Teaching Of Ethics Research Articles

Orientasi Desain Pembelajaran PAI dan Budi Pekerti pada Kurikulum Merdeka

This study aims to analyze the design of Islamic Religious Education (PAI) and Ethics learning and its supporting programs at SMAN 01 Garut, within the framework of the Independent Curriculum implementation. The research approach used is descriptive analysis, with data collection techniques through observation, interviews, and documentation. Data were analyzed using the Miles and Huberman method. The main findings show that PAI and Ethics teachers actively participate in the preparation of various important documents such as syllabi, educational calendars, annual programs, and semester programs, involving all school elements, including committees and parent representatives. This involvement aims to enhance the quality of learning through close collaboration among related parties. This research makes a significant contribution to the literature on the implementation of the Independent Curriculum in senior high schools, particularly in the context of religious and ethical education. However, this study has limitations in terms of the number of respondents and the limited duration of the research. The prospects for developing the results of this study include increasing the use of technology in learning and applying broader collaborative strategies in various school contexts. Further implications indicate the need for ongoing teacher training to optimize the quality of learning and adapt the curriculum to local needs.

The Construction of College Teachers' Professional Ethics in the Digital Age

In the context of the digital age, facing the current situation that there is still a gap between the talents currently trained and the actual needs of the country, this paper first introduces the concept of the construction of professional ethics for college teachers and then points out the significance and challenges of the construction of professional ethics for college teachers in the context of the digital age. Finally, it introduces the path to improving the professional ethics of college teachers in the context of the digital age. It points out that as college teachers must be based on the present, focus on the future, dare to meet challenges, expand China, face the complex international situation, respond to the requirements of the digital age, adhere to serving the great rejuvenation of the Chinese nation as an important mission of education, and continuously strengthen the construction of teachers’ professional. This can train qualified successors for the future of the motherland, improve students’ innovative consciousness, practical ability and enterprising spirit, and provide society with innovative, compound and applied talents required for economic transformation and upgrading.

Special Issue of the Asian Journal of Business Ethics on Global Survey of Business Ethics (GSBE) Reports 2022–2024 from Asia, Australia, and Russia: Australia

AbstractThis report examines a study focused on current interest areas and themes of business ethics in Australia as discussed in the Australian media (major national and State newspapers) across the years 2019–2022, using content analysis and stakeholder frame of focus. The identified themes are then compared with themes identified in the Global Survey of Business Ethics 2022–2024. These themes provide a framework to compare with themes identified as important for teaching and research through a survey of Australian university educators in business schools involved in ethics teaching and research in South Australia and Western Australia. Findings indicate that ethics and ethical concerns appear across a range of media publications in Australia which in turn is placing pressure on businesses to respond to this ethics talk in the media in explaining or justifying their actions. Although no particular pattern is identified from responses, some topics are gaining more prominence such as climate change and artificial intelligence, both in the media and in university courses and research. Topics of discussion were ranked from very important to important. It is concluded that ethical issues are important for Australian business and business is responding. Key ethical issues include climate change and sustainability, governance, government and transparency, and organizational culture with ethical issues of interest to Australia featuring including sport, corporate misconduct, and Indigenous issues.

Discussing Controversial Topics While Keeping the Class Civil: Critical Pedagogy and Dialogue for Those Who Dare

ABSTRACT This narrative self-study explores how a teacher educator managed to maintain civility while addressing controversial issues in a multicultural education course in Texas, amidst student resistance to a radical democratic curriculum. The educator describes their experience with Gabriel, a student whose resistance bumped against critical pedagogy approaches. Despite the educator’s careful planning and dialogue-centered teaching, an unforeseen moment of discomfort exposed the limitations of the teaching strategies. methods and underscored the need for emotional awareness in the act of teaching. The study’s findings explore critical pedagogical practices through explication of reflection-before-action, reflection-in-action, and reflection-after-action. Reflection-before-action, while valuable, cannot fully prepare educators for unexpected challenges, such as student resistance, that arise during teaching. Continued reflection in and on action is often necessary. Reflection-in-action revealed that a dialogue protocol used to maintain civility was inadequate, as it could not effectively handle dissent. Reflection-after-action, through personal journaling and discussions with critical friends and students, provided insights into managing the educator’s emotions, challenging assumptions, and enhancing listening and reflective skills. The study highlights the importance of embracing uncertainty and emotional complexity in teaching. It argues that effective critical pedagogy requires ongoing reflection and adaptability. Authors advocate for an ethical teaching approach that aligns with Freire’s call for empathy, humility, and daring dialogue, with students to bridge diverse, even contested, perspectives and foster democratic problem-solving experiences in education.

