Teaching Of Ethics Research Articles

Artificial Intelligence and an Anthropological Ethics of Work: Implications on the Social Teaching of the Church

It is the contention of this paper that ethics of work ought to be anthropological, and artificial intelligence (AI) research and development, which is the focus of work today, should be anthropological, that is, human-centered. This paper discusses the philosophical and theological implications of the development of AI research on the intrinsic nature of work and the nature of the human person. AI research and the implications of its development and advancement, being a relatively new phenomenon, have not been comprehensively interrogated in the social and ethical teachings of the Catholic Church. This paper, therefore, proposes a path for this interrogation by expounding a discourse which is believed to be epistemically helpful in the developing discourse of AI in the ethical and social teachings of the Church. The advancement in the research on AI is not only redefining the meaning of work, but, even more so, it is questioning the metaphysical notion of the human person and the theological notion of work as an intrinsic part in the selfhood and dignity of the human person.

The establishment of a performance evaluation model using education informatization to evaluate teacher morality construction in colleges and universities

Abstract To improve the effectiveness of the construction of teacher morality in colleges and universities, this article employs the performance evaluation model of education informatization to construct an evaluation system for the construction of teacher morality in colleges and universities. The evaluation of the construction effect of teacher morality is carried out through intelligent data analysis, and the significant error is used as the parameter of the teacher’s morality to make estimations. Moreover, a binary variable is introduced to judge whether the data have a significant error. Mixed integer linear and nonlinear programming methods are employed to detect significant errors. In addition, the idea of synchronizing teachers’ moral data is added. The effectiveness of the proposed method is verified by a simulation study using MATLAB 2017. The results show that it is necessary to establish and improve the talent flow mechanism that conforms to the requirements to promote the rational flow of teachers.

Ethical issues in dental education-A cross-sectional study with pre-clinical and clinical dental students.

Although ethics is an indispensable part of dental education, it has not yet played a relevant role in the dental curriculum in Germany. The study aimed at assessing their prior knowledge of ethical aspects, and their expectations of and wishes for ethics course of dental students, preclinical vs. clinical, at the dental school Kiel, Germany by means of a validated questionnaire. A descriptive cross-sectional study design was used. The study population consisted of dental students, from pre-clinical (n = 105) and clinical semesters (n = 110). In January 2019, each student completed a validated questionnaire to identify semester-specific ethical teaching content. Besides descriptive analyses, Mann-Whitney U test was used to compare pre-clinical and clinical students. A total of 215 dental students, with a mean age of 25.3 (SD 4.1), participated in the study, of which 150 were female (69.8%) and 65 were male students (30.2%). The results in the areas of 'previous knowledge of ethical issues' and 'expectations and desires in terms of teaching medical ethics' showed similarities and differences between pre-clinical and clinical students. Both groups stated that they need training in ethics. Moreover, especially clinical students recognize that more ethical competence is needed if the first patient contact will start. The study indicates that there is a clear need for ethics education. Student awareness of the relevance of ethical competences and the perception of ethical problems increased progressively during the course of their studies. Overall, the study provides good support for the development of specific ethics courses.

高师院校师范生师德培育的价值诉求、现实困境及优化路径

The cultivation of teacher ethics is the core essence of the cultivation of normal college students. It has important practical value in deeply implementing the fundamental task of moral education, meeting the construction of the new era teacher team, and cultivating teachers with noble moral character. Currently, the process of cultivating teacher ethics among normal university students is facing multiple challenges, including the impact of multicultural values, the binary opposition between heteronomy and self-discipline, the separation of knowledge and action in teacher ethics education, and the solidification of teacher ethics evaluation models. To overcome these difficulties, we need to guide the direction of cultivating teacher ethics for normal students by the socialist core values, to take the construction of teacher ethics as the main line and internalizing the quality of teacher ethics among normal students, to take the growth of teacher ethics as the cultivation path to enhance the level of teacher ethics among teacher trainees and to use diversified teacher ethics evaluation as a benchmark to promote the cultivation of teacher ethics among normal students.

Integrating Living Values Education into Indonesian Islamic Schools: An Innovation in Character Building

As a country with a majority Muslim population, Indonesia has strong foundations in religious teachings guiding daily life. However, social changes, technological advances, and globalization present challenges in ensuring character education remains relevant and adaptive. Islamic education in Indonesia is central to shaping individual character based on religious and ethical teachings. This study examines the potential of the Living Values Education (LVE) approach as an innovative mainstream in developing Islamic education in Indonesia. This research is a literature study, involving an in-depth analysis of relevant literature. The study shows that LVE provides a holistic approach covering ethical, moral, social, and emotional aspects. In the context of Islamic education, LVE can strengthen the understanding of religious teachings and associate them with universal virtues. The relevance of LVE lies in educators building learning dynamics based on positive character values. Thus, LVE becomes an innovative alternative in Islamic education, encouraging the creation of intelligent, moral, and creative generations for the nation's future.

