. The author first provides a theoretical introduction as a backdrop for developing the pedagogy including research on value congruence and ethics, the rationale for strengthening the role of “values” in ethics education, and the teaching strategy applied. Thereafter, the author describes steps to teach value congruence and ethics, including learning objectives and an instructional model. The learning objectives and instructional model can be modified to apply within ethics training programs in the workplace.

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Sine, MA, David M., and Norvell Northcutt, PhD. "Effects of organization leadership behavior on learning ethics: A study of professional paramedics." Journal of Emergency Management 7, no. 6 (November 1, 2009): 61. http://dx.doi.org/10.5055/jem.2009.0040.

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A review of the methods of ethics instruction reveals that demonstrated ethical behavior by leadership, although not central-most to introducing an organization’s newcomers to a normative approach to ethical decision making and behavior, is ubiquitous and highly placed in contemporary ethics pedagogy. Similarly, a review of ethics assessment tools finds that nearly all probe perceptions by group members of the ethical behavior of those who provide group supervision and leadership.This article asks if ethical behavior by senior Emergency Medical Service (EMS) leaders is of sufficient strength to convey to newcomers (in this case, newly hired fire department paramedics) the ethics of that organization. This research was conducted in an urban fire academy and compared, using a standardized assessment tool, an ethics culture survey of academy instructors, and then a class of paramedics both before and after their academy experience. The authors find that EMS newcomers do not absorb ethics osmotically and that EMS leaders must anticipate that instruction in ethics is necessary to ensure that moral actions taken by newcomers will be those desired by the organization.

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Slovenko, Karolina, and Naomi Thompson. "Social pedagogy, informal education and ethical youth work practice." Ethics and Social Welfare 10, no. 1 (November 23, 2015): 19–34. http://dx.doi.org/10.1080/17496535.2015.1106005.

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Garrett, Ian. "The Ethical Turn in Sustainable Technical Theatre Production Pedagogy." Theatre Topics 31, no. 2 (2021): 179–86. http://dx.doi.org/10.1353/tt.2021.0034.

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Kelly, Leanne. "Ethics and Evaluative Consultations with Children in Small to Mid-Sized Australian Non-Government Organisations." Evaluation Journal of Australasia 17, no. 1 (March 2017): 4–11. http://dx.doi.org/10.1177/1035719x1701700102.

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The value of listening to children's voices is well acknowledged. The vast body of literature surrounding this topic discusses children's voices in pedagogy, theory, methodology, and through empirical research. While some of this literature has focused on ethical considerations surrounding evaluative consultations with children in applied practice settings, there is a shortage of literature specifically relevant to small and medium-sized nongovernment organisations (NGOs). These organisations typically conduct consultations on a smaller scale and with fewer resources than their larger counterparts. This paper refers to Australian ethical guidelines using a practice example from a mid-sized NGO to examine ethics in child consultation from a practice-based program improvement perspective. The paper examines whether consultations with children always require formal ethics approval and discusses terminology and considerations surrounding ethical decision making processes.

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Tavares Bellato Spagiari, Nathália, Maria Gabriela Montresol Sanches, Mônica Tablas Martinez Figueiredo, Maíra Bonafé Sei, and Rafael Bianchi Silva. "A PSICOLOGIA NA FORMAÇÃO DO PEDAGOGO: ANÁLISE DAS DISCIPLINAS DE PSICOLOGIA DOS CURSOS DE PEDAGOGIA DE UNIVERSIDADES ESTADUAIS DO NORTE DO PARANÁ." COLLOQUIUM HUMANARUM 15, no. 3 (September 1, 2018): 157–70. http://dx.doi.org/10.5747/ch.2018.v15.n3.h380.

