Teaching Of Ethics Research Articles

Effects of University Teachers' Professional Ethics on their Students' Achievements

This study investigates the impact of university teachers' professional ethics on the academic achievements of their students. Employing a descriptive research design and utilizing survey methods, the study focuses on graduation-level education at the University of Okara, Punjab. The population of the study encompasses students enrolled at the University of Okara, necessitating the use of convenient sampling techniques due to its size. Eight departments, including Botany, Chemistry, Education, English, Information Technology, Management Sciences, Mathematics, and Zoology, were selected for data collection. A self-developed Professional Ethics Rating Scale (PERS) was employed to measure the ethical conduct of teachers. The scale's validity was confirmed through expert opinion, and its reliability coefficient was determined to be 0.79. The study revealed a significant relationship between teacher ethics and student achievement. The findings underscore the importance of ethical conduct among university teachers and its profound influence on student academic performance.

The Influence of Ethical Philosophy on Teachers' Work Ethic

This paper investigates how much ethical philosophy influences a teacher's work ethic in an educational context. The focus of the study involves evaluating teachers' understanding of the principles of ethical philosophy relevant to their duties and responsibilities as educators. Research methods involve literature studies, surveys, interviews, and content analysis to gain a comprehensive understanding. The results of this study are expected to provide an overview of the extent to which teachers understand ethical values and how they are reflected in their daily practices. It is also expected to identify a direct influence between the understanding of ethical philosophy and the work ethic of teachers. Case studies and statistical analysis are used to gain deeper insight into implementing ethical values in teaching, student interaction, and decision-making. Through a better understanding of the relationship between ethical philosophy and teacher work ethic, this research can contribute to the educational literature and open the door to developing strategies or training programs that can strengthen the influence of ethical philosophy in shaping ethical and meaningful educational practices.

Spiritual being in Parmalim theology of the Batak people in North Sumatra

This article explains the religious system of Parmalim sect found in the Batak lands of North Sumatra. The problem in the research is how the Parmalim theology is constructed and several aspects related to the religious ceremonies. In Parmalim, theology and religious rituals tend to be more dominant with natural theology. The main teachings of this sect mostly come from narratives and cultural texts and ethical teachings of the Batak community. This community still exists today because of its ability to adapt to the culture of the community and the support of the traditional Batak leaders themselves.Contribution: The study provides vital insights into the religious composition of the Parmalim sect and the socio-cultural factors contributing to its resilience. It contributes to the broader understanding of religious diversity, tolerance and the role of leadership in the survival of such communities, aligning with the journal’s focus on religious studies and cultural dynamics.

Exploring ethical decision-making in Chinese early childhood teachers

ABSTRACT With the advancement of Chinese teacher ethics, the significance of professional ethics among kindergarten teachers has gained prominence. Early childhood professional practice encompasses intricate ethical dilemmas that teachers must promptly identify and address. Consequently, the ability to make ethical decisions has become a crucial skill in teachers’ professional ethical practice. This study investigates the ethical dilemmas and decision-making of Chinese kindergarten teachers (N = 19) through semi-structured interviews and non-participant observation in a specific kindergarten setting. The findings reveal that Chinese kindergarten teachers face ethical dilemmas that revolve around four main themes: matters related to teacher’s work, matters related to parental expectations and requirements, matters related staff’s behaviour, conflicts between common rules. Chinese kindergarten teachers’ ethical decision-making can be categorised into four main types: inadvertently ignoring or giving less consideration, avoiding, delegating, and dialogue. Given China’s current focus on strengthening teacher ethics at the policy level, the results of this research hold significant reference value for enhancing the quality of teacher-child interaction and teachers’ ethical standards.

Analysis of the strategies for shaping and enhancing the professional ethics of preschool teachers

Analysis of the strategies for shaping and enhancing the professional ethics of preschool teachers

TEACHING PERFORMANCE OF ALTERNATIVE LEARNING SYSTEM MOBILE TEACHERS ASSIGNED IN DAVAO CITY COMMUNITY: METHODS AND STRATEGIES IN FOCUS

This study aims to discover the teaching performance of the Alternative Learning System Teachers assigned in Davao City community whose teaching methods and strategies are in focus. This study would somehow trace the significant role of ALS teachers in the institution as they communicate knowledge in a specific subject, help students grow to the fullest, develop a proper attitude, and unfold their personality. This notion of teachers is deemed universal and consistent all over the world. This study may help to develop different pedagogies and relationships between ALS teachers and to enhance teacher’s competence; achieving school goals to teachers performance in selected ALS schools in Davao City. This may also serve as the basis for improvement. Moreover, in the Philippine context, the Code of Ethics for Professional Teachers and the Philippine Professional Standards for Teachers specifically mandate educators to be equipped with technical and professional competence and possess dignity and reputation with high moral values. In other words, high standards are set for ALS teachers. According to American Educational Research Association (1999) unspoken pressure for them to continually put their best foot forward and maintain a dignified image in society. The criteria for selecting participants were specified and appropriate for this case study. The primary population for this case study originated from the Alternative Learning System teachers. The participants for this study were purposefully selected because, selecting the right participants and building working relationships with them can make or break a qualitative study. KEYWORDS: teaching performance, teachers, methods, strategies, alternative learning

