Here we reconsider teachers’ changing subjectivities as autonomous agents whose practices acknowledge risk as an essential element in intellectual inquiry. We seek alternative descriptions to the limiting language of teachers’ current practices within the primacy of the market. We are convinced by Levinas’s claim that ethics is the first philosophy with its concomitant responsibility for the Other. This provides a valuable point of departure and our understanding of its relevance is expanded by Biesta and Todd. This perspective allows interruption of (...) the global reform ensemble with its reductionist understandings of teachers’ subjectivities within concerns for a ‘visible pedagogy’ and performativity. We illustrate how this global policy imperative is reworked in policies in the Republic of Ireland and share reflexive insights from our tutoring of teachers studying for a Master’s degree in Education. We show that teachers’ autonomy, which we understand as the capacity of teachers to facilitate risk and make ethically informed local judgements, is severely restricted by imposed standards, codes and laws to which there is tightly policed adherence. Instead we describe teachers’ practices occurring within an Invisible Pedagogy, which is not concerned with totalising and limited performativity but instead, explores risks associated with existential possibilities beyond commodification. (shrink)

Studying the most ethical way to allocate scarce medical resources has been of interest within the last year, due to shortages associated with the COVID-19 pandemic. This study aimed to establish differences between what healthcare providers (HCP) and laypeople consider to be the most ethical way to prioritise the distribution of scarce resources. Healthcare providers ( n = 100) and laypeople ( n = 102) were asked to rank ethical principles from most to least ethical for the allocation of ICU (...) beds in a COVID-19 outbreak, COVID-19 vaccinations and organ transplantation, and the rankings from each scenario across the two groups were compared. Results indicated that HCPs preferred utilitarian principles informed by medical knowledge, such as ‘prognosis’, whereas laypeople preferred less situation-specific and prioritarian principles, such as ‘sickest first’, replicating pre-pandemic findings. Laypeople showed increased in-group agreement when ranking principles, potentially due to the collective experience of the pandemic. Demographic variables such as older age, identifying as Black, Asian or minority ethnic and greater experience with COVID-19, were also associated with a preference for ‘prognosis’. (shrink)

There is a growing need to identify what really can converge classroom learning to the real-life practising of ethical principles. We examine if the effectiveness of ethics education can be improved through meditation-based mindfulness intervention. Our baseline experiment is a procedurally modified version of the anagram exercise (Ruedy and Schweitzer 2010) for measuring unethical behaviour. We introduce a brief meditation intervention to induce instant mindfulness. Our findings indicate substantive evidence confirming the positive effect of the state of mindfulness on ethical (...) behaviour. Subjects in the meditation group engage in more low-level cheating compared to the control group who cheated more severely. Gender and academic grade do not influence ethical behaviour. Mindfulness fosters composure, mental poise, and a conducive environment for upholding ethical values, as indicated by a lower incidence of cheating in our study. We propose to promote a learning environment with mindfulness intervention in educational programmes. (shrink)

There is an extensive literature on the allocation of medical resources in many disciplines including ethics, law, medicine, psychology and sociology (Cicognani et al., 2007; Krütli et al., 2016; P...