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The objective of this study is to reflect on Psychology in the field of pedagogical training and whether it has been offered as a tool for an emancipatory education.This is based on the analysis of the Pedagogical Political Projects (PPP) and the Psychology courses of the Pedagogy course offered at the state universities of the North of Paraná. From this, we sought to analyze if the psychology employed is involved in the formation of pedagogues with ethical, social and reflexive commitment. It was observed a variability in the disciplines and theoretical lines of Psychology taught in Pedagogy, as well as in conjunction with the objectives and egress profile contained in the PPP. This allowed for a greater breadth of the professional view of the pedagogue in the courses analyzed. It was concluded that Psychology can favor reflective thinking in the training of Pedagogy professionals, with themes that approach education as a complex and multi-determined process.

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Castro Varela, María do Mar. "Noch einmal: »Was tun?«." Vierteljahrsschrift für wissenschaftliche Pädagogik 95, no. 1 (February 27, 2019): 44–60. http://dx.doi.org/10.30965/25890581-09501005.

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Abstract Once Again: »What to do?« Educational Thinking in Less Peaceful Times In times of increasingly normalized right-wing violence, pedagogy must once again ask itself the question: »What to do?« The text tries to make postcolonial perspectives in the revision of general educational ideas productive. The goal hereby is to design an ethical pedagogy that can think of responsibility vis-à-vis radical alterity. For this, Adorno’s writings on Pedagogy after Auschwitz and postcolonial ideas on pedagogy unfolded by Spivak are combined without falling in to the trap to simply equate them.

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Blanchard, Lynda‐ann, and Mike Nix. "Creating spaces for radical pedagogy in higher education." Human Rights Education Review 2, no. 2 (November 3, 2019): 64–83. http://dx.doi.org/10.7577/hrer.3363.

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This paper tells stories from a higher education study abroad collaboration entitled Investigating Diversity, Human Rights and Civil Society in Japan and Australia. Starting from a pedagogical focus on students’ active learning about human rights, this project has come to value relationship building—between academic institutions, civil society and community groups, and individuals. We ask ‘what is human rights education?’, and argue for a radical pedagogy in which knowledge about human rights and diversity is negotiated in ‘third spaces’ (Bhabha). In an attempt to address the ‘im/possibility of engaging with alterity outside of a pedagogic relationship of appropriation or domination’ (Sharma), learners ‘become border crossers in order to understand otherness on its own terms’ (Giroux). As the stories demonstrate, active learning also requires active unlearning (Spivak). Pivotal to our radical pedagogy is a conception of human rights education as dialogic and that creates the conditions for ethical encounters with otherness.

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Kizel, Arie. "the facilitator as liberator and enabler: ethical responsibility in communities of philosophical inquiry." childhood & philosophy 17 (February 28, 2021): 01–20. http://dx.doi.org/10.12957/childphilo.2021.53450.

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From its inception, philosophy for/with children (P4wC) has sought to promote philosophical discussion with children based on the latter’s own questions and a pedagogic method designed to encourage critical, creative, and caring thinking. Communities of inquiry can be plagued by power struggles prompted by diverse identities, however. These not always being highlighted in the literature or P4wC discourse, this article proposes a two-stage model for facilitators as part of their ethical responsibility. In the first phase, they should free themselves from assumptions and closed-mindedness. They should liberate themselves from pedagogy of fear and “banking education” in order to act freely in an educational space characterized by improvisation that cultivates participation of the children. Here, the text is based on normalizing education principles, counter-education and diasporic-education approaches in order to ensure openness and inclusiveness. In the second, they should embrace enabling-identity views and practices in order to make the community of inquiry as identity-broad and -rich as possible, recognizing and legitimizing the participants’ differences. Here, the text is based on principles such as recognizing power games as part of the community, ensuring multi-narratives human environment and enabling epistemic justice in order to ensure perspectival multiplicity, multiple identities, and the legitimization of difference characterized by pedagogy of search.

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Ciechowska, Magdalena, and Justyna Kusztal. "Selected ethical dilemmas and legal problems in autoethnographic research in social rehabilitation pedagogy." Resocjalizacja Polska, no. 20 (December 29, 2020): 109–26. http://dx.doi.org/10.22432/pjsr.2020.20.08.

