This case study chronicles the pedagogical decision making of one high school teacher, Mr. Diego de la Vega, a pseudonym, as he teaches about race and racism in his elective social studies class, Race, Gender, and Ethnicity. De la Vega draws upon his own racial biography and experiences with race/ism to engage with high school students around racialized content. A conceptual framework grounded in racial identity development theory is used. This snapshot of racial (...) class='Hi'>pedagogical decision making, or RPDM, features a discussion of implications for social studies pedagogy to promote racial identity development in the classroom. (shrink)

Teacher emotion has become an important issue in English language teaching as it is a crucial construct in understanding teachers' responses to institutional policies. The study explored teachers' emotion labor and its impact on teachers' pedagogical decision-making in English for Specific Purposes teaching in a university of Traditional Chinese Medicine in China. Drawing on a poststructural perspective, the study examined data from two rounds of semi-structured interviews, policy documents and teaching artifacts. The analysis of data revealed that (...) the major emotion labor facing the participants revolved around students' disengagement in class. Teachers experienced mixed feelings of anticipation, disappointment, anger, and empathy toward students and distanced themselves from institutional feeling rules enforcing objective assessment of students' performance and punishing students for lack of engagement in class. The study found that teacher emotion labor served as the site for their pedagogical modifications. ESP teachers' beliefs in the importance of attending to students' needs become a powerful discourse in supporting teachers to strategically subvert institutional feeling rules and critically reflect on the dysfunctions of curriculum, orienting teachers' agentic actions in modifying pedagogical practices. We thus underscore this empowering discourse as the bridge to connect teachers' policy negotiation and their actual classroom practices. We also highlight teachers' pedagogical decision-making as a process of the interactions of teacher emotion, teachers' reflexive practices, and power relations. The study ended by suggesting more longitudinal research where teachers' beliefs as previously appropriated discourses could be examined comprehensively as they were both the construct of emotion labor and the potential subverting power in supporting teachers' pedagogical decision-making in policy negotiation. (shrink)

Robust clinical decision-making depends on valid reasoning and sound judgment and is essential for delivering quality healthcare. It is often susceptible, however, to a clinician’s biases such as towards a patient’s age, gender, race, or socioeconomic status. Gender bias in particular has a deleterious impact, which frequently results in cognitive myopia so that a clinician is unable to make an accurate diagnosis because of a patient’s gender—especially for female patients. Virtue epistemology provides a means for confronting gender bias (...) in clinical decision-making and for correcting or even preventing its impact. The medical literature on cardiovascular and coronary heart disease is used to illustrate the role intellectual virtues can play in redressing the deleterious impact of gender bias on clinical decision-making and practice. Finally, questions are considered surrounding the pedagogy of intellectual virtues for medical students and practicing clinicians in order to provide quality care for patients, regardless of gender. (shrink)

Open peer commentary on the article “Radical Constructivist Structural Design Education for Large Cohorts of Chinese Learners” by Christiane M. Herr. Upshot: In this comment, I take Herr’s proposition for a constructivist-informed pedagogy for structural design education to extract initial ideas for a framework for a constructivist pedagogy, a framework focused on the decision-making of a constructivist teacher. I enhance this initial framework with initial findings of a study I conducted with a constructivist mathematics teacher.

People are worried that advances in genetics will lead to a revival of eugenics. Such worries are often associated with eugenic practices carried out early in the 20th century---the forcible sterilization of feebleminded persons in the United States and the Nazi program of Racial Hygiene. A "new eugenics" involving prenatal genetic testing and the selective abortion of fetuses diagnosed with severe genetic disorders might, nonetheless, be acceptable. In chapter one I examine the history of eugenics and discuss what might (...) make a new eugenics more tolerable. ;Chapters two and three discuss reproductive decision making by individuals . Chapter 2 investigates the morality of abortion. I conclude that the moral status of the fetus is ultimately uncertain. In exceptional circumstances, such as the case where a fetus would develop into a severely disabled infant, there are good reasons for thinking that abortion is morally permissible. It is plausible, for example, that the value of a fetal life is a function of its future quality of life. ;In chapter three I discuss what quality of life consists in. I develop a pluralistic perspective according to which quality of life is a function of multiple independent components. When deciding to bring a child into existence parents should consider the quality of life expected for the child and also take into account the likely impact on their own lives, the lives of other family members, and society as a whole. ;Chapter four asks whether or not governmental restrictions should be placed on the kinds of genetic interventions which will be permitted. A worry is that interventions aimed at enhancement would only be available to the financially fortunate and thus promote unjust social inequalities. Another worry is that the development and use of such interventions would drain medical resources away from more fruitful purposes and thus have a negative impact on aggregate utility. The social aim to promote liberty, on the other hand, speaks against the imposition of restrictions. Faced with conflicting social values, we need to think more about how to make trade-offs between liberty, equality, and aggregate utility. (shrink)

Because doping is becoming more and more of a problem in elite sports, anti-doping and prevention programs are receiving more attention. However, current doping prevention programs that primarily involve pedagogical education in youths have not been shown to be very effective. In sports philosophy there is a discourse about ethics and morality in sports in connection with doping. So far, however, the aspect of ethics has been neglected in anti-doping prevention programs. This article discusses a new approach to doping (...) prevention for young athletes and a way to improve conventional doping prevention by focusing on the process of decision-making. The article argues that ethical decision-making programs based on ethical training programs developed in business offer a large potential for prevention programs in sport. The article concludes with a presentation of training possibilities for ethical decision-making in connection with doping. (shrink)