Emotional stoicism and affective masculinities in Chad Harbach’s The Art of Fielding

ABSTRACT Chad Harbach’s The Art of Fielding (2011) offers a compelling phenomenology of contemporary masculine affect in the story of troubled young white men on a college baseball team who struggle with ‘emotional stoicism’, a term gender scholars use to describe how boys and men are taught to hide feelings and vulnerabilities that Western culture has long associated with girls and women. Harbach’s novel explores the association between masculine ‘stoicism’ and the eponymous philosophy of Stoicism, which developed exercises to extirpate emotions. Harbach finds in the impossible quest for Stoic apatheia an analogy to the similarly futile pursuit of hegemonic masculinities, both fruitlessly following the logic of what Lauren Berlant terms ‘cruel optimism’, a concept that can help vividly illustrate how some Stoic philosophy distorts the affective lives of men. Yet the novel redeems elements of Stoicism, revealing how masculinities that encourage a competitive and controlling orientation toward others fundamentally contradict central Stoic ethical teachings. A re-envisioned, non-sexist Stoicism, the novel implies, might help boys and men to avoid the most harmful manifestations of hegemonic, ‘stoic’ masculinity.

Tourism, animals & the vacant niche: a scoping review and pedagogical agenda

ABSTRACT The topic of animal ethics has advanced in tourism studies since its inception in 2000, based on a diverse range of studies on species involvement, types of uses and contexts, level of engagement, states of animals, and theoretical perspectives. While there is still considerable scope to amplify research on animal-based tourism, a gap exists in tourism pedagogy amidst the field’s emphasis on a new expanding consciousness platform. We review the depth of existing scholarship on animal ethics in tourism and develop an agenda for advancing animal ethics pedagogy for the future. Our intent is to issue a call to action for curriculum committees, programme administrators, and educators to recognise and act on this critical moral domain in tourism education.

Teaching medical ethics and medical professionalism in Saudi public and private medical schools.

Medical ethics and professionalism are two essential parts of building up the identity of a competent physician. This study was conducted to determine the nature, content, and methods of medical ethics and professionalism education in Saudi public and private medical schools. It also sought to identify the challenges and obstacles in teaching and assessing medical ethics and professionalism and suggest appropriate changes. A cross-sectional study was carried out in Saudi private and public medical schools. To achieve the study's aim, an assessment tool in the form of a novel self-administered questionnaire was developed, piloted, and then used. A representative from each of the 28 Saudi medical schools participated in the study. Twenty-four (82.1%) responding medical schools have no medical ethics department. Most of the medical schools (64.2%) have 25% or less of their faculty staff who teach ethics holding a qualification in medical ethics. Most schools have a specific course for medical ethics and professionalism (85.7% and 57.1%, respectively). Multiple-choice questioning is the most popular assessment method in medical ethics and professionalism courses (89.3% and 60.7%, respectively). The need for more qualified staff and clear guidelines/resources is a significant drawback to the teaching of medical ethics. Therefore, the study recommends developing national guidelines dedicated to the undergraduate teaching curriculum from which courses would be designed to enhance medical ethics and medical professionalism.

Analysis and Mechanism Path Exploration On the Professional Ethics and Competence of Teachers in Colleges and Universities

Analysis and Mechanism Path Exploration On the Professional Ethics and Competence of Teachers in Colleges and Universities

Practice and Exploration of High-Quality Development of Teacher Ethics Education in Primary and Secondary Schools in the Context of the New Era

It was emphasized that “only with high-quality teachers will there be high-quality education.” In the new stage of development, China’s basic education shoulders the heavy responsibility of the times, and there is an urgent need to comprehensively promote the construction of high-quality teachers at the new historical starting point. Teacher ethics is directly related to the quality of students’ character and comprehensive development and is also an inevitable requirement for promoting the construction of high-quality teachers. The current school-based construction of teacher ethics education in primary and secondary schools is characterized by incomplete planning, single content, insufficient assessment and feedback, inadequate integration of resources, and deficient incentives and ongoing support [1]. In this regard, it is necessary to establish standards of teacher ethics, implement teacher ethics education, and keep the bottom line of teacher ethics in order to realize the high-quality development of teacher ethics education.

