Teaching Of Ethics Research Articles

Parent Practices of SMPIT Insan Mulia Surakarta in Implementing Sexual Education from An Islamic Perspective to Children in The Digital Era

Sexuality education is very important for children. Covers all scientific, ethical, social, and religious teachings and influences. However, most people don't talk about it with their children because sex is a sensitive topic and is considered taboo. In fact, in the current digital era, any information is very easy to obtain through social media, so it is very dangerous if children are not given direction by their parents, and they look for information themselves through friends and social media. Islam is a complete religion, in which sexual education from an Islamic perspective has been formulated. This research was conducted to find out how SMPIT Insan Mulia Surakarta parents practice instilling Islamic Perspective Sexual Education in their children using quantitative descriptive analysis methods. As a result, the majority of parents have done well in several aspects of Islamic Perspective Sexual Education for children, and are still lacking in several other aspects, there are even certain aspects that are carried out by a small number of parents.

Exploring moral competence regression: a narrative approach in medical ethics education for medical students

BackgroundStudies from different countries report a stagnation or regression of moral competence in medical students between the first and the last year of their studies, and the value of various educational interventions remains uncertain.MethodsWe used Moral Competence Test (MCT) to measure C-scores of moral competence to determine the change in the MCT C-scores between the first- and the fifth-year medical students from two medical schools in the Czech Republic in the academic year 2022/2023 and to analyze factors associated with the C-scores (observational study). In addition, for the first-year students, we compared the results of the MCT before and after an intervention in medical ethics curriculum (interventional study). We used a cross-sectional and descriptive design for the observational study. Students completed the MCT, consisting of two moral dilemmas (Worker´s Dilemma and Doctor´s Dilemma), the results measured by the C-score, which represents moral competence.ResultsIn total, 685 students participated in the observational study. Objective 1: based on the analysis of the C-score, we observed a decrease in moral competence between the first and the fifth-year medical students (p < .001). Objective 2: we did not observe a statistically significant effect of gender (p = .278), or self-rated religiosity (p = .163). Objective 3: in the interventional study, 440 students participated in the pretest and 422 students participated in the posttest. The test of statistical significance found no improvement in students’ moral competence after the intervention (p = .253).ConclusionMedical students show a regression in moral competence during medical education; it was lower in medical students in their fifth year, compared to the first-year medical students without the effect of gender, or self-rated religiosity. Although educational intervention consisting of multiple tools of medical ethics teaching (PBL, CBL, KMDD and StorED) did not lead to increase in moral competence, the longitudinal effect of such intervention remains to be seen.

Development of a training course to enhance the morality and ethics of student teachers at Champasack University, Lao People’s Democratic Republic

The objective of this research was to develop a training course for enhancing morality and ethics of student teachers at the Faculty of Education, Champasack University, Lao PDR. This mixed-method research utilized a three-phase research and development process. Phase 1 involved the analysis of relevant documents and research to obtain basic information for the training course development. Interviews were conducted with nine executives and teachers, and a questionnaire was administered to 369 participants, including executives, teachers, and undergraduate students from four departments. Phase 2 focused on the development of the training course, which was accomplished through the action research of two cycles, targeting 16 third-year student teachers from the four departments. In Phase 3, the quality of the training course was verified through a meeting of seven experts. The findings revealed that during Phase 1, there was a need to develop a training course for morality and ethics enhancement in all aspects: responsibility, volunteering, unity, and discipline with PNImodified of 0.28, 0.27, 0.25, and 0.23 respectively. In Phase 2, 80% of the students passed the predetermined criteria. There was a notable difference in the test results before and after the training, with a statistical significance level of .05. The training content activity received a highest level of satisfaction (X̅ = 4.69, SD = 0.48). For Phase 3, the quality verification process and comprehensive course improvement identified ten components: (1) rationale, (2) principles, (3) goals, (4) objectives, (5) content structure and duration, (6) activities, (7) training methods, (8) media and equipment, (9) measurement and evaluation, and (10) expected outcomes.

Opportunities in promoting teacher ethics in Tanzania’s public primary schools through quality school-based professional development programmes

PurposeThis paper aims to unveil opportunities for promoting teacher ethics through quality school-based professional development (S-BPD) programmes to improve teachers’ ethical conduct in Tanzanian primary schools.Design/methodology/approachThis qualitative study uses an institutional ethnography design. The data were collected through interviews, focus group discussion, observation and documentary review. Data analysis was guided by Braun and Clarke’s (2006) framework of thematic analysis.FindingsOpportunities to promote teacher ethics drew on quality S-BPD programmes. These opportunities include interactions with morally committed teachers, introduction of the civic and moral subject, prevalence of teacher misconduct, ideal school leadership and development and access to affordable technology.Practical implicationsThe study provides useful insights into how to reshape teachers’ ethical competences and to link theory and practice in teaching. Moreover, the study suggests school-based solutions to the problem of resource scarcity for teachers to retool their professional competences.Originality/valueThe opportunities revealed are critical for promoting teacher ethics through quality S-BPD programmes in primary schools because teacher ethics is learned. The study offers insights into how to improve teacher ethics in primary schools. It concludes that internalising these opportunities as a whole is vital, as they have the potential to promote teacher ethics in Tanzanian public primary schools.