Accounting Ethics Courses, Teaching Styles, Ethical Culture and Ethical Behaviour of Accounting Graduates in Malaysia

Accounting Ethics Courses, Teaching Styles, Ethical Culture and Ethical Behaviour of Accounting Graduates in Malaysia

Conceptualizing Professionalism: Perspectives of Science and Religion Teacher Candidates in Islamic Higher Education

This study explores prospective science and religion teachers' perceptions of professionalism within Islamic education at Islamic universities. Purposive sampling was used, and in-depth interviews were conducted with 17 students, including nine science majors and eight religion majors. Thematic data analysis was employed to examine the views, values, and practices that underpin their understanding of professionalism. The findings reveal that prospective Science teachers emphasize the significance of deep and applicable scientific mastery, while prospective Religion teachers prioritize moral and spiritual professionalism in teaching Islamic values. Both groups, however, concur that professionalism encompasses integrity, good teaching ethics, and a commitment to the mission of Islamic education. Factors such as the educational environment, institutional policies, and societal expectations significantly influence their perceptions. This study provides valuable insights into how professionalism is conceptualized and practiced within Islamic education, highlighting the need for more inclusive and relevant teaching approaches. These findings offer a foundation for enhancing educational policies and practices to better develop professionalism among future educators in Islamic higher education institutions.

Research and Practice Exploration of Ideological and Political Elements in the Course Teaching of University Developmental and Educational Psychology under the Background of New Agricultural Science

Developmental and educational psychology is a general compulsory course in teacher education. It is a highly applicable course that focuses on students' psychological development and learning rules. It is also a component of the national teacher qualification examination. Teacher certification focuses on "student-centered, output-oriented, continuous improvement", and emphasizes the achievement of graduation goals of "practicing teacher ethics, learning to teach, learning to educate, and learning to develop". At present, the importance of thinking, politics, teaching and learning in high schools in our country is becoming more and more obvious, and science teachers should integrate thinking and politics into the whole process of teaching and learning management, and truly realize the development goal of educating people in all aspects. Based on the cumulative teaching and education of the curriculum of the development and psychology of education in high school in recent years, the basic characteristics of the growth of high school students in the new period are clearly confirmed. This paper explains how to improve the teaching quality and teaching effect and promote the education quality of college teachers based on the curriculum, thinking, politics and teaching guidance.

The phenomenon of skin contraction in CO2 LASER surgical incisions using superpulse and continuous emission mode - preliminary study.

The skin contraction phenomenon occurs due to the energy emitted by the surgical CO2 LASER affecting the collagen architecture and intracellular water content in tissues. The study aimed to assess how gender, age, breed, body-weight, CO2 LASER emission mode, and potency influence skin contraction following the incision. The study involved 80 dogs (N = 80) of both genders, multiple breeds, undergoing major surgery with CO2 LASER. Subjects were grouped based on LASER potency (12 or 15 Watts) and emission mode (Superpulse-SP or Continuous-CT): GSP12, GSP15, GCT12, and GCT15. A 10mm incision was performed using the surgical CO2 LASER beam, consistently employing a focal point of 0.4mm, positioned at a distance of 1mm from the skin surface, and always maintained perpendicular to it, and resulting lengths measured with a digital caliper. Results were considered significant for p-value < 0.05. GSP12 showed minimal contraction, while GCT15 exhibited the most significant. Male subjects in GCT12, GCT15, and GSP12 experienced less contraction than females. Purebred dogs had greater contraction than mixed breeds. GSP12 individuals showed age-related contraction decrease (p < 0.01), with skin contracting by 0.09mm per year. Weight and skin contraction trended towards significance (p = 0.06), with a 0.02mm increase per unit weight. For a constant power of 12 W, the analysis of the relationship between the emission mode of the LASER beam and the final skin contraction (GSP12 vs. GCT12) revealed statistically significant differences (p < 0.01). This study suggests that the use of the Continuous mode of LASER emission, regardless of the power used, is associated with a higher level of final skin contraction. TRIAL REGISTRATION NUMBER AND DATE OF REGISTRATION FOR PROSPECTIVELY REGISTERED TRIALS: Project approval registration number by the Research and Teaching Ethics Committee (CEIE),Faculty of Veterinary Medicine-University of Lisbon (FMV_ULisboa), Lisboa-Portugal, N/Refª 015/2022.