Cases have been employed across multiple disciplines, including ethics education, as effective pedagogical tools. However, the benefit of case-based learning in the ethics domain varies across cases, suggesting that not all cases are equal in terms of pedagogical value. Indeed, case content appears to influence the extent to which cases promote learning and transfer. Consistent with this argument, the current study explored the influences of contextual and personal factors embedded in case content on ethical decision-making. Cases (...) were manipulated to include a clear description of the social context and the goals of the characters involved. Results indicated that social context, specifically the description of an autonomy-supportive environment, facilitated execution of sensemaking processes and resulted in greater decision ethicality. Implications for designing optimal cases and case-based training programs are discussed. (shrink)

The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and the profession) through (...) discussion and analysis of real-life moral dilemmas that educational leaders face in their schools and communities. Second, it addresses some of the practical, pedagogical, and curricular issues related to the teaching of ethics for educational leaders. Third, it emphasizes the importance of ethics instruction from a variety of theoretical approaches. Finally, it provides a process that instructors might follow to develop their own ethics unit or course. * Part I provides an overview of why ethics is so important, especially for today's educational leaders, and describes a multiparadigm approach essential to practitioners as they grapple with ethical dilemmas. * Part II deals with the dilemmas themselves. Ethical dilemmas written by the authors' graduate students bring readers face-to-face with the kinds of dilemmas faced by practicing administrators in urban, suburban, and rural settings in an era full of complexities and contradictions. * Part III focuses on pedagogy and provides teaching notes for the instructor. The authors discuss the importance of self-reflection on the part of both instructors and students, and model how they thought through their own personal and professional ethical codes as well as reflected upon the critical incidents in their lives that shaped their teaching and frequently determined what they privileged in class. (shrink)

I began teaching business ethics over 20 years ago in the hope that I would be out of business in 10 years. Scandals and poor decision making have only continued, most recently with the financial crisis of 2008. The context for ethics and morality is decision making. Those who teach business ethics in this challenging century will be well served to consider the purpose and pedagogy of ethics in a business curriculum. I assess and discuss the (...) purpose of business ethics in a business curriculum. I argue that business ethics education can be conceived as strengthening skills for making good decisions. I relate this to the Greek conception of practical wisdom (“phronesis”). I propose a method for achieving this purpose, based on a flight simulation model, a method that hassignificantly reduced pilot error caused accidents. The characteristics of this program are decision making practice, exhaustive debriefing, and creating an environment for engaging diverse perspectives on problems and solutions. (shrink)

I began teaching business ethics over 20 years ago in the hope that I would be out of business in 10 years. Scandals and poor decision making have only continued, most recently with the financial crisis of 2008. The context for ethics and morality is decision making. Those who teach business ethics in this challenging century will be well served to consider the purpose and pedagogy of ethics in a business curriculum. I assess and discuss the (...) purpose of business ethics in a business curriculum. I argue that business ethics education can be conceived as strengthening skills for making good decisions. I relate this to the Greek conception of practical wisdom (“phronesis”). I propose a method for achieving this purpose, based on a flight simulation model, a method that hassignificantly reduced pilot error caused accidents. The characteristics of this program are decision making practice, exhaustive debriefing, and creating an environment for engaging diverse perspectives on problems and solutions. (shrink)

Teaching, irrespective of its geographical location, is fundamentally a relational practice in which unique ethically complex situations arise to which teachers need to respond at different levels of ethical decision-making. These range from ‘big’ abstract questions about whether or not what they teach is inherently good, through to seemingly trivial questions about everyday issues, for example whether or not it is right to silence children in classrooms. Hence, alongside a wide range of pedagogical skills, new teachers also (...) need to develop personal qualities, knowledge and understanding that will enable them to navigate successfully these professional ethical demands. ‘Philosophy for Teachers’, or ‘P4T’, is one promising approach to teachers’ pre-service professional preparation which has been piloted in England, adapted from the more familiar idea of ‘P4C’. Drawing on the model of learning through dialogue within a community of fellow enquirers, an ethical retreat was s... (shrink)

This article demonstrates how instructors of professionalism and ethics training programs can integrate a professional decision-making tool in training curricula. This tool can help trainees understand how to apply professional decision-making strategies to address the threats posed by a variety of psychological and environmental factors when they are faced with complex professional and ethical situations. We begin by highlighting key decision-making frameworks and discussing factors that may undermine the use of professional decision-making (...) strategies. Then, drawing upon findings from past research, we present the “SMART” professional decision-making framework: seeking help, managing emotions, anticipating consequences, recognizing rules and context, and testing assumptions and motives. Next, we present a vignette that poses a complex ethical and professional challenge and illustrate how each professional decision-making strategy could or should be used by characters in the case. To conclude, we review a series of educational practices and pedagogical tools intended to help trainers facilitate trainee learning, retention, and application of “SMART” decision-making strategies. (shrink)

In this study, I examine the role racial minorities in the boardroom can play in reducing social injustice by promoting more equal access to mortgage credit to minority households. I develop a simple theoretical model that posits directors who are racial minorities provide the credit unions they govern with a perspective that shapes lenders’ trust of minority applicants. This trust is shaped by homophily and the tendency of individuals to prefer interactions with similar individuals. Using mortgage loan data (...) from a cross-section of credit unions in the United States from 185,446 applications, I find that credit unions where the majority of board members are minorities are less likely to reject a similarly qualified minority applicant than their counterparts. Governance by minority directors significantly reduces the effects of discrimination faced by minority applicants. The board’s effect is strongest in minority neighborhoods and where the homophily is stronger between directors and applicants. (shrink)

In the case described here, an often recurring and unresolved scenario is presented where communication issues are underpinned by pre-existing perceptions of mistrust between the caregivers and the surrogate family members in the intensive care unit. Racial factors play into this mistrust, when a family feel that their loved one is “yet again” not being treated in the best way possible. The perspectives of all stakeholders are considered in the discussion and relevant literature is cited.