Opinions of Religious Culture and Ethics Teachers on Mobbing

This study aims to examine the opinions of Religious Culture and Ethics Teachers (RCET) on mobbing in the workplace. The research focuses on RCET’s definition of mobbing, the reasons for mobbing, the results of mobbing, and the suggestions of RCET to prevent mobbing. This study used the phenomenological method, one of the qualitative research methods. The data obtained from the interview forms were analyzed by the content analysis method. The findings were organized and presented under themes and sub-themes. The study group of the research was determined by a systematic sampling technique, one of the probability-based sampling methods. The study group of the research consisted of 35 RCET working in the middle schools of Mersin central districts in the 2023-2024 academic years. Findings revealed that participants defined the concept of mobbing using terms such as pressure, violence, distress, attack, discomfort, implication, and exposure. It was found that participants expressed reasons for mobbing, such as establishing dominance, jealousy, inadequacy, and conflict of interest. It was determined that participants indicated the results of mobbing, such as asynchrony, inefficiency, failure, resignation, reluctance, and fear-anxiety. The participants suggested solutions such as support, awareness activities, relationships and communication, knowledge of legislation and laws, equality, responsibility, trust, problem identification, solution orientation, and providing education.

The Role of Pedagogical Activity and Moral Relations in the Complete Development of a Teacher

The role of the teacher and the ethics of the profession are considered. Developments on pedagogical ethics are presented. The role of pedagogical ethics and moral education in the formation of a teacher’s personality is emphasized.

Vices in Competitve Sports and Barriers That Hinder Inculcating Values among Learners in Primary and Secondary Schools Kenya

Education systems worldwide aim to not only impart knowledge but also instill values among learners. In Kenya, this objective faces several vices and barriers that hinder the effective inculcation of values in primary and secondary schools. Despite efforts to promote values in educational settings, vices such as cheating, fighting, and drug use remain prevalent in competitive sports within Kenyan schools. The objective of the study was to explore the prevalence of vices and the barriers hindering the inculcation of values among learners in primary and secondary schools in Kenya, particularly within the context of competitive sports. The study employed a mixed-method approach, incorporating both qualitative and quantitative methods. A cross-sectional survey design was used to collect data from schools across 24 counties, targeting school administrators, teachers, learners, and key informants. The sample included head teachers, teachers, learners, and stakeholders from various community sectors. Data collection instruments included questionnaires, interview schedules, and focus group discussions, with pre-testing to ensure reliability and validity. The findings highlight significant challenges in promoting values within the educational system. Vices such as cheating (39.3%), fighting (24.0%), and drug use (18.0%) are prevalent in competitive sports, undermining the ethos of sportsmanship and creating adverse environments for value promotion. Despite efforts to implement value-based education, barriers such as peer pressure (36.2%), lack of role models (45.1%), heavy academic workloads, and the influence of social media persist, impeding the effective inculcation of values among learners. In conclusion, the study indicates that vices such as cheating, fighting, and drug use are prevalent in competitive sports within Kenyan schools, posing significant challenges to the promotion of values among learners. To address these challenges, the study suggests several interventions. Strengthening value-based education through curriculum integration and ethical teachings that can foster critical thinking and ethical behavior among learners. Additionally, implementing stricter oversight and penalties for examination malpractices are necessary to maintain academic integrity.

Theological ethics expressed through Setswana proverbs: Another way of decolonising theology