A population-based estimation of maternal mortality in Lagos State, Nigeria using the indirect sisterhood method

BackgroundPregnancy and delivery deaths represent a risk to women, particularly those living in low- and middle-income countries (LMICs). This population-based survey was conducted to provide estimates of the maternal mortality ratio (MMR) in Lagos Nigeria.MethodsA community-based, cross-sectional study was conducted in mapped Wards and Enumeration Areas (EA) of all Local Government Areas (LGAs) in Lagos, among 9,986 women of reproductive age (15–49 years) from April to August 2022 using a 2-stage cluster sampling technique. A semi-structured, pre-tested questionnaire adapted from nationally representative surveys was administered using REDCap by trained field assistants for data collection on socio-demographics, reproductive health, fertility, and maternal mortality. Data were analysed using SPSS and MMR was estimated using the indirect sisterhood method. Ethical approval was obtained from the Lagos State University Teaching Hospital Health Research and Ethics Committee.ResultsMost of the respondents (28.7%) were aged 25–29 years. Out of 546 deceased sisters reported, 120 (22%) died from maternal causes. Sisters of the deceased aged 20–24 reported almost half of the deaths (46.7%) as due to maternal causes, while those aged 45–49 reported the highest number of deceased sisters who died from other causes (90.2%). The total fertility rate (TFR) was calculated as 3.807, the Lifetime Risk (LTR) of maternal death was 0.0196 or 1-in-51, and the MMR was 430 per 100,000 [95% CI: 360–510].ConclusionOur findings show that the maternal mortality rate for Lagos remains unacceptable and has not changed significantly over time in actual terms. There is need to develop and intensify community-based intervention strategies, programs for private hospitals, monitor MMR trends, identify and contextually address barriers at all levels of maternal care.

Application of the Book Adab Al-'Alim wa Al-Muta'allim to Students' Moral Education

This study examines the application of the book Adab Al-‘Alim Wa Al-Muta’allim in the moral education of students at MTsN 4 Nganjuk. The book, authored by K.H. Hasyim Asy’ari, provides guidelines on the ethics of learning and teaching, aimed at fostering high moral standards among students. The study employed a qualitative research method, utilizing interviews, observations, and documentation to collect data. Findings indicate that the application of the book's teachings significantly improved students' respect for teachers, time management, and overall ethical behavior. However, challenges such as limited understanding of the Pegon script and varying levels of familial support were identified. Despite these challenges, the successful implementation of the book's principles has led to enhanced moral behavior among students, characterized by increased respect for teachers and peers, as well as a stronger commitment to learning.

Putusnya Perkawinan dan Akibatnya dalam Hukum Islam dan Hukum Positif di Indonesia

This study discusses the termination of marriage and its consequences in Fiqh Munakahat. The aim of this research is to examine and understand Fiqh Munakahat which discusses the termination of marriage and its consequences. The method used in this research is a qualitative method of literature review. Essentially, marriage is intended for lifelong happiness between a man and a woman. Divorce is granted if one party fails to fulfill its obligations adequately and the other party is unable to fulfill its obligations, leaving no option but to divorce. The results of this research conclude that the termination of marriage in Islamic law is that the divorce process such as talak, fasakh, or khul' must be regulated with full justice, decency, and caution. Both parties must obtain their rights fairly, including rights to property, maintenance, and child custody. The importance of maintaining family integrity and avoiding divorce except when absolutely necessary is emphasized in Islamic teachings. Furthermore, Islamic law emphasizes peaceful conflict resolution and settlement that respects the rights of all parties involved. By understanding the relevant principles of Islamic law and seeking guidance from qualified scholars and jurists, Muslims can handle the termination of marriage wisely, prioritizing mutual welfare, and upholding the moral values and ethics taught by Islam.