This book foregrounds postcolonial theory as a lens through which to explore the concept of 'global heritage' and argues that the meso-level spaces of institutional ethos and cultural pedagogy must take an active role in the pursuit of cultural equality. Through interviews and accounts of observational, eampirical data, chapters draw attention to how the cultural capital of Global Majority students is institutionally positioned as a racialised and inferior cultural capital that is constantly required to 'prove itself' in the Western school. (...) Ultimately, the book contributes to international discussion on decolonising education and the spaces within in order to enact change, further the field, and more precisely to recognise the importance of global heritage as vital to a transformative understanding of the West's cultural identity within a globalised world. This book will appeal to scholars, researchers, and post-graduate researchers in the fields of multicultural education, school leadership, management and administration, and education policy and politics more broadly. Those interested in social justice, ideas of cultural and racial equality, and the sociology of education more broadly will also benefit from the volume. (shrink)

This work investigates the complexity of ethics as a field of inquiry and practice across a principal's career. Fully contextualized, and thus carrying the contradictions and requirements of any school, the issues realistically do not usually lead to a single, beat-all answer, as any solution will likely have positive and negative consequences. Drawn from the authors' experiences and studies of schools over decades, the central figure is a fictional principal of a magnet school, whose dilemmas reflect the questions educators must (...) be prepared for. Each decision takes into account the principal's and staff's identities and values because they are all human and their opinions influence the outcomes. The work injects analytic, virtue, feminist, care, deontological, and critical theory insights as Deweyan ethics provides a lens for examining dilemmas. This accessible work blends reflective theory, the ordinary worlds of schools, and engaging pedagogical practice to guide those planning to enter the education sector. (shrink)

The history of ethics often presupposes rationalist thinking on moral issues. An alternative to rationalism has been proposed by the social intuitionist model. This model suggests the bulk of our moral decisions are ‘gut reactions’ or intuitions. Unlike the rationalists, which support reasons and deliberation to draw moral conclusions, intuitionists argue such reasoning is used to support preconceived ethical decisions. This paper provides the first investigation to determine if intuitionism has any validity within business ethics. Using data from the Defining (...) Issues Test and individual journal entries, results indicate discussion-based pedagogy improved the moral reasoning of participants but had very little influence over their beliefs. In short, the social intuitionist model is supported by this study. Most importantly, ethics education that focuses on peer-to-peer discussion can change how students’ reason about moral problems and should be heavily incorporated into classrooms. (shrink)

Purpose The online economy has not resolved the issue of racial bias in its applications. While algorithms are procedures that facilitate automated decision-making, or a sequence of unambiguous instructions, bias is a byproduct of these computations, bringing harm to historically disadvantaged populations. This paper argues that algorithmic biases explicitly and implicitly harm racial groups and lead to forms of discrimination. Relying upon sociological and technical research, the paper offers commentary on the need for more workplace diversity (...) within high-tech industries and public policies that can detect or reduce the likelihood of racial bias in algorithmic design and execution. Design/methodology/approach The paper shares examples in the US where algorithmic biases have been reported and the strategies for explaining and addressing them. Findings The findings of the paper suggest that explicit racial bias in algorithms can be mitigated by existing laws, including those governing housing, employment, and the extension of credit. Implicit, or unconscious, biases are harder to redress without more diverse workplaces and public policies that have an approach to bias detection and mitigation. Research limitations/implications The major implication of this research is that further research needs to be done. Increasing the scholarly research in this area will be a major contribution in understanding how emerging technologies are creating disparate and unfair treatment for certain populations. Practical implications The practical implications of the work point to areas within industries and the government that can tackle the question of algorithmic bias, fairness and accountability, especially African-Americans. Social implications The social implications are that emerging technologies are not devoid of societal influences that constantly define positions of power, values, and norms. Originality/value The paper joins a scarcity of existing research, especially in the area that intersects race and algorithmic development. (shrink)

Mario Savio is widely known as the first spokesman for the Free Speech Movement. Having spent the summer of 1964 as a civil rights worker in segregationist Mississippi, Savio returned to the University of California at a time when students throughout the country were beginning to mobilize in support of racial justice and against the deepening American involvement in Vietnam. His moral clairty, his eloquence, and his democratic style of leadership inspired thousands of fellow Berkeley students to protest university (...) regulations that had severely limited political speech and activity on campus. The nonviolent campaign culminated in the largest mass arrest in American history, drew widespread faculty support, and resulted in a revision of university rules to permit political speech and organizing. This significant advance for student freedom rapidly spread to countless other colleges and universities across the country. Mario Savio went on to become a college teacher of physics, logic, and philosophy, to speak and organize in favor of immigrant rights and affirmative action and against U.S. intervention in Central America. He died on November 6, 1996, in the middle of a struggle against California State University fee hikes that hurt working-class students. Savio had submitted this article to the Notre Dame Journal of Formal Logic before he died. Final revisions were made by Philip Clayton with the assistance of Mario's colleagues at Sonoma State University. As reader for the Journal, George Englebretsen not only provided an extensive commentary on the article--much of which has been incorporated here--but also assisted in the difficult task of making revisions without changing the substance of Mario's style or thought. It is fitting that this, Savio's final publication, would be pedagogical in orientation. For him, moral considerations were no less pertinent in logic than in philosophy's less abstract fields. The usual student confusion with Venn diagrams led him to develop the new pictorial device presented in the following pages, which he believed was more sensitive to user psychology. It is hard to miss the political overtones in Savio's closing worry that in Venn diagrams "information of real significance may occasionally appear hidden and distorted." The decision by the Notre Dame Journal of Formal Logic to publish this piece posthumously is a testimony that logic, no less than other fields of philosophy, can be a tool of free speech and political change--as powerful in its way as the rhetorical brilliance of that young man standing on top of a police car who launched a worldwide movement with the words, "There is a time when the operation of the machine becomes so odious, makes you so sick at heart, you can't take part.". (shrink)