A Probe into the Role of Educators in Moral and Ethical Education

This paper explores the role of educators in moral and ethical education. Historically, educators have always recognized the importance of moral education, emphasizing the great responsibility of educators in promoting students' moral development and moral decision-making. Through a comprehensive literature review, the study analyzes the dual roles of educators as ethical role models and rule-makers and enforcers. The focused research of Narinasamy et al., and Campbell, is carefully and critically analyzed in this paper to understand how educators' own behavior and classroom rules affect students' moral development. The analysis reveals the significant influence that educators have on shaping students' moral perspectives and the overall moral climate of the educational environment. In addition, the paper explores the impact of multicultural backgrounds and educators' personal values on their role in moral education, and recommendations for future research also highlight the need to address outstanding questions about cultural influences and educators' personal values. The findings highlight the important role of educators in moral education and suggest directions for further research to improve the effectiveness of ethical teaching practices.

Transforming Ethics Education Through a Faculty Learning Community: “I’m Coming Around to Seeing Ethics as Being Maybe as Important as Calculus”

Ethics is central to scientific and engineering research and practice, but a key challenge for promoting students’ ethical formation involves enhancing faculty members’ ability and confidence in embedding positive ethical learning experiences into their curriculums. To this end, this paper explores changes in faculty members’ approaches to and perceptions of ethics education following their participation in a multi-year interdisciplinary faculty learning community (FLC). We conducted and thematically analyzed semi-structured interviews with 11 participants following the second year of the FLC. Qualitative themes suggested that, following two years of FLC participation, faculty members (1) were better able to articulate their conceptualizations of ethics; (2) became cognizant of how personal experiences, views, and beliefs informed how they introduced ethics into their curriculum; and (3) developed and lived instructional principles that guided their ethics teaching. Results thus suggested that faculty members benefitted from exploring, discussing, and teaching ethics, which (in turn) enabled them to see new opportunities and become confident in integrating ethics into their courses in meaningful ways that aligned with their scholarly identities. Taken together, these data suggest faculty became agents of change for designing, implementing, and refining ethics-related instructional efforts in STEM. This work can guide others interested in designing faculty learning communities to promote instructional skill development, faculty members’ awareness of their ethical values, and their ability and agency to design and integrate ethics learning activities alongside departmental peers in an intentional and continuous manner.

446.4: Creating ethical dilemma teaching material on organ transplants for junior and high school education.

446.4: Creating ethical dilemma teaching material on organ transplants for junior and high school education.

(Re)weaving the Black Heritage: Arturo Alfonso Schomburg’s Black Christian Ethics of Collaboration and Pioneering Social Service

Abstract: Despite the prominence of his world-renowned archive, the writings of Arturo Alfonso Schomburg have been largely understudied, especially in relation to Christianity. This article argues that Schomburg’s writings espouse a Black Christian ethics of collaboration and pioneering social service that is underpinned by the social and ethical teachings of Jesus Christ. Schomburg’s ethics appears in the form of critical reflections, which occur when the double movement of his narrative creates a point of inflection, causing a slippage that opens a threshold that allows for the decentering and (re)weaving of the fabric of history.

The Value and Realization Strategy of Teacher Ethics Construction in Colleges and Universities under the Perspective of “Cultivating People by Virtue”

The Value and Realization Strategy of Teacher Ethics Construction in Colleges and Universities under the Perspective of “Cultivating People by Virtue”

Exploring the Pathways of Ideological and Political Education through the Integration of Marxism and Traditional Chinese Culture

This paper explores the integration of Marxism and traditional Chinese culture within ideological and political education, presenting a novel methodology for ideological dissemination in China. By combining Marxist scientific and theoretical frameworks with the ethical and philosophical richness of traditional Chinese culture, the study proposes a comprehensive educational strategy. This integration aims to enhance the effectiveness and cultural relevance of ideological and political education, addressing both societal and individual needs. The research highlights shared values such as social harmony, justice, and the importance of education, while demonstrating the complementarity of Marxist dialectics and traditional Chinese ethical teachings. Through strategic curriculum integration, targeted teacher training, and experiential extracurricular activities, the study provides a holistic approach to fostering critical thinking, cultural awareness, and social responsibility. Ultimately, this integrated framework seeks to cultivate a socially responsible and ethically grounded citizenry, contributing to the development of a harmonious and equitable society.

