A good education provides useful ‘knowledge, skills, attitudes, and dispositions’ (Brighouse, Ladd, Loeb, & Swift, 2016, p. 6).1 Educational justice cares about the distribution of these goods beca...

Three proposals are made regarding values acquisition in schools. It is believed that: (a) optimal conditions for the integration of values into school-students' lives will include students' voluntary commitments; (b) values learning must lead to personally transformed relationships between students and topics considered worthwhile; (c) since values learning is, arguably, the core of formal education, there has to be some consistency between what is learned and the wider socio-political scene. It is argued that these conditions are hard to fulfil via (...) the prescribed, performance-oriented curricula currently on offer in English school classrooms. (shrink)

A good education provides useful ‘knowledge, skills, attitudes, and dispositions’ (Brighouse, Ladd, Loeb, & Swift, 2016, p. 6).1 Educational justice cares about the distribution of these goods beca...

Teaching bioethics with visual education tools, such as movies and comics, is a unique way of explaining the history and progress of human research and the art and science of medicine to high school students. For more than a decade, bioethical concepts have appeared in movies, and these films are useful for teaching medical and research ethics in high schools. Using visual tools to teach bioethics can have both interpretational and transformational effects on learners that will enhance their overall understanding (...) of complex moral and legal issues in medicine and research.High school students are uniquely suited to learn bioethics because they will soon become legal adults. As adults, they will make moral decisions that may affect their health and wellbeing as well as that of their communities and societies.However, not all visual education tools are appropriate for bioethics pedagogy in high school. Bioethics film and comic producers must consider the specifics of student age, race, gender, belief, level of education, and sexual orientation. Such tools must not be dominated by either dystopic or utopic genres, must aim for objectivity, and must consider the complexity of ethical decision making. It is critical that the teacher, who is the final arbiter regarding the use of visual tools in the classroom, determines that the visual learning tool is acceptable for students in any particular education context. In addition, during the conceptualization and creation of these tools, bioethics film and comic producers must work harder to ensure that these visual tools are devoid of any form of stereotyping. (shrink)

The research aims to design a proposed model of learning organizations as an entry point to achieve organizational excellence in the Palestinian universities of Gaza Strip. A random sample of workers were selected from the Palestinian universities consist of (286) employees at recovery rate of (70.3%). The study concluded with a set of results the most important of which: there is a statistically significant relationship between the components of learning organizations and achieving organizational excellence in the Palestinian universities of Gaza (...) Strip from the standpoint of the faculty members. One of the main recommendations of the study: establish the concept of learning organization in leaders and staff of the university through the establishment of specialized courses, and workshops. Turning the status of the university into a learning organization as a strategic objective and the performance of managers are measurement accordingly. Organize visits of the leaders of the university a to the top organizations in this field and to take advantage of their experience and encourage deans and heads of departments to involve their employees in the information on global trends and trends in learning organization through regular meetings. (shrink)

Training in the responsible conduct of research (RCR) is mandated for select trainees supported by federal funds. RCR Instructors typically address standards and accepted practices for the planning, conduct and reporting of academic research. While this focus may be relevant to future academic scientists, the majority of science graduate students pursue careers in non-academic employment sectors (e.g., government, non-profit, industry). The ethical and regulatory conventions, norms and expectations of the academic setting may not always transfer to other work environments. As (...) such, educators should focus less on answering specific questions about standards and practices in academia, and instead design ethics education to actively engage students in a learning process that prepares them with the skills to identify and navigate ethical dimensions in a wide range of possible science professions. This paper introduces the principles of andragogy and provides recommendations for educators to consider when designing research ethics education for graduate students seeking cross-sector science careers. By applying principles that resonate with adult learning and integrating strategies that promote self-directed and life-long learning (e.g., reflective practice and collaborative projects), professional and research ethics instructional effectiveness may be enhanced. (shrink)

This article gives a critique of the notion of tolerance and the promotion of tolerance in education as a means of fostering respect for the ‘other’. In its place the theologically specified notion of hospitality is proposed. In the process of doing this, the article addresses three questions: is there an inherent contradiction between liberal philosophies of education and the promotion of tolerance? Is tolerance the best way to enable genuine respect for the ‘other’? And is tolerance something Christians should (...) promote? To address these question, first, definitions of tolerance are assessed; second, the relationship between tolerance and autonomy is analysed; third, an account of how hospitality is conceived within the Christian tradition is set out; and lastly, hospitality and tolerance are contrasted in theory and practice. The article ends by drawing some conclusions for the practice of education. (shrink)