I use the example of racial equality to examine the relationship between the ideal of political legitimacy and the idea that there are some moral limits to political compromise. I defend a principle that rules out certain compromises of racial equality as impermissible violations of legitimacy, but that also provides democratic activists with significant moral latitude in undemocratic contexts. Legitimacy sets these limits on compromise, I argue, because of its role in creating a moral framework for political (...) class='Hi'>decision making. This role distinguishes compromises of legitimacy from compromises of other requirements of justice. (shrink)

This essay places Paulo Freire in dialogue with a Black Radical Tradition (BRT) in three distinct yet interrelated ways. First, the paper situates the significance of Cedric’s Robinson’s articulation of a BRT while exploring how contemporary scholars are troubling his disputatious relationship with Marxist social thought. Second, the paper foregrounds Freire’s modest contributions to a BRT in his anticolonial literacy campaigns in Guinea Bissau, Africa. Extending the principles of ‘dialogical cultural action’ in the context of African struggle that Freire documented (...) in the letters compiled in Pedagogy in Process, a robust theorization of solidarity comes into sharper view. Third, the paper calls for further reinvention of Freire pointing to the ways his cogent analysis can be augmented by other racialized groups and radical traditions in solidarity with Black struggle to more explicitly confront the inherent racism and anti-Blackness fundamental to global capitalism. (shrink)

From a Levinasian perspective, the interaction between two people is an ethical encounter, a face-to-face interaction that calls the subject into question and renders them vulnerable to the ritual of rupture. But what if your embodiment renders you, in the moment of encounter, less than human? How can we bring the imperative of pre-ontological responsibility to bear on the present moment, fractured as we are in our understandings of embodiment and the hauntings of history? In this paper, I hope to (...) respond to the previous question by articulating the problems and possibilities of Levinas’s thought in conversation with urgent considerations of racially-bodied Others. To begin, I briefly explore critiques of Levinas’s Eurocentrism. Then, drawing on the concept of incarnate historiography, I examine the difficulties of skin as “seen.” Next, I elaborate the prospect of how diachronous time affords a second register that takes seriously the historical experience of pain and oppression as responsibility. Finally, I argue that the recognition of responsibility is essential to education, proposing pedagogy that preserves alterity and makes space for the new. (shrink)

The number of training programs for the responsible conduct of research has increased substantially over the past few decades as the importance of research ethics has received greater attention. It is unclear, however, whether the proliferation of RCR training programs has improved researcher integrity or the public's trust in science. Rather than training researchers simply to comply with regulations, we could use the opportunity to develop researchers' ability to understand and appreciate the ethical ideals that inform the regulations in order (...) to help them integrate ethical decision-making into their work on a regular basis. Incorporating ethical principles into research training requires a new way of teaching RCR and the development of support materials to facilitate its adoption. The Presidential Commission for the Study of Bioethical Issues, a panel established to advise the President on bioethical issues arising from advances in biomedicine and related areas of science and technology, developed and provides pedagogical materials based on its published reports to facilitate the integration of ethics education across the curriculum and in support of RCR and general bioethics education. (shrink)

The article presents the study of the effectiveness of pedagogical conditions of organizational culture formation of future border guard officers, as well as the essence and features of its content. It has been found out that organizational culture is a professionally important quality of future border guard officers, which covers knowledge about the mission and values of the border guard agency, ability to maintain and contribute to the harmonized work of the border guard unit and is expressed through adhering (...) to professional standards in interpersonal interaction and in performing border security tasks, as well as in self-organization and mobilization. In the conditions of higher military educational institution it is recommended to intensify the value-motivational attitude of cadets to learn current issues of organizational culture of the border guard officers; to develop their abilities and skills of team work by introduction of social and psychological training; to apply modern dialogic forms, methods and interactive technologies of training for the development of skills of professional communicative interaction; to develop cadets’ organizational abilities, managerial decision making skills and leadership by gradually introducing into the educational process professionally oriented situational tasks, gradually complicating content with each course. The results of the pedagogical experiment regarding formation of organizational culture of future border guard officers in the course of their professional training are described in detail. (shrink)

The purpose of this qualitative case study was to gain an in-depth understanding of how three award-winning secondary economics teachers demonstrated their pedagogical content knowledge (PCK), specifically horizon content knowledge, specialized content knowledge, knowledge of content and teaching, and knowledge of content and students. The teachers consistently connected economic content to other grades, subjects, and economic concepts and skills. Economic content was also regularly used to prepare students for citizenship, including casting more informed votes and understanding current events. However, (...) authentic discussions, including ones about controversial issues, were mostly lacking. An emphasis was placed on developing students’ economic reasoning skills, including real-world applications of the economic way of thinking and decision-making models. Additionally, active learning instructional practices were frequently incorporated, and economic content was almost always related to students’ interests and experiences. A detailed description of a first step toward a practice-based theory of PCK in secondary economics concludes the article. (shrink)