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The aim of this article is the presentation and analysis of the selected ethical dilemmas and legal problems of a researcher in the study of the difficult way of life. There are a lot of questions about the ethical, decent and legal manner of research and behaviour in relation with the participators of the research. The practical aim of this article is the answer to the question – what should we do when we have various ethical dilemmas in our studies. A special difficult situation concerns the researcher – a pedagogue of social rehabilitation, because by conducting research on the phenomena of social exclusion or social pathology, he/she describes and analyses situations related to crime, para-criminal behaviours, addictions, touches the problems of deep diagnosis of disorders or therapy. During scientific research, he / she ‘goes deeper’ into difficult situations, ethical dilemmas, and brushes against legal problems. The guarantee of his/her safety, but above all the safety of respondents, is the legal awareness and ethical responsibility of the pedagogue. Although the article is not a complete and comprehensive study, it responds to the needs of researchers who themselves have to answer many questions about legal issues and solve any ethical dilemmas themselves in the process of collecting and developing data.

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Berti, Marco, Natalia Nikolova, Walter Jarvis, and Alexandra Pitsis. "Embodied Phronetic Pedagogy: Cultivating Ethical Capabilities in Postgraduate Business Students." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 12188. http://dx.doi.org/10.5465/ambpp.2019.12188abstract.

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Stevens, Douglas M., Mary Brydon-Miller, and Miriam Raider-Roth. "Structured Ethical Reflection in Practitioner Inquiry: Theory, Pedagogy, and Practice." Educational Forum 80, no. 4 (August 23, 2016): 430–43. http://dx.doi.org/10.1080/00131725.2016.1206160.

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BOYS-STONES, GEORGE. "II — FALLERE SOLLERS: THE ETHICAL PEDAGOGY OF THE STOIC CORNUTUS." Bulletin of the Institute of Classical Studies 50, Supplement_94_Part_1 (June 1, 2007): 77–88. http://dx.doi.org/10.1111/j.2041-5370.2007.tb02418.x.

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Hunt, Kristin. "Classroom Cons and Assigning Activism: Ethical Issues in Relational Pedagogy." Theatre Topics 25, no. 3 (2015): 199–207. http://dx.doi.org/10.1353/tt.2015.0038.

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ROMANYSHYN, ROBERT. "Complex Education: Depth psychology as a mode of ethical pedagogy." Educational Philosophy and Theory 44, no. 1 (January 2012): 96–116. http://dx.doi.org/10.1111/j.1469-5812.2010.00658.x.

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Veck, Wayne. "Inclusive pedagogy: ideas from the ethical philosophy of Emmanuel Levinas." Cambridge Journal of Education 44, no. 4 (October 2, 2014): 451–64. http://dx.doi.org/10.1080/0305764x.2014.955083.

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de Beer, Josef, Neal Petersen, and Sanette Brits. "The Use of Puppetry and Drama in the Biology Classroom." American Biology Teacher 80, no. 3 (March 1, 2018): 175–81. http://dx.doi.org/10.1525/abt.2018.80.3.175.

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Teachers often wonder how best to teach the myriad of social and ethical issues that are encompassed in the biology curriculum. One can just think of issues such as genetic engineering, evolution (and the continuous evolution-creationism debate), research ethics (the haunting book The immortal life of Henrietta Lacks comes to mind), human population studies, health care and nutrition, sexuality and gender, drugs, environmental pollution, to name but a few. In this article we highlight the advantages of puppetry in the biology classroom, as an engaging pedagogy that could assist conceptual change in students. We explore the dual epistemological border-crossing that takes place in the classroom when puppetry is used: (a) the integration of societal and ethical issues within the biology curriculum, and (b) the infusion of art and drama within the natural sciences. We reflect on our own classroom action research on puppetry, and share our main findings. We also provide practical guidelines for using puppetry as pedagogy within a problem-based and cooperative learning setting.

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Barnes, Michael C., and Michael Keleher. "Ethics in Conflict." Business Communication Quarterly 69, no. 2 (June 2006): 144–57. http://dx.doi.org/10.1177/1080569906287958.