History Teacher Training from Decolonial Curriculum Practices to Combat Racism at UniProjeção in the Federal District — A Secondary Publication

This article aims to understand the training process of history undergraduates, to see if there are decolonialcurricular practices to combat racism at the Centro Universitário e Faculdade Projeção (UniProjeção) in the Federal District, to understand how coloniality has corroborated the exclusion of different epistemologies and the erasure of different cultures, and how this exclusionary process of coloniality interferes in the training of history teachers. In order to combat this practice, we are looking for alternatives that can break these suppressions carried out by Europeans. In this way, we turn to decolonial ideas that aim to break with the logic of coloniality. We can conclude that these practices are poorly developed in the institution, so we proposed active problem-based methodology and music as a didactic resource. As playful educational tools that strengthen the teaching-learning process, they are active agents in the decolonial work of combating racism, and it is essential to train responsible and ethical teachers in the fight against racism and any form of oppression.

Moderation in early eighteenth-century English Dissent: Philip Doddridge and his academy curriculum

ABSTRACT ‘Moderation’ in late seventeenth-century Britain indicated, at least in religious circles, an attitude of benevolence and restraint towards those who differed on questions not essential to the Christian faith. During the early part of the following century, the term was extended to cover essentials of the faith. In that context, Philip Doddridge designed the curriculum of his Dissenting academy, operative in Northampton from 1730 to 1751, to eschew the use of creeds and confessions of faith, as tending to bigotry, and to pursue moderation in the teaching of philosophy, ethics and theology through the use of an extensive and eclectic range of sources of differing, and often mutually conflicting, views, with the aim of promoting in his students an epistemic humility leading to greater charity and unity among Christians and the use of reason subject only to the authority of Scripture. The article explores the sources that Doddridge used in some of the principal topics addressed in his lectures in order to demonstrate his method and its implementation, thereby illustrating his pursuit of moderation in English Dissent in the first half of the eighteenth century.

Aristotelian Practical Wisdom (Phronesis) as the Key to Professional Ethics in Teaching

This article is about a virtue ethical approach to the professional ethics of teaching, centred around the ideal of phronesis (practical wisdom) in an Aristotelian sense. It is grounded empirically in extensive research conducted at the Jubilee Centre for Character and Virtues into teachers and other UK professionals, and it is grounded theoretically in recent efforts to revive an Aristotelian concept of phronesis as excellence in ethical decision-making. The article argues for the need for a virtue-based approach to professional practice, based on time-honoured Aristotelian assumptions and culminating in a conceptually viable construct of phronesis as a psycho-moral integrator and adjudicator. After setting some of the historical background in Sect. 1, Sect. 2 charts the most relevant empirical findings. Section 3 introduces a call for phronesis as a guide to virtue-based professional ethics: its role, nature, and methods of instruction. Section 4 adds some caveats and concerns about if and how phronesis can be cultivated as part of teacher training. Finally, Sect. 5 offers some concluding remarks about the novelty and radicality of the approach on offer in this article.

ТЕОРЕТИЧНІ ЗАСАДИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ ТОЛЕРАННОСТІ МАЙБУТНІХ ВЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ В УМОВАХ ВОЄННОГО СТАНУ

The article raises the problem and emphasizes the relevance of the formation of individual tolerance in modern conditions. In particular, the aim of the article is to study the theoretical foundations of the formation of pedagogical tolerance of future elementary school teachers in the conditions of martial law, which is achieved by applying a set of appropriate methods (analysis of philosophical, pedagogical and psychological literature; study and generalization of pedagogical experience, etc.). The presented research specifies and substantiates the essence the concept of «tolerance» - a means of achieving educational and educational tasks; one of the leading goals of the education process and «professional tolerance» is an integrated characteristic, a professionally important quality. The main signs of tolerant thinking are defined: the ability to take a person's point of view - decentration as opposed to infantile egocentrism; the ability to identify essential and minor features in the object being evaluated; the ability to ambivalence in the perception of an object, in which a person can see both positive and negative characteristics at the same time, as opposed to black and white univalent perception; the ability to establish similarities and differences between the same objects on different grounds, forming different groups; flexibility of thinking, which consists in the readiness to change one's ideas about the object in connection with the received new information. The essence, structure and functions of pedagogical tolerance of future primary school teachers are considered. The main ways of its formation during the education of students in a higher education institution are outlined. The importance of the teacher's guidance on the formation of a tolerant attitude towards others in younger schoolchildren is emphasized. The main ways of developing the professional tolerance of future teachers in higher education are outlined: the systematic formation of a stable position in students regarding strict compliance with the requirements of pedagogical ethics, the understanding of the unconditional value of each child, regardlessof his nationality, faith and level of development; organization of tolerant interaction during classes, group and collective educational and extracurricular activities of students; intercultural content of pedagogical education, in particular academic disciplines related to art; directing students to the formation of tolerance skills in children.