Recent events have highlighted large-scale systemic racial disparities in U.S. criminal justice based on race and other demographic characteristics. Although criminological datasets are used to study and document the extent of such disparities, they often lack key information, including arrestees’ racial identification. As AI technologies are increasingly used by criminal justice agencies to make predictions about outcomes in bail, policing, and other decision-making, a growing literature suggests that the current implementation of these systems may perpetuate (...) class='Hi'>racial inequalities. In this paper, we argue that AI technologies should be investigated to understand how they recognize racial categories and whether they can be harnessed to fill missing race data. By bridging this gap, we can work towards better understanding racial inequalities in a wide range of contexts, most notably criminal justice. Using a multidisciplinary perspective, we rethink the design and methodology used in facial processing technology (FPT) based on supervised deep learning model (DLM) image classification. By modifying standard FPT pipelines to tackle multiple sources of DLM bias, we propose an experimental methodology based on ethical AI principles to generate binary (Black and White) racial categories using mugshots. We go beyond simply reporting DLM accuracies and address fundamental issues such as generalizability and interpretability by using a “self-auditing” approach. First, we evaluate the inference performances of 42 fine-tuned DLMs using unseen test images from the same dataset but subject to varying data augmentations. Next, to interpret and validate our methodological approach, we apply gradient-based saliency maps to assess the consistency of facial region relevance and attribution. Finally, drawing upon insights from three areas (computer science, sociology, and law), we investigate the efficacy of our DLM-based method as a tool for detecting racial inequalities in criminal justice. (shrink)

This paper presents the relationship between pedagogical content knowledge and political/ideological clarity as a framework for understanding the nuanced interpretations and applications of critical social studies pedagogy and practice. Using a qualitative case study research design, this study explores the decision-making process of two novice social studies teachers as they decide if and how to utilize critical historical inquiry within their classrooms. Findings indicate that teachers’ use of critical historical inquiry is informed by their subject area consciousness (...) and political and ideological clarity which is cultivated through personal, schooling, and communal experiences. However, we also find that a teacher's pedagogy is significantly strengthened when political and ideological clarity are coupled with pedagogical content knowledge to ensure a more developed enactment of critical historical inquiry is reached within the social studies classroom. (shrink)

Abstract This paper addresses the teaching of mandatory ethics courses in a military context, with particular reference to the Service Academies of the United States Armed Forces. In seeking to optimize the core ethics course's potential to develop Midshipmen and Cadets' moral reasoning skills I suggest a model that employs case-based scenarios, woven together into a metanarrative, in place of the traditional historical case study and in a manner that gives students deliberate, guided practice in ethical decision-making. The (...) described model also commends a resource- and pedagogy-driven partnership between civilian philosophers/ethicists and senior military officers in teaching the course. Also proposed is the deliberate use of a simple but formal method of applying the central ethical theories usually taught in such courses, what I call ?ethical triangulation?. The employment of Computer Aided Argument Mapping is also recommended. (shrink)

Matthew Lipman claims that the community of inquiry is an exemplar of democracy in action. To many proponents the community of inquiry is considered invaluable for achieving desirable social and political ends through education for democracy. But what sort of democracy should we be educating for? In this paper I outline three models of democracy: the liberal model, which emphasises rights and duties, and draws upon pre-political assumptions about freedom; communitarianism, which focuses on identity and participation in the creation of (...) political ends; and deliberative self-governance, whereby citizens deliberatively shape their collective lives in public forums—at various levels of government and in different political and social arenas. I argue that some kind of deliberative democracy is defensible as a preliminary justification for how citizens might shape their lives, and therefore compatible with other forms of democracy, insofar as they can result from democratic deliberations. Acceptance of such a view raises further questions about the purpose or aims of education consistent with this conception of democracy. I contend that it requires an educational model that is committed to aligning curriculum, pedagogy, assessment and school governance to produce a transformational environment that will inform our structures—a commitment to democratic education and not merely education for democracy. Lipman goes part of the way to achieving these ends, but learning how to be proficient at democratic decision-making is like all tasks children and adolescents learn to perform. It involves action, understanding, and awareness of what counts as doing the task adequately. (shrink)

Moral exemplar studies of computer and engineering professionals have led ethics teachers to expand their pedagogical aims beyond moral reasoning to include the skills of moral expertise. This paper frames this expanded moral curriculum in a psychologically informed virtue ethics. Moral psychology provides a description of character distributed across personality traits, integration of moral value into the self system, and moral skill sets. All of these elements play out on the stage of a social surround called a moral ecology. (...) Expanding the practical and professional curriculum to cover the skills and competencies of moral expertise converts the classroom into a laboratory where students practice moral expertise under the guidance of their teachers. The good news is that this expanded pedagogical approach can be realized without revolutionizing existing methods of teaching ethics. What is required, instead, is a redeployment of existing pedagogical tools such as cases, professional codes, decision-making frameworks, and ethics tests. This essay begins with a summary of virtue ethics and informs this with recent research in moral psychology. After identifying pedagogical means for teaching ethics, it shows how these can be redeployed to meet a broader, skills based agenda. Finally, short module profiles offer concrete examples of the shape this redeployed pedagogical agenda would take in the practical and professional ethics classroom. (shrink)