Buddhist Ethics for Improving Health and Well-Being during Pandemics Like COVID-19 with Special References to Modern Scientific Experiments

The purpose of this research is to examine whether Buddhist ethics can improve the health and well-being of Buddhist practitioners during pandemics like COVID-19. It is hypothesized that diseases are part of suffering, and Buddhist teachings aim to eliminate the suffering of all beings. Buddhism also offers ethical codes of conduct for its practitioners to improve their health and well-being. So, the Buddha’s teaching or Buddhist ethics, when practiced seriously, should be able to improve one’s health, physically and mentally, enhancing the well-being of all Buddhist practitioners during the spread of all pandemics including COVID-19. The present study found that Buddhist ethical practices like the chanting of Buddhist suttas and the development of mindfulness, concentration/meditation, and insight (vipassanā) can improve both physical and mental health, which are important for dealing with any pandemic, tremendously. If the cores of Buddhist ethics (morality, meditation, and wisdom) are perfectly practiced, not only will one live with good physical and mental health but one also will be able to eliminate all the mental defilements that are the root causes of all illnesses and thus enter nibbāna, the state of mind that is beyond all sources of suffering including pandemics/epidemics. More specifically, this paper highlights a set of Buddhist practices, called four bhāvanās (types of development), that can be used to improve health and well-being during any pandemic.

Taking modelling beyond ‘teaching morally’ and ‘teaching morality’

ABSTRACT The central question of this paper is whether and how, from a virtue ethical perspective, teacher modelling and student emulation hang together in moral education. This matters, because philosophers have often focussed either on the moral psychology of emulation or on modelling as a moral educational method, neglecting the interplay between the two. It starts by analysing the conceptual framework underlying the influential Manner in Teaching (MiT) and Moral Work of Teaching (MWT) projects. It reconstructs how modelling is understood as ‘teaching morally’ or ‘teaching morality’. These two interpretations of modelling are developed further by drawing on additional literature on teacher education and moral education. Then, the conceptual framework is extended by focusing on how students may learn from modelling through mimicry, imitation or emulation. This results in several conceptual relations that illuminate the complex dynamics between teacher modelling and student emulation. For example, teacher modelling does not guarantee student emulation, which challenges the common advocacy for teachers as role models. At the same time, students may emulate teachers without teachers being aware of their impact. This results in a more nuanced understanding of what it takes for teachers to be moral role models.

Goal Progression, Trait Changes, and Practice Paths of Artificial Intelligence Ethics Education of Professional Courses in Higher Education

Artificial Intelligence as an emerging technology in a large number of applications at the same time gradually revealed many ethical issues. Artificial Intelligence ethics education has become an important initiative and a key link in the implementation of the fundamental task of moral education in Chinese higher education institutions, however, Artificial Intelligence ethics education in professional courses often lags behind the education of course knowledge and skills, and it is difficult to achieve the integration of the three educational requirements. This paper proposes that Artificial Intelligence ethics education in professional courses should meet the requirements of the progression of course teaching objectives and adapt to the changes of educational traits from explicit and implicit to integration, and puts forward a practical path of Artificial Intelligence ethics education in professional courses that is consistent with the objectives, adapted to the traits, and constructed with multiple synergies according to the progression of the educational objectives of the professional course system and the changes of the educational traits. This paper also proposes the following suggestions for ethical education in professional courses: in order to achieve the goals of ethical teaching, it is necessary to establish connections between courses at different stages of cultivation, so that each course forms a hierarchical, collaborative, and supportive relationship. After the relationship is established, it is necessary to strengthen the collaborative participation of various subjects and corresponding practical guarantees in the specific teaching practice. This helps to form a system of Artificial Intelligence ethics education throughout the whole process, which in turn improves students' Artificial Intelligence ethics literacy.

Research on the Connotation of Teacher Ethics in Chinese Higher Educational Institutions in the New Era

Research on the Connotation of Teacher Ethics in Chinese Higher Educational Institutions in the New Era

Forensic Psychiatry Education in Child and Adolescent Psychiatry (CAP) Fellowship: Results from a Multi-site Survey.

This study examined the current state of forensic education among child and adolescent psychiatry (CAP) fellowship programs, regarding specific forensic topics, teaching resources, methods, and experiences. The authors aimed to gather and analyze this data to assess the need for additional standardization of forensic psychiatry education in CAP fellowship, such as broader access to resources, and/or inform the development of a standardized curriculum, including milestones, in child and adolescent forensic psychiatry. The authors collaboratively developed a survey instrument on child and adolescent forensic psychiatry education, which was then sent to 135 accredited CAP fellowship programs. The items included in the survey instrument were designed based on literature review, expert consensus, and a 1992 American Association of Directors of Psychiatric Residency Training survey on teaching ethics and forensic psychiatry. Completed response data was returned by 25 of the 135 programs surveyed. Complete responses came primarily from academic institutions (52% public, 36% private) with small- or medium-sized programs (1-12 total fellows, 88%; 11-29 faculty members, 56%). Programs reported on CAP forensic rotation sites, faculty members' level of expertise and involvement in forensic CAP, common forensic topics and experiences offered, and programs' attitudes towards specific topics and experiences. Child and adolescent psychiatrists must gain a clear understanding of the essential components of CAP forensic psychiatry during CAP fellowship, to mitigate discomfort when interacting with the legal system and meet the rising need for forensic CAP expertise across systems and structures impacting youth populations.