This article discusses some recent attempts to develop an economic case that can justify proposals for curricular and institutional reform in education of a radical kind. It investigates the claim, which underpins current debates around a Labour Party alternative to Conservative education policy, that a new phase of development, often referred to as 'post-Fordism', of the dominant economies of the western world provides the basis, and the necessity, for a new system of education which would realise a programme of egalitarian (...) and democratic reform. (shrink)

This article discusses some recent attempts to develop an economic case that can justify proposals for curricular and institutional reform in education of a radical kind. It investigates the claim, which underpins current debates around a Labour Party alternative to Conservative education policy, that a new phase of development, often referred to as 'post-Fordism', of the dominant economies of the western world provides the basis, and the necessity, for a new system of education which would realise a programme of egalitarian (...) and democratic reform. (shrink)

A good education provides useful ‘knowledge, skills, attitudes, and dispositions’ (Brighouse, Ladd, Loeb, & Swift, 2016, p. 6).1 Educational justice cares about the distribution of these goods beca...

Transmission of traditional art forms in the modern world has been a major issue in the field of arts education. Different issues have been raised on how to preserve the traditional art forms for f...

The Village Proposal is based on the African proverb that it takes a village to raise a child. Part education commentary, part memoir, the book analyzes the theme of shared responsibility in public schools.

Public policy tries to promote appropriate drug use by allowing firms to market drugs in interstate commerce only for uses that the Food and Drug Administration has found to be safe and effective. Because of their medical knowledge, physicians are authorized to prescribe drugs even for uses unapproved by the FDA. Nevertheless, physicians have relied on drug firms for information on appropriate prescribing despite the inherent tension between drug firm dissemination of information to promote sales and rational prescribing. In the (...) past, physicians often relied particularly on drug firm advertising for information on drug use. Today, physicians rely on drug firms to finance continuing medical education. A historical review reveals connections between these two different ways commercial interests have influenced the information that physicians receive and points the way to needed reforms. (shrink)

The development of a professional code of ethics should provide an explanation of the professional values and principals that guide a body of persons engaged in an important role in society. Most professions find ethical standards of conduct are necessary to codify acceptable behavior to develop public trust, reliability, and consistency in their performance. The proposed AMS Code of Ethics for Marketing Educators is the first step in developing communication, debate, and hopefully, agreement about the social responsibility of the marekting (...) discipline. It is important to note that the AMS code was not developed to punish wrongdoers but to provide a positive guide to help marketing educators understand how their actions may be viewed by society. It is an attempt to establish standards that are collectively viewed as important to the marketing education profession. (shrink)

Through the 1960s, many people claimed that drug advertising was educational and physicians often relied on it. Continuing Medical Education (CME) was developed to provide an alternative. However, because CME relied on grants, industry funders chose the subjects offered. Now policymakers worry that drug firms support CME to promote sales and that commercial support biases prescribing and fosters inappropriate drug use. A historical review reveals parallel problems between advertising and industry-funded CME. To preclude industry influence and improve CME, we should (...) ensure independent funding by taxing medical industries, facilities and physicians. Independent public and professional authorities should create CME curricula. An independent agency should allocate all funds to educational institutions for approved curricula. (shrink)

A number of national educational organizations and individual authors have called for the use of information technology to radically reform higher education. Several projections of how this reformation will unfold are presented here. Three different approaches to critically assessing these projections are considered in this article, two briefly and one in more detail. Brief consideration is given to an approach based on educational values and to an approach based on cost/benefit analysis. After some discussion of the strengths and weaknesses of (...) these approaches, a third approach deriving from a theory of technology control (Incrementalism) is elaborated in more detail and is found to offer helpful criticisms of the called for revolution in higher education. Some recommendations for how these new technologies can be developed in responsible ways are also offered. (shrink)

In the educational sphere, the concept of democracy is used in many and varied ways, though the hegemonic school culture often starts from a concept of democracy that is taken for granted, and it is understood that the entire educational community shares a similar concept. As a result of the research project “Democracy, participation and inclusive education in schools” we realized that the above-mentioned concept is used without being accurately defined in the school setting. This observation is what has prompted (...) us to write this article, basically structured in two parts. In the first part, based on the theoretical debate occurring in the field of social sciences, we delimit the concept of democracy and structure it in four basic dimensions: governance, inhabitance, otherness and ethos. In the second part, we specify and examine in depth these four dimensions in the school setting in order to construct a broad and transversal, yet specific, definition, with which to be able to develop ambitious democratic projects and, in turn, contribute to scientific debate. (shrink)