Adab-adab Mu’allim (Pengajar) dan Muta’alim (Pelajar) Perspektif Imam an-Nawawi dalam Kitab at-Tibyan fi Adabi Hamalatil Qur’an dan Relevansinya dengan Pendidikan Adab Masa Kini

The phenomenon of declining student ethics in today's educational environment reflects a serious challenge among education leaders, teachers, and students. This has implications for the quality of education. The damage to ethics, manners, and behavior is concerning, indicating a lack of attention to moral education in the present era. The aim of this research is to describe Mu’allim (teacher) and Muta’allim (student) according to Imam An-Nawawi, and to explain the relevance of these etiquettes to moral education in the current era. The research method employed is qualitative, specifically the library research type. The research findings are expected to serve as a guide for educators and learners in maintaining proper conduct in the educational environment. Imam An-Nawawi's thoughts on the ethics of teachers and students prove to be relevant to contemporary moral education. The implementation of moral conduct in the education sector needs attention to uphold moral values and ethics, shape the character of the younger generation, and prevent moral damages detrimental to education.

Qualitative ethical technology assessment of artificial intelligence (AI) and the internet of things (IoT) among filipino Gen Z members: implications for ethics education in higher learning institutions

ABSTRACT The primary aim of this paper is to identify the knowledge and perceptions of the Gen Z Filipino students about the forms and ethics of artificial intelligence (AI) and the internet of things (IoT). It likewise describes their experiences in the use of said technologies. The Gen Z population is considered the most exposed to AI and IoT. This paper is based on four focus group discussions (FGDs) with 28 university students. Results have revealed that the Gen Z participants consider the potential threats and challenges of AI and IoT to humanity which include privacy, confidentiality, and anonymity. In addition, the ethical challenges associated with AI and IoT pose the risks not only to data privacy but to security as well. Gen Z students suggest that people’s understanding of these technologies can be hastened through proper education and techno capacity-building. This implies that teaching ethics in HEIs needs to tackle ethical issues of technology and relate them to social, environmental, health, and economic issues.

基于课程思政的地方高师院校师德课教学评价体系研究

The teaching evaluation system plays a supervisory, diagnostic, feedback, and guarantee role in the construction of “Kecheng-Sizheng” in local normal universities. The construction of the teaching evaluation system for “Kecheng-Sizheng” in teacher ethics courses is not only an important prerequisite for the construction of curriculum ideological and political education in local normal universities, but also an important guarantee for improving the construction of curriculum ideological and political education in local normal universities. It is conducive to stimulating the main responsibility consciousness of teachers and enhancing the dual effectiveness of curriculum and ideological education. The construction of the teaching evaluation system for “Kecheng-Sizheng” in local normal universities should follow the principles of systematicity, effectiveness, diversification, and development. Teaching evaluation indicators should be designed from four dimensions: teaching management, teaching subjects, teaching processes, and teaching effectiveness. The implementation of teaching evaluation should be optimized from the aspects of evaluation subjects, evaluation standards, evaluation methods, and evaluation guarantee mechanisms, in order to improve the teaching effectiveness of “Kecheng-Sizheng” in teacher ethics course.

IMPLEMENTASI KODE ETIK DALAM PRAKTIK PEMBELAJARAN PENDIDIKAN AGAMA KRISTEN

The code of ethics is a guideline for teachers to act professionally and responsibly in carrying out their duties as teachers in educating their students. The purpose of this study is to find out the code of ethics in teaching in delivering material and we know the obstacles for students in ongoing learning. Qualitative methods are used by collecting data from various sources, then developed as part of data analysis. The teacher's code of ethics is the main moral foundation in the teacher's union in carrying out their duties as educators, directing, guiding professionals for their students.

The Ties That Bind: Low Morals, High Deception, and Dark Creativity

ABSTRACT Self-reported dark creativity has been related to lower concerns for all moral foundations, especially among those with dark personality traits. The present study aimed to extend these findings using real-world divergent thinking tasks with ethical and unethical instructions. Data (N = 1346, males = 388, females = 840, M age = 20.93, SD = 5.48) were collected on creative performance, moral foundations, and dark personality traits, including trait deceptiveness. Divergent thinking responses were coded for fluency, flexibility, creativity, goal-directedness, deception, moral valence, and a virtue caveat (where participants explicitly denied to give unethical responses). Results indicated that for both ethical and unethical tasks, lower binding foundations (loyalty, authority, purity) were associated with higher creative performance, whereas higher concerns for moral foundations were related to more noble and positive responses and lower deception used in responses. Among dark personality traits, only trait deceptiveness was a significant mediator between low binding foundations and high creativity. Contrary to our predictions, none of the Dark Tetrad traits were significant mediators. These findings reinforce the salience of deception in the process and outcomes related to dark creativity; implications and suggestions for future research are discussed.