Book review: Rebecca Tipton, The Routledge Guide to Teaching Ethics in Translation and Interpreting Education

Book review: Rebecca Tipton, <i>The Routledge Guide to Teaching Ethics in Translation and Interpreting Education</i>

To Determine the Effectiveness of Current Ethical Teachings in Medical Students and Ways to Reform this Aspect

To Determine the Effectiveness of Current Ethical Teachings in Medical Students and Ways to Reform this Aspect

“The Main Questions of Christian Ethics”: Following Dietrich Bonhoeffer’s Barcelona Lecture

The intellectual legacy of Dietrich Bonhoeffer (1906–1945), one of the most influential theologians of the 20th century, has been interpreted in various ways. His ideas were both mooched off of and developed. His judgments regarding certain elements of Christian ethics were no exception. In order to avoid falling into the trap of modern interpreters of Bonhoeffer, who often tailor the views of this theologian to fit their own paradigm, accepting some of his ideas and ignoring others, it is necessary to independently research the entirety of his works, which have survived and reached us thanks to his student and friend, Eberhart Bethge. Therefore, the purpose of this essay is to comprehensively examine those parts of Bonhoeffer’s work that receive the least attention in wider theological circles. In other words, we will see the statements of a different Bonhoeffer, not the one that is known to the general readership. Bonhoeffer’s dissertations, books, articles, sermons, lectures, correspondence, poetry, etc., totaled sixteen volumes. The Lutheran theologian developed his concept of ethics throughout his (unfortunately, very short) life, but this concept is known mostly for Bonhoeffer’s key work of the ‘40s, aptly titled – “Ethics.” Therefore, in order to understand where his original and sometimes radical ethical ideas originate, one should turn to the texts of Dietrich Bonhoeffer and his biography. The relevance of our material lies in the fact that the Ukrainian reader is largely unfamiliar with Bonhoeffer’s early works. Moreover, today’s Ukrainian reader only has a translation of his letters and notes from prison. To investigate the ethical teaching of this German theologian, researchers should start with his Barcelona lecture and move to his life’s work, that is, to the aforementioned “Ethics.” Bonhoeffer’s work is relevant more than ever in the current Ukrainian context, which is essentially a state of war with Russia’s invading horde and in which ordinary Christians (and not only they) face ethical challenges on a daily basis. And although Bonhoeffer’s texts are written, to a greater extent, from the position of a German (it is difficult to justify the wars that Germany waged in the 20th century), he was still right on certain issues that will be discussed in the essay.

Exploration of the Path of Integrating Teachers' Mental Health Work into Teacher Ethics Construction in Colleges and Universities in the New Era

An in-depth study has been conducted on how the work of college teachers in mental health in the new era can be integrated into the way of building teacher ethics. Excellent teachers' morality has laid a solid foundation for the educational foundation of colleges and universities, and at the same time, it also reflects the management level and educational quality of colleges and universities to a certain extent. This paper reveals the main problems by analyzing the actual situation of the current construction of teachers' morality in colleges and universities. At the same time, it also puts forward how colleges and universities should strengthen the mental health work into the strategy of teacher ethics construction in the new historical background, as well as how to create and shape the environment of teacher ethics suitable for the characteristics of colleges and universities more effectively.

Keep quiet or act? Challenges in integrating ethical theory into gerontological nursing care during students’ first clinical rotation: A discussion paper

AimThe aim of the paper is twofold: 1. To present observations based on first-year nursing students’ narratives during clinical rotation in gerontological nursing care; and 2. Explore a nursing educator’s reflections on these observations in relation to the didactic and ethical challenges that occurred. BackgroundThe teaching of ethics is included in nurse education worldwide. Students are in their first clinical placement in residential care of older persons confronted with the moral complexities of gerontological care, where they get little possibility to share emotions and thoughts about ethically challenging nursing situations with a supervising registered nurse. DesignA critical discussion paper. MethodThe educator’s reflections in this discussion paper are based on a narrative assignment in ethics where first-year nursing students reflect on and describe a nursing situation during their clinical rotation in the residential care of older persons. ResultsMost students were acting as mere spectators in the described nursing situation where an older person, ethical standards, or evidence-based care was violated. Some students acted as advocates to the older person and intervened in the situation and a few as inspirers showing alternative ways of handling ethically challenging situations. ConclusionsEducators in nursing programs at the undergraduate level require time for student-centered formative guidance to foster moral courage and practice. During first-year students’ clinical rotation, the learning goals in long-term residential care of older persons are focused on evidence-based basic nursing care. In this, students are confronted with ethically challenging situations, where the possibility to learn from a critical reflective practice is rare. When observing situations where an older person is subjected to unethical or unsafe nursing care it is common that the students take the spectators’ role, not knowing how to deal with what is observed. Some students are taking an intervening role by trying to alleviate the vulnerability of the older person. A few are showing moral courage by directly intervening when experiencing unethical or unsafe nursing care or conduct. In this the student can inspire fellow students or staff during their clinical rotation in alternative ways of handling ethically challenging situations. As older persons are the largest demographic group that nurses will experience, educators need a sound knowledge of ethics as well as gerontological care to be able to meet and nurture students’ ethical reflections during clinical practice and to foster practical wisdom in nursing.

