Teaching Ethics in Schools Teaching Ethics in Schools shows how an ethical framework forms a natural fit with recent educational trends that emphasise collaboration and inquiry-based learning.

Updated to include changes in the field, this new edition addresses ethical issues that are most pressing to special education teachers and administrators. Using a case-based approach, students are encouraged to reason and collaborate about due process, the distribution of educational resources, institutional unresponsiveness, professional relationships, conflicts among parents and teachers, and confidentiality.

Recent years have seen a growing emphasis on ethics education in different professions, such as medicine and teaching. However, the implications of this emphasis for professional education programs have been underdeveloped. In this volume, philosophers, philosophers of education, and ethics educators engaged in a variety of professional contexts in Canada, the UK, Norway, Malta, and Sweden assess the state of ethics education and the role, if any, of philosophical approaches to ethics for those professional contexts. This volume speaks to teacher, medical, and business education, and the education of school psychologists. Each of these fields has its own context, aims and expertise, generating distinctive ethical challenges. As such, ethics curricula cannot be uncritically transplanted from one professional context to another. Nonetheless, the arguments and analyses in this volume point to a shared concern about the role of moral respect, self-understanding, and virtue in the education of professionals. The chapters examine a wide range of topics, including empirical ethics, core concepts in professional ethics, moral agency, the ethics of ethics education, risk-taking, professional ethics as a practice with its own ethical requirements, and the tensions between the individual (client, patient, student) and the increasing generalization of professional systems. This book was originally published as a special issue of Ethics in Education.

Educators and policy makers confront challenging questions of ethics, justice, and equity on a regular basis. Should teachers retain a struggling student if it means she will most certainly drop out? Should an assignment plan favor middle-class families if it means strengthening the school system for all? These everyday dilemmas are both utterly ordinary and immensely challenging, yet there are few opportunities and resources to help educators think through the ethical issues at stake. Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education, Dilemmas of Educational Ethics introduces a new interdisciplinary approach to achieving practical wisdom in education, one that honors the complexities inherent in educational decision making and encourages open discussion of the values and principles we should collectively be trying to realize in educational policy and practice. At the heart of the book are six richly described, realistic accounts of ethical dilemmas that have arisen in education in recent years, paired with responses written by noted philosophers, empirical researchers, policy makers, and practitioners, including Pedro Noguera, Howard Gardner, Mary Pattillo, Andres A. Alonso, Jamie Ahlberg, Toby N. Romer, and Michael J. Petrilli. The editors illustrate how readers can use and adapt these cases and commentaries in schools and other settings in order to reach a difficult decision, deepen their own understanding, or to build teams around shared values.

While many books focus on the broader, socially ethical topics of widening participation and promoting equal opportunities, this text focuses specifically on the lecturer's professional responsibilities. It covers everyday, real-life moral dilemmas and encourages a practical, reflective approach.

Ethical education should help students become more sensitive to the perspectives and experiences of others. However, the field is dominated by the teaching of moral values as a subject-matter, or by the fostering of character traits in students, or by moral reasoning. This book proposes an alternative to these limited moralistic approaches. It places human relationships at the core of ethical education, in its understanding of both ethics and education. With contributions from renowned international scholars, this approach is laid out in three parts. Part One develops the underlying theory of ethics and education; Part Two focuses on the relevant pedagogical principles, and Part Three provides illustrations of emergent innovative ethical educational practices in worldwide schools. Against a backdrop of divisiveness and apathy, the innovative practices described in this book show how a new vision for ethical education might be centred around caring for students' well-being.

Written in a style that speaks directly to today's teacher, The Ethics of Teaching, Fifth Edition uses realistic case studies of day-to-day ethical dilemmas. The book covers such topics as: punishment and due process intellectual freedom equal treatment of students multiculturalism religious differences democracy teacher burnout professional conduct parental rights child abuse/neglect sexual harassment.

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Ethics, Morals and Values in Education By: Plyson Manyani Muzumara Many people in our country feel children today are growing up in an environment of moral distortion and decay. Children are exposed to evil influences from different dimensions within and outside of their communities. It is not uncommon to listen to the news and hear of corruption, thefts, child defilement, examination malpractices, gender-based violence and similar vices. We see a gradual erosion of values and morals in our society, but little effort is being spent to change it. Reflecting upon our culture’s history should give us the opportunity to prepare our teachers to assume the role of moral educators as well as the conveyers of subject content. This book focuses on the need to introduce and promote ethics, morals and values education in Zambia at both school and teacher education levels. It draws information generated by the author from schools, colleges of education and universities. Without a well-defined education policy in favour of promoting pupil and teacher ethics, morals and values in our learning institutions, efforts to promote the same in our education system are doomed to fail.

The bk provides a discussion of the ethical dilemmas that can arise in faculty interactions w/students as well as tips on how to avoid & deal with these predicaments when they occur. It focuses on common & gray areas rather than extreme & clear cut.