The Impact of Ethics Instruction and Internship on Students’ Ethical Perceptions About Social Media, Artificial Intelligence, and ChatGPT

ABSTRACT Communication programs seek to cultivate students who become professionals not only with expertise in their chosen field, but also ethical awareness. The current study investigates how exposure to ethics instruction and internship experiences may influence communication students’ ethical perceptions, including ideological orientations on idealism and relativism, as well as awareness of contemporary ethical issues related to social media and artificial intelligence (AI). The effects were also assessed on students’ support for general uses of AI for communication practices and adoption of generative AI, specifically ChatGPT. The survey results based on a student sample in Taiwan show that internship experience is more significant than ethics instruction on swaying ethical perceptions and behavioral inclinations of adopting AI applications. Adding to the limited body of knowledge on the effect of ethics education and internship programs, the findings also offer insights for how communication education can address emerging ethical challenges brought by new technology.

AKHLAK ATAU ETIKA GURU MENURUT KH AHMAD DAHLAN DAN KH HASYIM ASY’ARI

This research is based on the author's concern regarding the recent decline in teacher morals/ethics. Judging from the large amount of coverage regarding the behavior of individual teachers, such as cases of sexual abuse against several students. The aim of this research is to obtain further information regarding the views of K.H. Ahmad Dahlan and K.H. Hasyim Asy'ari regarding the morals and ethics of an educator. The type of research or model used by the author is a type or form of qualitative research, which takes the form of library research, which is carried out by evaluating several related data, either from primary sources (Primary Sources) or secondary sources (Secondary). The findings from the research show that there are fewer differences and more similarities between the views of K.H. Ahmad Dahlan and K.H. Hasyim Asy'ari regarding the ethics of an educator in the context of Islamic Religious Education (PAI). Meanwhile, the apparent dissimilarity between the two of them regarding teacher ethics lies in Kiai Ahmad Dahlan's perspective on the relationship between teachers and students. K.H. Ahmad Dahlan emphasized the importance of educators being open, with the belief that the teaching and learning process can occur in various places and at any time. Not a few of his students became friends in their struggle, highlighting the importance of openness and a close relationship between a teacher and his students. Kiai Hasyim Asy'ari, on the other hand, shows caution, a teacher must maintain his authority. With the existing differences, the author can conclude that if the elements emphasized by Kiai Ahmad Dahlan al-Haj and Kiai Hasyim Asy'ari al-Haj are combined, a teacher's morals or ethics will be formed that are very positive and perfect each other.

The Countervailing Effect Of "Digital Humanistic View" On Translation Teaching Under Computer-Assisted Technology

"Digital Humanistic View" on Translation Teaching under Computer-Assisted Technology emphasizes the integration of humanistic values with digital tools in translation education. This approach recognizes the importance of technology in enhancing translation teaching and learning experiences while also emphasizing the significance of human creativity, critical thinking, and cultural understanding. By leveraging computer-assisted technology, translation instructors can provide students with access to diverse resources, interactive exercises, and automated translation tools to facilitate language acquisition and proficiency. However, the "Digital Humanistic View" emphasizes that technology should complement rather than replace human expertise, encouraging students to engage deeply with language, culture, and context in their translation practice. This paper explores the countervailing effect of the "Digital Humanistic View" on translation teaching under computer-assisted technology, enhanced by Hidden Markov Translation Teaching (HMTT). The study investigates how the integration of humanistic values with digital tools in translation education influences teaching methods and student learning outcomes. Through simulated experiments and empirical validations, the impact of HMTT on translation teaching is evaluated, with a focus on student engagement, proficiency, and cultural understanding. Results demonstrate that while computer-assisted technology offers valuable resources and efficiency in translation teaching, the "Digital Humanistic View" emphasizes the importance of human creativity, critical thinking, and cultural sensitivity. Analysis stated that students exposed to HMTT with the "Digital Humanistic View" reported a 30% increase in cultural understanding and a 20% improvement in translation accuracy. Additionally, the framework enabled instructors to balance the benefits of technology with the humanistic aspects of translation, fostering a holistic approach to language education. These findings highlight the potential of HMTT with the "Digital Humanistic View" in shaping effective and ethical translation teaching practices in the digital age.