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The past two decades have seen an increased emphasis placed on the relationship between communication and ethics, a subject that philosophers have debated for centuries. An analysis of textbooks as disciplinary artifacts reveals that students enrolled in communication courses across the university are often presented with conflicting or contradictory ethics instruction. Commonly, business and technical communication textbooks advocate a foundational approach toward the subject, whereas interpersonal communication textbooks, as taught within the liberal arts, support a nonfoundational view. Rather than bolstering students’ understanding of the importance of ethical communication, such broad-based contradictions might lead to an overall ambivalence toward the subject. A critical pedagogy—one that acknowledges and explores this tacit disciplinary debate on ethics—would provide students a more comprehensive philosophical and historical basis for determining their own perspectives on ethical communication.

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Zhu, Qin, and Sandy Woodson. "Educating Self-Reflective Engineers." Teaching Ethics 20, no. 1 (2020): 31–46. http://dx.doi.org/10.5840/tej20214190.

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Some engineering educators recognize the necessity and challenges of teaching students moral sensitivity. As recently pointed out by some scholars, along with moral sensitivity, promoting “self-knowledge” is significantly lacking in engineering curricula. We suggest that the “ethics autobiography” employed in some health and psychological science programs can serve as a useful tool for helping engineering students develop moral sensitivity and self-reflective competencies. First, this paper briefly discusses some unique potential strengths of introducing ethics autobiography as a tool for moral pedagogy to engineering education. Second, this paper provides five specific examples on how to implement ethics autobiography in the classroom. Among the five examples, two are directly related to engineering education and the other three can easily be adapted to meet the needs of engineering education. Finally, this paper concludes with some discussion of the implications of ethics autobiography for engineering ethics education reform and the limitations and ethical considerations of using autobiography in moral pedagogy.

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Crane, Andrew, David Knights, and Ken Starkey. "The Conditions of Our Freedom: Foucault, Organization, and Ethics." Business Ethics Quarterly 18, no. 3 (July 2008): 299–320. http://dx.doi.org/10.5840/beq200818324.

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The paper examines the contribution of the French philosopher Michel Foucault to the subject of ethics in organizations. The paper combines an analysis of Foucault’s work on discipline and control, with an examination of his later work on the ethical subject and technologies of the self. Our paper argues that the work of the later Foucault provides an important contribution to business ethics theory, practice and pedagogy. We discuss how it offers an alternative avenue to traditional normative ethical theory that both converges and diverges with other extant alternatives. By situating ethics as practices of the self, and by demonstrating the conditions under which freedom in organizations can be exercised, Foucault’s ethics attempt to connect an understanding and critique of power with a personal project of self. He therefore provides a theory of subjectivity that potentially informs a reshaping of contemporary virtue ethics theory, value-based management, and business ethics teaching.

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Basina, Natal'ya Ivanovna. "PROFESSIONAL STANDARD OF A SPECIALIST IN GUARDIANSHIP IN RESPECT OF MINORS AS A BASIS FOR LEGITIMIZATION OF PROFESSIONAL ETHICAL NORMS." Pedagogy. Issues of Theory and Practice, no. 4 (December 2018): 57–61. http://dx.doi.org/10.30853/pedagogy.2018.4.12.

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D'Angelo, Ilaria, Catia Giaconi, Noemi Del Bianco, and Vanessa Perry. "Students' Voice and Disability: Ethical and methodological reflections for Special Pedagogy research." EDUCATION SCIENCES AND SOCIETY, no. 1 (June 2020): 112–23. http://dx.doi.org/10.3280/ess1-2020oa9537.

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Considering the Students' Voice takes us into a varied international and today also national pedagogical movement. The issue relating to the promotion of Students' Voice research paths with young people with disabilities is delicate. The authors, after a presentation of the movement, address the important issues of ethics and methodological critical issues in the research paths within the Special Pedagogy. It is important to highlight that also in Special Pedagogy research the focus must be not just to ‘listening the students voice', but also to help students to become ‘change agents', because they are the potential of transformation.