Ongoing serious breaches in medical professionalism can only be avoided if UK doctors rethink their approach to law. UK medical education has a role in creating a climate of change by re-examining how law is taught to medical students. Adopting a more insightful approach in the UK to the impact of The Human Rights Act and learning to manipulate legal concepts, such as conflict of interest, need to be taught to medical students now if UK doctors are to manage complex (...) decision-making in the NHS of the future. The literature is reviewed from a unique personal perspective of a doctor and lawyer, and practical proposals for developing medical education in law in the UK are suggested. (shrink)

This edited collection brings together a robust range of philosophers who offer theoretically and critically informed proposals regarding the aims, policies, and structures of the university. The collection fills a major gap in the landscape of higher education theory and practice while concurrently reviving a long and often forgotten discourse within the discipline of philosophy. It includes philosophers from across the globe representing disparate philosophical schools, as well as various career stages, statuses, and standpoints within the university. There is also (...) a diversity in method, approach and style, which varies from personal narratives and case studies, to philosophical genealogies, to traditional philosophical essays, and to systematic theories. The collection can serve as a theoretical resource for critically minded administrators and faculty who wish to analyze and change policies and structures at their home institutions. It will introduce them to a wide range of possible educational imaginaries, as well as provide them with productive suggestions for pragmatic change on campuses. (shrink)

Today it is difficult to investigate how to deal with the interaction of heterogeneous societies living in common spaces of coexistence. Certainly, the intervention in this field of scientific knowledge requires to know and to be able to apply the concepts, models and paradigms of social relation that differ considerably according to the social context in which we are investigating. It is not the same, contextualizing this situation in the American society, or in the European, Asian or Latin American, to (...) give some examples. The education, through a new concept of sociocultural relations, specific to each context, will favour the establishment of ties to promote and encourage the coexistence of peoples. This coexistence in the social context of Latin America is based on the momentum generated by the Indigenous Peoples that have led to profound changes in educational paradigms and social relations. The new situation causes the interaction of such disparate concepts as intra- and transculturality through the incidence of identity in the context of globalization. (shrink)

Medical schools, like all institutions, are conservative since they seek to maintain and expand on their accomplishments. Stakes are high in carceral medicine given the risks of replicating the inhumane social conditions that exist within prisons and allow prisons to exist. Given the increasing number of partnerships between state and municipal carceral systems with academic medical centers, medical schools must consider which guiding theory they will use to teach carceral medicine. The interdisciplinary theory of prison abolition is best fit for (...) the task of training medical students to think about the long term goals of societal change and public health. (shrink)

The purpose of this article is to explore a fundamental ethical approach to nursing and to suggest some proposals, based on this approach, for nursing ethics education. The major point is that the kind of nursing ethics education that is given reflects the theory that is held of nursing. Three components of a fundamental ethical view on nursing are analysed more deeply: (1) nursing considered as moral practice; (2) the intersubjective character of nursing; and (3) moral perception. It is argued (...) that the fundamental ethical view on nursing goes together with a virtue ethics approach. Suggestions are made for the ethics education of nurses. In particular, three implications are considered: (1) an attitude versus action-orientated ethics education; (2) an integral versus rationalistic ethics education; and (3) a contextual model of ethics education. It will also be shown that the European philosophical background offers some original ideas for this endeavour. (shrink)

This paper examines the recent shift towards the dominance of the study of philosophy of religion, ethics and critical thinking within religious education in Britain. It explores the impact of the critical realist model, advocated by Andrew Wright and Philip Barnes, in response to prior models of phenomenological religious education, in order to expose the ways in which both approaches can lead to a distorted understanding of the nature of religion. Although the writing of Emmanuel Levinas has been used in (...) support of the critical realist model by Wright, I will consider how his and Slavoj Žižek's writings on the nature of religion might challenge the dominance of the critical realist approach and provide a conceptual framework through which it might be possible to develop an alternative approach to religious education that attends to the complexity, ambiguity and demanding nature of engaging with religious traditions. (shrink)

J C Walker; Dusting Off Educational Studies: a methodology for implementing certain proposals of John Wilson’s, Journal of Philosophy of Education, Volume 18, I.