he intention of this article is to demonstrate that theological ethics as a discipline can be expressed through some Setswana proverbs and idioms, which is another way of decolonising theology in Africa. Decolonising theology through African proverbs in expressing ethics is another way of decolonising theology since the philosophical elucidations and the meaning embedded in proverbs does not easily change over time. Proverbs are important in the substantiation of philosophical claims, and therefore are a powerful tool for education and moral formation in all sectors of society. The method used in this research is a literature study, as the main tool to gather the information of these proverbs and how they are educatively used in ethical and moral decision-making. The objective of this article is not just to define the proverbs but to point out that African folklore is rich with moral and ethical instructions. Methodologically, various proverbs are quoted to indicate that individuals are responsible for self-development when it comes to ethical and moral formation. The same sentiment prevails that an individual is a member of the community, and that as an individual he or she achieves higher goals of life not in isolation but through the contribution of the community. Application of these Setswana proverbs is didactive when considering an individual’s development and achievement, the importance of community involvement, and the complementarity where an individual cannot live in isolation. The conclusion is made that there is still some hope that although ethics and morality are dwindling in African cultural fabrics, African preachers should embark on popularisation of proverbs, promote school curricula that include proverbs, and articulate theological ethics through proverbs.Contribution: This is an interdisciplinary study engaging disciplines such as linguistics, history, ethics, theology, anthropology, sociology, and communications. This study shows the richness of Setswana proverbs in articulating theological ethics. It shows that proverbs in African languages can be used to unwrap theology from western clutches and make it relevant to the African context. It makes a remarkable contribution towards a theological decolonial project.

On the Ethical Priority of Problem Solving in Case‐Based Teacher Ethics: Grounding an Anti‐Oppressive Approach

AbstractA central problem for phronetic case‐based approaches to the ethics of teaching lies in the proper determination of normative ethical problems. Judgments about the character of normative ethical problems depend in part on background beliefs about what is (or is not) of ethical value. Thus, to distinguish genuinely normative ethical problems, teachers seem to first require knowledge of what is of ethical value, which practical problems themselves cannot generate. To resolve this practical and theoretical problem, Nicolas Tanchuk and Alyssa Emery argue for a Deweyan approach to teacher ethics that asserts two central theses: First, negatively, that inductive evidence warrants skepticism about any normative theory grounded in external reasons — (purported) reasons that are actually or possibly disconnected from an agent's motivational set of beliefs, desires, and dispositions. Second, that a cognitive and affective orientation toward solving problems through learning survives skepticism about external ethical reasons, grounding the commitments of many anti‐oppressive teacher educators.

Genetic testing in cancer care: An assessment of current practice in Africa.

e13784 Background: Genetic testing provides forprecision oncologic intervention, improving outcomes and minimizing traditional cytotoxicity. It has caused a dramatic change in the oncology landscape but remains underutilized in Africa. Data on genetic alterations associated with cancer in people of African descent continue to be inadequate due to multi-layered factors such as availability and cost of testing, provider awareness and knowledge, and availability and cost of targeted therapy. With cancer projected to be the leading cause of mortality in Africa within the next two decades, identifying the current patterns of testing and reasons for low uptake is crucial for developing strategies to improve cancer care and outcomes in Africa. This study aimed to map the current utilization pattern of cancer genetic testing among oncologists in Africa. Methods: An online cross-sectional survey was administered to oncologists practicing in Africa. Responses were collected between September 2023 and January 2024 following IRB approval from the Lagos University Teaching Hospital Health Research and Ethics Committee. Surveys were administered in English and French. Results: 245 oncologists across 28 African countries participated in this study. The mean age of respondents was 41.6 (SD: 8.3), with 64.5% being male and Nigerians comprising the largest proportion (33.0%). The majority of respondents practice in public/government-owned facilities (44.1%), and 64.5% held consultant/attending positions. Survey findings showed that 69.8% of oncologists lacked confidence in understanding/interpreting genetic test results, 93.5% expressed the need for assistance in interpreting results, and 64.1% were unable to discuss findings confidently with patients. The most ordered test was BRCA1/2 (47.3%), while ABC and RB1 genes were the least commonly ordered (0.008% and 0.02%, respectively). The primary reason for ordering genetic tests (63.3%) was the potential to guide treatment planning. However, 54.7% reported not referring any patients for genetic testing in the past year. Barriers to testing included the high cost of tests (78%) and targeted therapies (60.4%). Furthermore, 67.8% of respondents lacked previous formal training in cancer genetics with nearly all respondents (97.6%) expressing interest in formal training and a preference for online courses (71.8%). Conclusions: This survey highlights the critical need to develop the capacity for understanding cancer genetic testing and targeted treatment options among oncologists in Africa. To optimize uptake, strategies must be developed to reduce testing costs through resource pooling and to reduce the high cost of targeted treatment. Oncologists should be encouraged to prioritize testing that guides actionable targets to promote the uptake of targeted treatment options in Africa.