Over the past few years we have seen an increasing number of legal proceedings related to inappropriately implemented technology. At the same time career paths have diverged from the foundation of statistics out to Data Scientist, Machine Learning and AI. All of these new branches being fundamentally branches of statistics and mathematics. This has meant that formal training has struggled to keep up with what is required in the plethora of new roles. Mathematics as a taught subject is still based (...) in decades old teaching specifications and has not been updated centrally as a curriculum to include new technologies, coding or ethics. This subject area is firmly split between ICT and Mathematics in secondary school, continuing on to be split between Computer Science and Mathematics at University. As we move forwards with technology we see these once seperate fields becoming increasingly intertwined. We propose that existing provision for concepts such as ethics and societal responsibility in analysis currently exist but have not been incorporated into the mainstream curriculum of School or University. This is partially due to the split between fields in an educational setting but also the speed with which education is able to keep up with Industry and its requirements. Principles and frameworks of socially responsible modelling beginning at school level means that ethics and real-life modelling are introduced much earlier than normal. Integrating these concepts with philosophical principles of society and politics ensures a suitable background for future modellers and users of technology to draw on. Modelling is currently undertaken in technical sciences at University but the Subject Benchmark Statements are not current (Subject Benchmark Statements describe the nature of study and the academic standards expected of graduates in specific subject areas. They show what graduates might reasonably be expected to know, do and understand at the end of their studies). Even in 2019 the UK did not yet have Benchmark Statements that discuss the learning to be done in Higher Education around AI and advanced Machine Learning. Where there is provision for AI and Data Science within degree courses ethics is not generally highlighted as a key concept. As such there can be a lack of focus on the teaching of modelling or ethics as specific skills. The skills required to use a basic statistical model, for example would not be sufficient to start from scratch and build an ethical model reflecting real-world scenarios with which to inform policy or organisational decision making. This is a skill in itself and includes such aspects as awareness of data quality, ethics, user implementation problems, context and an understanding of the environment that the model is being created in. As the field of analytics has progressed so quickly in the last decade modules such as those covering AI have simply been bolted on to Maths or Computing degrees rather than being fully detailed as key areas of study or driving new, more integrated courses of study. This paper posits that gaps at primary, secondary and tertiary educational levels need to be addressed. Implementing and integrating key concepts from school level is essential so that areas such as assumptions, caveats, quality assurance and answering the right questions with constructive challenge become a cultural fixture. This not only helps developers of technology but users of rapidly developing technology also. In addition, leadership and soft skills as part of this education will ensure that a cultural shift can take place and promote continuous improvement in analysis within organisations. The addition of key concepts throughout the educational system and the updating of potentially outdated curriculums is key to ensuring a functional society. A society where every citizen is a user of tech and those that develop it can be ethical and socially responsible in its development. (shrink)

Educational Theory, Volume 71, Issue 6, Page 717-741, December 2021. -/- Gert Biesta has criticized Anglo-American and German models of emancipatory education. According to Biesta, emancipation is understood in these models as liberation that results from a process in which a teacher transmits objective knowledge to his or her students and cultivates student capabilities. He claims that this so-called modern logic of emancipation does not lead to freedom because it installs inequality, dependency, and mistrust in the pedagogical relationship. In (...) this article, Antti Moilanen and Rauno Huttunen analyze whether German models of emancipatory education share the modern logic of emancipation and if they can escape Biesta's criticisms. For this purpose, they interpret Biesta's critique of the modern logic of emancipation and explicate central ideas related to the German models of critical education. They also compare the modern logic of emancipation to the German one, and they then assess German models of emancipatory pedagogy from the viewpoint of Biesta's criticisms. Moilanen and Huttunen conclude that the German models of emancipatory education present at least a partial alternative to the modern logic of emancipation. Despite this, the German models are based on the idea of education as cultivation. Because Biesta criticizes the theory of education as cultivation, it is possible to conclude that he would not accept the German models of emancipatory education. However, the German models of critical pedagogy provide answers to the following question: how can students achieve independence in the pedagogical relationship? When students take part in designing educational processes, they are summoned to assess the validity of the taught knowledge, and they practice independent decision-making at school; the pedagogical relationship, based on authority, can foster student self-determination. (shrink)

The wicked problems that constitute sustainability require students to learn a different set of ethical skills than is ordinarily required by professional ethics. The focus for sustainability ethics must be redirected towards: (1) reasoning rather than rules, and (2) groups rather than individuals. This need for a different skill set presents several pedagogical challenges to traditional programs of ethics education that emphasize abstraction and reflection at the expense of experimentation and experience. This paper describes a novel pedagogy of sustainability (...) ethics that is based on noncooperative, game-theoretic problems that cause students to confront two salient questions: “What are my obligations to others?” and “What am I willing to risk in my own well-being to meet those obligations?” In comparison to traditional professional ethics education, the game-based pedagogy moves the learning experience from: passive to active, apathetic to emotionally invested, narratively closed to experimentally open, and from predictable to surprising. In the context of game play, where players must make decisions that can adversely impact classmates, students typically discover a significant gap between their moral aspirations and their moral actions. When the games are delivered sequentially as part of a full course in Sustainability Ethics, students may experience a moral identity crisis as they reflect upon the incongruity of their self-understanding and their behavior. Repeated play allows students to reconcile this discrepancy through group deliberation that coordinates individual decisions to achieve collective outcomes. It is our experience that students gradually progress through increased levels of group tacit knowledge as they encounter increasingly complex game situations. (shrink)

There is a need to explore educational strategies that translate ethics knowledge into ethical behavior. Commonly used pedagogical approaches steeped in traditional normative ethical theory are less powerful than sensemaking in preparing clinicians to respond to ethical problems in practice. This integrative review of 15 articles explores the use of sensemaking as an instructional method for clinical ethics. Whittemore and Knafl’s :546–553, 2005) integrative review method guided a systematic appraisal of data from both qualitative and quantitative research traditions, synthesizing (...) disparate studies in analyzing literature about the use of sensemaking as a pedagogical approach in teaching ethics. Findings supported the use of Weick’s sensemaking theory to develop instructional methods that encourage ethical decision making in students as well as promote ethical response by health care providers. The review reveals important theoretical and training implications for introducing sensemaking as a means to promote ethical action in clinical practice. (shrink)

Building upon Thornton's (1991) work on teachers as “curricular-instructional gatekeepers,” the author explores what guided the curricular decision-making for one novice teacher concerning controversial issues that center on race, social class, and lesbian, gay, bisexual, and transgender (LGBT) issues. Qualitative case study revealed context, student demographics, and teacher positionality as influencing this teacher's choices regarding these themes in her curriculum. Findings indicated that this teacher was willing and able to challenge racist views in her classroom when she was (...) a student teacher and her students more closely mirrored her own race and social class. When she was a full-time teacher of students who were of a different racial and class background, she was unable to similarly challenge their homophobic beliefs. Implications for teacher education are discussed. (shrink)