Assessment of the understanding and awareness of bioethics among healthcare professionals in all public and private hospitals of Haripur district, Pakistan: a multicentre cross-sectional study

ObjectiveTo assess the level of bioethics awareness among healthcare professionals in Pakistan, focusing on the associations with sociodemographic characteristics, training and teaching of ethics, medical ethics practice and specific ethical...

How to Renew Business Ethics Education?

Business ethics education is losing credibility worldwide. This is partly due to the experience that teaching ethics in business schools does not necessarily help future professionals to be more ethical in business. The article agrees with Claus Dierksmeier’s criticism of conventional business ethics education and suggests that business ethics courses should be renewed both in contents and pedagogy. The article advances a position that business ethics education is much needed in business schools as they can give room for both students and faculty for transformational learning and moral growth.

Program Development for Enhancing Teachers’ Competencies in Teaching Railway Control and Maintenance in Vocational Colleges under the Office of Vocational Education Commission

Teacher competency is crucial for the quality development of learners. Teachers with high competence in learning management will result in high-quality learners. This research aims 1) to study the components and indicators of teachers&amp;rsquo; competency in teaching railway control and maintenance. 2) to study current conditions, desirable conditions, methods of development, and needs for the development of teachers&amp;rsquo; competency in teaching railway control and maintenance. 3) to design and develop a teachers&amp;rsquo; competency-enhancing program in teaching railway control and maintenance, and 4) to study the results of implementing the teacher competency-enhancing program in teaching railway control and maintenance. The methodology was research and development conducted in 4 Phases as follows according to the objectives. The results showed that 1) Components and indicators of teachers&amp;rsquo; competency in teaching railway control and maintenance have 5 components, and 17 indicators, confirmed by experts, are appropriate at the highest level. 2) Current condition, teachers&amp;rsquo; competency in teaching railway control and maintenance, overall was moderate level. The desirable condition, overall was at the highest level. Competency development methods consist of (a) Training, (b) Self-learning, (c) Workshops, (d) Study visits, and (e) Work practice in the workplace, and the priorities of the needs for competency development, including (a) Self-development, (b) Ethics and professional ethics of teachers, (c) Measurement and evaluation of learning outcomes, (d) Curriculum administration and learning management, and (d) Building relationships and cooperation with the community for learning management, respectively. 3) Teachers&amp;rsquo; Competency Enhancing Program in Teaching Railway Control and Maintenance consists of (a) Principles, (b) Objectives, (c) Model and development methods, (d) Contents and developing activities consisting of 5 Modules, and (e) Measurement and Evaluation. The result of the program evaluation by qualified experts was appropriate, utility, and possibility at the highest level. 4) The results of implementing the teachers&amp;rsquo; competency-enhancing program in teaching railway control and maintenance were used. It was found that (a) knowledge of teacher competency in teaching railway control and maintenance before development received an average score of 17.70 out of 30, representing 58.99% after development, receiving an average score of 25.90, representing 86.33%. Knowledge after development was higher than before development. (b) Teachers&amp;rsquo; competencies and overall performance before development were at a moderate level. After development was at the highest level, and (c) the results of the program satisfaction assessment by participants overall and all aspects are at the highest level.

Manifestation of Ethical Teachings in Illustrations of Lithographic Manuscript Called ‘Expressing the Story of His Highness Solomon’

Holy Qur'an that is replete with historical stories pertaining to the prophets and their nations and aims at transferring revelation teachings and human guidance drew the attentions of the experts from the early Islamic centuries. Historians engaged in narrating the stories of the prophets’ lives in their writings. However, such writings lacked pictorial expression. Thus, in order for the literary-religious concepts of these writings to be better revealed, the miniaturists from the later centuries were assigned to decorate them with images. One of these is the lithographical manuscript called ‘expressing the story of His Highness Solomon’.The present study was based on the credible library-electronic resources and pictorial data collection through a field of research and sought finding an answer to the question as to what visualization principles and regulations can be applied in the aforesaid manuscript so that the ethical teachings latent in its story can be better expressed.

Using the classic trolley problem to teach AI students and researchers about their role as moral agents, and why they should be subject to moral scrutiny

AbstractThis commentary proposes a means of teaching students – particularly computer science students – about their role as moral agents, who, on account of this role, are necessarily subject to moral scrutiny. It utilizes the classic Trolley Problem; but instead of focusing on the morality of the decision the bystander makes, it focuses, initially, on the role of the bystander as an agent of action, capable of effecting change and then, more importantly, as a moral agent whose action capabilities are subject to moral scrutiny. I believe that using the Trolley Problem in this way provides those tasked with teaching ethics to computer science students (but also others) a practical means of drawing attention not simply to whatever guidelines (e.g., code of ethics) have been produced in relation to AI and IT research, but to the fact that students and researchers alike are moral agents, however reluctant they may be to embrace this fact in the context of their studies and/or research.