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Zembylas, Michalinos. "‘Pedagogy of discomfort’ and its ethical implications: the tensions of ethical violence in social justice education." Ethics and Education 10, no. 2 (May 4, 2015): 163–74. http://dx.doi.org/10.1080/17449642.2015.1039274.

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Conn, Cynthia E. "Integrating Writing Skills and Ethics Training in Business Communication Pedagogy: A Résumé Case Study Exemplar." Business Communication Quarterly 71, no. 2 (June 2008): 138–51. http://dx.doi.org/10.1177/1080569908317150.

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An integrated approach to teaching résumé construction in the business communication classroom focuses on simultaneously (a) emphasizing writing-related proficiencies and (b) encouraging ethical and moral orientations to this task. This article provides a résumé construction exemplar that operationalizes these two pedagogical goals. The techniques and exercises used in the exemplar are presented as a way to make ethics education accessible for both business communication instructors and students.

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Alasuutari, Hanna. "Conditions for Mutuality and Reciprocity in Development Education Policy and Pedagogy." International Journal of Development Education and Global Learning 3, no. 3 (September 1, 2010): 65–78. http://dx.doi.org/10.18546/ijdegl.03.3.05.

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This paper analyses policies that seem to promote mutuality and reciprocity in development education partnerships and pedagogy. It explores challenges to mutuality and reciprocity in global and development education pedagogy in countries in the Global North and proposes that critical literacy and ethical intercultural learning can be a way forward to a renegotiation of ideas of self and other and of power relations between the North and South.

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Roberts, Peter. "Learning to live with doubt: Kierkegaard, Freire, and critical pedagogy." Policy Futures in Education 15, no. 7-8 (November 2017): 834–48. http://dx.doi.org/10.1177/1478210317736225.

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What role does doubt play in education? This article addresses this question, initially via an examination of Søren Kierkegaard’s Philosophical Fragments. Kierkegaard, through his pseudonym Johannes Climacus, draws attention to the potentially debilitating and destructive effects of doubt on both teachers and learners. The work of Paulo Freire is helpful in responding to the problems posed by Kierkegaard’s account. It is argued that in Freire’s pedagogical theory and practice, doubt has both epistemological and ethical significance. It is linked with other key Freirean virtues such as humility and openness, and it forms part of the process of learning how to question. It is also related, through the Freirean idea of being ‘less certain of one’s certainties’, to the ethical priorities we determine, the political commitments we have, and the actions we take as we negotiate our way in the world.

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Smart, Benjamin T. H. "Practicing Afrocentric Ethical Teaching." Teaching Philosophy 43, no. 2 (2020): 179–99. http://dx.doi.org/10.5840/teachphil202035119.

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Slowly, we are gaining a deeper understanding of the persisting psychological trauma experienced by students at colonial universities, and beginning to recognize that the Eurocentric curricula and pedagogies must change if students such as the “born-frees” in post-Apartheid South Africa are to flourish. In this article, I present a sub-Saharan African concept of “the ethical teacher,” and use this to ground a “ubiquitous action-reaction” teaching model. I use these concepts to develop a decolonized pedagogy – a teaching methodology that avoids a number of harmful colonial teaching practices in philosophy. I suggest a number of novel ways of accommodating a “decolonized education” with a view to inspiring teachers of philosophy in colonial countries globally. I propose a new, malleable pedagogical model that is particularly useful in the colonial context, since its uniqueness lies in the African ethical framework that grounds it. However, I contend that philosophy educators globally will benefit from taking the principles proposed in this article seriously.

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Lee, Joori. "Restoring a Subaltern Woman’s Voice: Ethical Literary Pedagogy through Joyce’s “Eveline”." Korean Society for Teaching English Literature 21, no. 3 (December 30, 2017): 97–123. http://dx.doi.org/10.19068/jtel.2017.21.3.05.

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Journal articles on the topic 'Ethical pedagogy'

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