The standardised and instrumental view of teaching overshadows the unintentional spontaneous, unpredictable aspects of teaching captured by the notion of pedagogical tact. Pedagogical tact is grounded in teacher-pupil relations involving trust and care. This article illustrates how pedagogical tact can be used as an analytical tool in empirical educational research. The overall aim was to explore how tactful acting manifests itself in teachers’ pedagogical decision-making, and what can facilitate or impede teachers’ tactful acting. The (...) author provides examples from two cases. The first case shows how the teacher balances freedom and constraint in making decisions about grading. The second case demonstrates how a beginning teacher handles a situation involving a student with special needs. The findings show that the conditions for tactful acting are determined by various aspects of the educational practice, such as the teacher’s freedom to make pedagogical decisions and the teacher’s obligations towards the students, principal, and parents. (shrink)

Ethical guidance in research is underpinned by the need to show respect for study participants by upholding autonomy in participant decision-making, and confidentiality and protection of individual rights, privacy and interests, yet decision-making could also be influenced by the participant’s sociocultural and belief systems. This calls for a more Africanised approach to research ethics where these values and beliefs are upheld. While national and international ethics guidelines do exist, there is little evidence that such a paradigm (...) shift in research ethics is adequately interrogated in the teaching and learning curricula in higher education, where research skills are developed and nurtured. Critical reflection is used to highlight opportunities to stimulate learning and debates underpinned by humanised pedagogy in higher education. (shrink)

In the profession of nursing, whiteness continues to be deeply rooted because of the uncritical recognition of the white racial domination evident within the ranks of nursing leadership. White privilege is exerted in its ascendency and policy-making within the nursing discipline and in the Eurocentric agenda that commands nursing pedagogy. While attention to antiracism has recently increased, antiracism pedagogy in nursing education is nascent. Pedagogical approaches in the nursing profession are essential. Because it encompasses the strategies used (...) to transmit the science in how nurses practice and teach, which has predominantly been informed using a Eurocentric lens. This paper presents a literature review on antiracist pedagogy in nursing education, discussing how nurse educators can integrate antiracism pedagogy in nursing education, highlighting examples presented by the authors. Key terms related to antiracism are reviewed. The resultant themes from the literature review include resistance to antiracist pedagogy, managing emotional responses, and supporting transformative learning using an antiracist approach. The primary implementation of Eurocentric pedagogical approaches whiteness pervasive in nursing education must be uprooted. Antiracist and other antioppressive learning approaches must be embraced to understand the insidiousness of racial inequities and its power in sustaining structural oppression in nursing academia. (shrink)

The research and publication practices by which scientists produce biomedical knowledge about race and ethnicity remain largely unexamined despite increasing interest in biological explanations for health disparities by race, as well as prominent critiques by social scientists highlighting the implications of conceptualizing race as a biological category. Although a growing number of studies on lab and research practices are helping to map meanings of race and ethnicity on notions of difference and health, we still have very little understanding of the (...) earlier funding application stage or of the resulting publications. We know that knowledge production can involve a range of different processes, including consensus building, strategic and instrumental decision making, as well as conscious and subconscious cognitive filtering, through which we direct analytic attention only to those aspects of a problem or topic that are defined as “relevant” and “important.” These processes also involve the “translation” of ideas such as race and ethnicity for different audiences, which occurs in broader contexts of cultural norms and institutional rules and practices. (shrink)

The integration of artificial intelligence into bioethics education represents a new pedagogical approach that addresses complex moral issues in healthcare. The use of AI-driven platforms like ChatGPT in bioethics education can enhance critical thinking and decision-making skills among students by providing a diverse range of perspectives and solutions. To assess the ability of ChatGPT-4 to understand and resolve ethical dilemmas using validated clinical case vignettes, thereby determining its suitability as a teaching aid in bioethics. Ten clinical scenarios, (...) each with inherent ethical issues, were presented to ChatGPT-4. These scenarios were expert-validated to ensure relevance and complexity. ChatGPT's responses were evaluated by two blinded external raters to eliminate bias. The assessment criteria included identification of bioethical principles, recognition of stakeholders and their outcomes, and comprehension of ethical and legal frameworks. Additionally, the quality of responses was scored on a scale of 1–10. ChatGPT showed proficiency in identifying the pertinent bioethical principles and stakeholders involved in the ethical dilemmas presented. It achieved an overall score of 84.5%, with high marks for its analytical capabilities in complex scenarios. However, the study identified areas for improvement, particularly in proposing comprehensive solutions and alternative actions. ChatGPT demonstrates potential as an effective tool for bioethics education, capable of guiding learners through the resolution of ethical issues in clinical practice. However, to fully integrate ChatGPT into bioethics education, it requires enhancements in delivering detailed, actionable guidance in ethical decision-making. Future development should focus on refining ChatGPT’s ability to offer nuanced solutions aligned with patient values and clinician needs. (shrink)

Business ethics materials are, by and large, case studies based on corporate policy issues or corporate malfeasance. Yet, many ethical situations are of a very personal nature and require personal responsibility. For undergraduate students who have not had any real exposure to a corporate environment or who do not have enough business savvy to realize what is unethical, the present article explores the use of “constructed narrative cases” to provide students with coursematerials that may increase their understanding of the personal (...) nature of ethical decision making. The discussion focuses on the use of the short story as a model for developing such cases for classroom use. (shrink)