The formation of a unified social morality under conditions of ethical relativism

The article discusses the problems of moral differentiation of society in the conditions of the coexistence of value paradigms based on moral imperativism, tolerance, and pluralism. The relationship between morality, ethics, and moral values is characterized, and the types of moral values and ways of moral regulation in society are identified. Attention is focused on the causes of spiritual degradation of part of society and possible ways to build a humane society. The aim of the research is to study the causes of moral degradation and ethical relativism. Research methods include historical-philosophical, ethical-categorical, philosophical-conceptual, contrastive analyses, and sociological surveys. The results of the research describe the ways of moral regulation in society, the possibility of studying ethical knowledge based on methods of cognitive ethics, and the paths of humanizing individuals and society. The scientific novelty of the research lies in the application of complex research methods, the examination of the problems of ethical relativism in the information society, and the emphasis on the ethical teachings of philosophers of past and present. The conclusions drawn from the research are that: 1. the moral factionalism of society is inevitable in the conditions of coexistence of value paradigms of different orientations and groups based on professional and corporate relationships. 2. the study of a unified public morality in society is possible through the education of a humane individual and a stable society.

TEACHERS' PERSPECTIVES ON PROFESSIONAL ETHICS

This research paper attempts to study school teachers' perspectives on the professional ethics required of them. The authors mainly studied the awareness and understanding of teachers on some essential professional ethics. It has been found that teachers are confronted with many moral issues while discharging their responsibilities and in decision-making. The paper's significant findings highlighted the need for a professional code of conduct for teachers considering policy perspectives that guide them in discharging their duties as teachers. The paper highlighted the need to incorporate the ethics curriculum in pre-service and in-service teacher education programmes, which is essential to empower them and support them to understand their role as professionals. The study further emphasises the need to develop a framework on professional ethics for teachers and use the developed framework during their professional development programmes at different levels.

Aligning Teacher Ethics with 21st Century Character Education; Insights From Al-Qabisi's Perspective

Al-Qabisi is an Islamic education figure who lived in the classical Islamic era. His thoughts are contained in the book al-Risālah al-Mufaṣṣilah li Ahwāl al-Muta'allimīn wa Aḥkām al-Mu'allimīn wa al-Muta’allimīn. This study analyzes al-Qabisi's thoughts about teacher ethics in educating children in the book. The type of research used is a non-interactive qualitative study with content analysis methods. The study results show that teachers in educating children own several ethics. Among them, (1) teachers are required to fulfill obligations before accepting rights to students; (2) caring and always being gentle with students; (3) may not be rude to students; (4) act fairly among them; (5) do not combine male and female students; (6) teachers must always supervise students; and (7) keep them away from bad deeds. It can be concluded that Al-Qabisi's thoughts were strongly influenced by the social conditions that developed at that time, namely the school of jurisprudence of Imam Malik, experts on hadith, and the practice of the people of Medina.

The Correlation Between Learning Sufism Moral And Spiritual Intelligence Of Prospective English Language Teachers In Islamic English Education Study Program

This research examines the relationship between learning Sufism morals (akhlak Sufism) and the spiritual intelligence of prospective English teachers. This literature review integrates the concept of Sufism morals, which emphasizes the formation of moral and spiritual character, with spiritual intelligence which is considered important in the teaching profession. This study found that learning Sufism morals can increase the spiritual awareness and professional ethics of prospective English teachers. High spiritual intelligence helps teachers face emotional and ethical challenges in teaching and supports the creation of a harmonious and inspiring learning environment. The results of this study indicate that the integration of Sufism morals learning in the English education curriculum can be an effective strategy for improving the quality of education and teacher character. It is hoped that prospective teachers who have strong spiritual intelligence can be good role models for their students, and contribute to the formation of a moral and noble generation.

Attempts to teach ethics to police leaders and managers at the Police College: a lesson from history

ABSTRACT This practitioner and experience-based insider account outlines the reasons for the introduction in the late 1970s of a named ‘ethics package’ to the content of courses of study at the Police College, Bramshill. The context of the College, and the modal characteristics of its client groups of middle and senior ranking police officers are highlighted. In 1978 an ‘ethics package’ began to be constructed in order to make a significant contribution to the ‘professional’ knowledge and practices commensurate with the role-requirements of police leadership. An outline of the intellectual basis guiding and informing the content of the ‘ethics package’ is provided. The paper then identifies some of the persistent and often disappointing responses to the continuing attempts to include something called ‘ethics’ on the various programmes of study at Bramshill. From 1992 onwards ‘ethics’ was to make various appearances on the leadership and management courses but its status was always fragile partly because of the various regime changes that befell the institution. In 1994 a formal educational action-research process, was begun which sought to position ‘ethics’ on the ‘Police Management Programme’ such that the subject would not be set aside. However, after six years of commitment and endeavour, the feedback from course participants never achieved the level of positive response needed to achieve the fundamental aim of the research project. The paper concludes with a very brief summary of some of the reasons why presenting something called ‘ethics’ to experienced police officers was – and perhaps remains – intrinsically difficult.

The Ethics of Research and Teaching in an Age of Big Data

The Ethics of Research and Teaching in an Age of Big Data

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.