The main objective of this article is to analyze the conceptual connection between the Doctrine of Children’s Education, briefly mentioned in Spinoza’s Tractatus de Intellectus Emendatione, and the concept of emendation present at the very center of this Treatise’s title. A close textual exegesis of the opening paragraphs of TIE reveals why such a doctrine cannot be the ascetic renunciation of the content of ordinary life. We shall see instead that a new institution of life shall be possible only through (...) a deep plunge into the understanding of ordinary confused life. A Spinozan Doctrine of Children’s Education shall then be conceived as a pedagogy guided by an error mapping principle, i.e., a pedagogy capable of amending the mistaken beliefs of students through their understanding of the way these are produced as real events in the world. This would be an immanent pedagogy, which could be relevant to any form of contemporary thought that seeks a truly liberating education. (shrink)

In The Emergence of the American University, Laurence Veysey argued that by the end of the nineteenth century, four rival conceptions about the purpose of higher education were already in contention: it should develop moral and mental discipline, it should prepare students for employment and participation in a democratic culture, it should be a place for research, and it should support liberal culture. Veysey went on to note that the focus on moral discipline was already waning in the early years (...) of the twentieth century. Yet varieties of all four conceptions persist in the ongoing contestation about the purpose and value of higher education, and each makes an... (shrink)

The ethical aspect of the online learning is a major priority that has to be addressed by all stakeholders in the educational field. This study sheds the light on establishing a code of ethics for the online learning based on a Palestinian vision. A content analysis was used for related literature in order to drive themes and major topics, then a qualitative approach was used to collect data to test the themes from the field. The study population consisted of 21 (...) educators who have previous experience in online learning and 4 key university specialists with pedagogical experience. Interviews and focused group meetings were conducted with participants. The findings revealed that most of educators’ attitudes toward establishing a code for ethics in online learning mode are positive. The study also revealed that all educational stakeholders play a vital role in the success of online learning and particularly in practicing positive ethics. (shrink)

A call to advance integrative teaching and learning in higher education. From Parker Palmer, best-selling author of The Courage to Teach, and Arthur Zajonc, professor of physics at Amherst College and director of the academic program of the Center for Contemplative Mind in Society, comes this call to revisit the roots and reclaim the vision of higher education. The Heart of Higher Education proposes an approach to teaching and learning that honors the whole human being--mind, heart, and spirit--an essential integration (...) if we hope to address the complex issues of our time. The book offers a rich interplay of analysis, theory, and proposals for action from two educators and writers who have contributed to developing the field of integrative education over the past few decades. Presents Parker Palmer's powerful response to critics of holistic learning and Arthur Zajonc's elucidation of the relationship between science, the humanities, and the contemplative traditions. Explores ways to take steps toward making colleges and universities places that awaken the deepest potential in students, faculty, and staff. Offers a practical approach to fostering renewal in higher education through collegiality and conversation. The Heart of Higher Education is for all who are new to the field of holistic education, all who want to deepen their understanding of its challenges, and all who want to practice and promote this vital approach to teaching and learning on their campuses. (shrink)

J C Walker; Dusting Off Educational Studies: a methodology for implementing certain proposals of John Wilson’s, Journal of Philosophy of Education, Volume 18, I.

This paper is an indirect critique of the practice of American liberal education. I show that the liberal, integrative model that American colleges and universities have adopted, with one key exception, is essentially an approach to education proposed some 2400 years ago by Stoic philosophers. To this end, I focus on a critical sketch of the Stoic model of education—chiefly through the works of Seneca, Epictetus, and Aurelius—that is distinguishable by these features: education as self‐knowing, the need of logic and (...) critical thinking for informed decision‐making, learning as preparation for life, and knowledge for integration in private, local, and global affairs. Such a critical sketch may not only help institutions instantiate their own similar aims more effectively, but also help them assess those aims with apposite normative force, which today they lack. (shrink)

Adolescents are increasingly at risk for sexually transmitted diseases (STDs), including human immunodeficiency virus (HIV) infection. The prolonged latency period, sometimes in excess of five years, and the incubation period of up to 10 years before the manifestation of symptoms, may foster adolescents’ false sense of invincibility and denial as they often do not see the devastating effects of the disease in their peers until they are older. In turn, their practice of safer sex may be hindered and thereby contribute (...) to the escalation of this public health crisis among sexually active adolescents. Prevention-focused recommendations were made in the USA as a result of this crisis. Recommendations were made to: (1) include STD/HIV education in the curricula of grades kindergarten to 12; (2) increase to at least 75% the proportion of primary care and mental health professionals who provide age-appropriate STD/HIV prevention counselling to adolescents; and (3) expand HIV prevention services to include age-appropriate HIV education curricula for students in grades 4-12 in 95% of schools. Yet, in the USA, the provision of school-based comprehensive STD/HIV education has been difficult to achieve owing to certain limitations and, in some instances, legal action. These limitations include: limited student access; restricted content; and the implementation of sporadic and/or brief educational programmes. Given these recommendations and the fact that adolescents are acquiring STDs and HIV infections at increasing rates, and despite the limitations and legal actions, do health care professionals not have an ethical obligation to provide adolescents with comprehensive STD/HIV prevention education? This ethical dilemma will be discussed using the ethical decision-making principles of ‘autonomy’ and ‘beneficence’, and a decision-making model proposed by Thompson and Thompson, and by Chally and Loric. (shrink)