Increasing numbers of decisions about everyday life are made using algorithms. By algorithms we mean predictive models (decision rules) captured from historical data using data mining. Such models often decide prices we pay, select ads we see and news we read online, match job descriptions and candidate CVs, decide who gets a loan, who goes through an extra airport security check, or who gets released on parole. Yet growing evidence suggests that decision making by algorithms may discriminate (...) people, even if the computing process is fair and well-intentioned. This happens due to biased or non-representative learning data in combination with inadvertent modeling procedures. From the regulatory perspective there are two tendencies in relation to this issue: (1) to ensure that data-driven decision making is not discriminatory, and (2) to restrict overall collecting and storing of private data to a necessary minimum. This paper shows that from the computing perspective these two goals are contradictory. We demonstrate empirically and theoretically with standard regression models that in order to make sure that decision models are non-discriminatory, for instance, with respect to race, the sensitive racial information needs to be used in the model building process. Of course, after the model is ready, race should not be required as an input variable for decision making. From the regulatory perspective this has an important implication: collecting sensitive personal data is necessary in order to guarantee fairness of algorithms, and law making needs to find sensible ways to allow using such data in the modeling process. (shrink)

Business ethics materials are, by and large, case studies based on corporate policy issues or corporate malfeasance. Yet, many ethical situations are of a very personal nature and require personal responsibility. For undergraduate students who have not had any real exposure to a corporate environment or who do not have enough business savvy to realize what is unethical, the present article explores the use of “constructed narrative cases” to provide students with coursematerials that may increase their understanding of the personal (...) nature of ethical decision making. The discussion focuses on the use of the short story as a model for developing such cases for classroom use. (shrink)

Since literary historian Robert Bone published his seminal essay ‘Richard Wright and the Chicago Renaissance’ in 1986, scholars have created new cartographies of previously unexplored terrain in American cultural history. The earliest studies focused on literature, but more recently attention has turned to other disciplines, including visual arts. Recent publication of The Muse in Bronzeville: African American Creative Expression in Chicago, 1932–1950 (2011) by Robert Bone and Richard A. Courage promises to decisively broaden scholarly understandings of the scope and significance (...) of Chicago-centred cultural production during the Great Depression and post-war years. Of particular relevance to contemporary studies of new media art is the manner in which then-emergent ideas and practices – centring on racialized subject matter, elite and mass audiences, traditional and new mediums of expression, private vs public sponsorship, and passive vs active reception of art objects – converged to create new paradigms and possibilities for visual artists to reshape consciousness in a period of institutional collapse and change. Chicago’s New Negro artists of the 1930s and 1940s, like their counterparts in 1920s Harlem, sought to reframe perceptions of African American life, to re-present the black subject as something other than an object of contempt or amusement beneath the privileged gaze of the white viewer. Just as these artists sought to revise perceptions of racial reality, examination of the wide range of actual images they created and the mediums and styles they explored revises reductive notions about creative expression in this period, which often portray a mere subordination of art to propaganda and an embrace of representational aesthetics and simplistic narratives in a fruitless detour in the evolution from modernism to postmodernism. On the contrary, Andrew Hemingway notes the range of stylistic experiment and characterizes so-called ‘social art’ as ‘a hybrid and unstable mode [which] had to carry the imperative to be an art equal in formal achievement to both the great art of the past and the modern tradition … [and] to suggest a political orientation without becoming overt revolutionary propaganda’ (2002).New media theorist Oliver Grau observes thatIn many quarters, virtual reality is viewed as a totally new phenomenon… but it did not make its first appearance with the technical invention of computer-aided virtual realities. On the contrary, virtual reality forms part of the core of the relationship of humans to images… grounded in art traditions that have receivedscant attention up to now.(2004)In the midst of another period of change, of transformed and transforming ideas and practices in the arts, we have much to learn from the attempts of Chicago’s New (Media) Negro artists to create ‘art for the people’, to immerse broad audiences in such accessible media as mural painting, photography and graphic arts. (shrink)

Should decision-making algorithms be held to higher standards of transparency than human beings? The way we answer this question directly impacts what we demand from explainable algorithms, how we govern them via regulatory proposals, and how explainable algorithms may help resolve the social problems associated with decision making supported by artificial intelligence. Some argue that algorithms and humans should be held to the same standards of transparency and that a double standard of transparency is hardly justified. (...) We give two arguments to the contrary and specify two kinds of situations for which higher standards of transparency are required from algorithmic decisions as compared to humans. Our arguments have direct implications on the demands from explainable algorithms in decision-making contexts such as automated transportation. (shrink)

Several attempts have been made previously to provide a biological grounding for cognitive architectures by relating their components to the computations of specific brain circuits. Often, the architecture's action selection system is identified with the basal ganglia. However, this identification overlooks one of the most important features of the basal ganglia—the existence of a direct and an indirect pathway that compete against each other. This characteristic has important consequences in decision-making tasks, which are brought to light by Parkinson's (...) disease as well as genetic differences in dopamine receptors. This paper shows that a standard model of action selection in a cognitive architecture cannot replicate any of these findings, details an alternative solution that reconciles action selection in the architecture with the physiology of the basal ganglia, and extends the domain of application of cognitive architectures. The implication of this solution for other architectures and existing models are discussed. (shrink)

Recent work has formally linked the traditional axiomatisation of incomplete preferences à la Anscombe-Aumann with the theory of desirability developed in the context of imprecise probability, by showing in particular that they are the very same theory. The equivalence has been established under the constraint that the set of possible prizes is finite. In this paper, we relax such a constraint, thus de facto creating one of the most general theories of rationality and decision making available today. We (...) provide the theory with a sound interpretation and with basic notions, and results, for the separation of beliefs and values, and for the case of complete preferences. Moreover, we discuss the role of conglomerability for the presented theory, arguing that it should be a rationality requirement under very broad conditions. (shrink)