Hay Ethics in Teach Learn

8/6/2019 Hay Ethics in Teach Learn

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Ethics in Learning and Teaching.

Principles of ethical conduct.

Normative and deontological

approaches to ethics.

Some cases to work through.



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At the end of this session …

We will have:

Discussed reasons for considering ethical matters in

our teaching. Discussed reasons for being ethical teachers.

Examined principles that underlie ethical behaviour.

Distinguished between deontological and teleologicalapproaches to ethics.

Reviewed steps to resolving an ethical dilemmathrough reference to issues confronted in real learning-

and-teaching settings.



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Questions for you to consider.

Why should we be

ethical teachers? Why should we

include consideration

of ethical matters inour teaching?



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Protect rights (e.g., confidentiality of results;eliminate discrimination).

Preserve trust (e.g., personal disclosures bystudents).

Encourage free pursuit of learning.

Model good behaviour.

Institutional „security‟. More challenging social/scientific dilemmas for us

and our students.



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A question for you to consider.

What principles

underpin ethicalbehaviour? What does

it mean to be ethical?



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Principles of ethical

behaviour.

Justice.

Beneficence/Non-maleficence. Respect for others.

And from Svinicki (2002, p. 317)

Fidelity? Upholding parts of a relationship. Overlap. Autonomy? Covered by respect for others.

Acting consciously? (i.e., Reflexivity) Implied if thinking about the 3 principles above.



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Principles of ethical behaviour … cntd.

Justice. Is this morally right?

Beneficence / non-maleficence. Respectively,

these mean „doing good‟ and “avoiding harm”.

We should maximize benefits and minimize

physical, emotional, economic and

environmental harms and discomfort.

Am I doing harm?

Respect for others. Individuals must be

regarded as autonomous agents and anyone of

diminished autonomy (e.g. intellectuallydisabled) should be protected. It is important to

have consideration for the welfare, beliefs,

rights, heritage and customs of people involved.

Am I showing respect

for others?



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Deontological and teleological

approaches to ethics.



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Contradictory normative positions underpin

Western ethics.

Teleological(consequentialist)

approaches.

Balance of good over evil.

Consequences.

Deontological approaches. Let justice be done though

the heavens fall.”

Promises.

It would be inappropriate to violate

and make public the secret and

sacred ‘women’s knowledge’ of

an Australian Aboriginal

community to prevent the

construction of a bridge through

the sacred places associated

with that knowledge.

It would not be appropriate -

even if non-disclosure

meant that construction of

the bridge would destroy

the sacred places

associated with that

knowledge.



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A problem with Jomkwan.

Statements of Assessment Methods provided toall students at the beginning of the classGEOG1000 make it clear that no student mayresubmit any assignment for second assessment.

After some deliberation, you assign Jomkwan a marginal fail grade(say, 48%) for a major assignment. She is a diligent student but shehas simply failed to grasp key concepts. You know from her overallrecord in the class that this single result means she cannot pass theclass overall.

Jomkwan approaches you to advise that this grade means that shecannot complete her degree before scholarship and visa terminate.She is distraught and makes it clear will have to return to Thailandwith no degree, no job prospects with her sponsor, and considerable

shame for her and her family.



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Deontologist – youmade a promise to allclass members. Youcannot reassessJomkwan‟s work.

No easy answer.That is why it is adilemma.

Consequentialist –

relatively little harm

will be done to otherstudents if Jomkwan‟s

work is reassessed.

Considerable harm to

Jomkwan if she is notgiven the opportunity

to resubmit her work.



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Reading.

Hay, I. 1998, „Making moral imaginations. Research ethics, pedagogyand professional human geography‟, Ethics, Place and Environment ,vol. 1, no. 1, pp. 55-76.

Hay, I. & Foley, P. 1998, „Ethics, geography and responsiblecitizenship‟, Journal of Geography in Higher Education, vol. 22, no. 2,pp. 169-183.

Mitchell, B. & Draper, D. 1982, Relevance and Ethics in Geography,Longman, London.

Singer, P. (ed.) 1993, A Companion to Ethics, Blackwell, Oxford.

Smith, M. (ed.) 2002, Environmental Responsibilities for Expeditions: A

Guide to Good Practice, (online), Available:http://www.britishecologicalsociety.org/articles/education/responsibilities/, (26 May 2003).

Svinicki, M. 2002, „Ethics in College Teaching‟, in W.J. McKeachie

(ed.), Teaching Tips, 11th edn, Houghton Mifflin, Boston.



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Thinking about some real

cases.

Write some notes setting out youropinion on two of the assigned cases.(15 minutes)

Discuss your cases with two otherpeople, outlining, justifying andpossibly defending your views. (15minutes)

The class as a whole will then work through a small number of casesselected from the collection. (15minutes)

C:\work\GFDA\Ethics class for GFDA



Cybernetics: social ethics teaching in

educational technology ...

In "Teaching and Learning in the NewMillennium: Transformative ... nature of

distance learning as it affects the teaching and

learning environment created by ... As leaders inteaching and research in an educational

technology program, .....give example, with

particular reference to NOUN.

What are the differences between Hacker &

Cracker. Is it ethical to be a cracker ? If yes why

? If not why not ?14

http://findarticles.com/p/articles/mi_7081/is_4_24/ai_n28318089/




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Hay Ethics in Teach Learn