Religious education is a communication process between teacher and student. Martin Buber is one of the philosophers who attach importance to the communication and relationship that should be established between teachers and students in education. In Buber's dialogue philosophy, it is underlined that a reciprocal relationship should be established between teacher and student. Our study from this point aims to draw attention to the efforts of a sound communication opportunity between teacher and student in religious education in the light of (...) Martin Buber's thoughts. In this study designed as a qualitative research, the document analysis method was used. In this sense, the main theme of our study is Buber's books and articles translated into Turkish and English. Besides, the studies of Cohen, Friedman, Blenkinsop, and Boschki have also been studied. The relationship of the individual with the world in Buber's philosophy of dialogue takes place in two styles. The first is the I-S/He relationship style. The person who has this level of a relationship sees the world as an object to be experienced only for himself/herself. For this reason, there is no reciprocity in their relations and experience takes place within the individual. According to Buber, the second type of relationship is based on the I-You perspective. The individual who has this form of relationship makes the world meaningful in an open, sincere, and mutual relationship. In the education based on I-S/He behavior style, the teacher has a one-way relationship with students, which is not based on reciprocity. In this process, the teacher focuses more on the subject the student will tell. Buber criticizes this kind of education, which is avoided and not related to the student. According to Buber, education should be done according to the I-You behavior style. In this way, it is possible to realize the unique existence of the child and to unite with his/her inner and outer world with the power of mutual relationship and participation. In order for the learners to establish a sound relationship with the world in general and religious and moral phenomena in particular, the learners should be in contact with religious educators in the first place. In religious education, it is necessary to establish a relationship by the teacher in which religious beliefs and values are not imposed on the student and the authenticity of a student is respected. This relationship is only possible if the student trusts the teacher and knows that the teacher is really with him/her in person. The religious educator should provide the learner with real experiences that s/he can experience and feel and should be able to follow the inner world and thoughts of the learner in this process. In this context, it is necessary to turn onto the reality, problems, and needs of the period in which students live more than the future and adulthood. The tradition should be handled as a living organism that touches the student's life, not in the form of dull, finished events and stories, and focused more on principles and messages than events and people. As a result, education should aim not only to improve cognitive development and creativity but also to develop and excel in all aspects of the person. For this reason, emotional and social phenomena should be a part of religious education. The best way to include emotional and social phenomena in religious education lies in the relationship between teachers and students. For this reason, we think that it is necessary to concentrate more on relations theoretically between religious educators and learners. In fact, we also aim to remove the issue of communication from a technical issue and place it in an ontological issue perspective. This study aims to be a humble beginning for these purposes. (shrink)

Many scholars in the area of citizenship education take deliberative approaches to democracy, especially as put forward by John Rawls, as their point of departure. From there, they explore how students’ capacity for political and/or moral reasoning can be fostered. Recent work by political theorist Chantal Mouffe, however, questions some of the central tenets of deliberative conceptions of democracy. In the paper I first explain the central differences between Mouffe’s and Rawls’s conceptions of democracy and politics. To this end I (...) take Eamonn Callan’s Creating Citizens as an example of Rawlsian political education and focus on the role of conflict and disagreement in his account. I then address three areas in which political education would need to change if it were to accept Mouffe’s critiques of deliberative approaches to democracy and her proposal for an agonistic public sphere. The first area is the education of political emotions; the second is fostering an understanding of the difference between the moral and the political; the third is developing an awareness of the historical and contemporary political projects of the “left” and “right.” I propose that a radical democratic citizenship education would be an education of political adversaries. (shrink)

Although the issue of transformation has always been on the agenda of higher education since the transition to a democratic government in 1994, it is only since the student protests in 2015 and 2016 that the call for decolonisation of higher education in South Africa attracted much attention. The aim of this article is to reflect on the discipline of practical theology in South Africa in view of this call for decolonisation. Looking through the theoretical lens of decolonial theory, the (...) author opts for an epistemological perspective on decolonisation. More particularly, the call for decolonisation of knowledge implies a struggle for epistemic justice. With this understanding of the call for decolonisation, the author reflects on the situation of practical theology in South Africa. The article concludes with three proposals for the decolonisation of practical theological research. (shrink)