The open practice of euthanasia in The Netherlands stood alone in the world until the government of the Northern Territories in Australia accepted the possibility of physician-assisted suicide. Even though the active ending of lives in The Netherlands is still a crime by law, the current practice allows it and acquits physicians if certain conditions have been met. Of the many facets of euthanasia, the teaching of this practice represents a further logical step. In this contribution, we intend to (...) describe the comprehensive teaching program of euthanasia of the Free University of Amsterdam's Postgraduate Family Medicine Program. Here students receive university-based training for 1 day a week in a cohort of 12 and on the job training for 4 days with individual family physicians for 2 consecutive years. We especially intend to portray the integration of euthanasia into the wider teaching of the process of counseling and aid of the dying. (shrink)

This article explores the process of teaching Christian theological ethics beyond the common focus on European and North American sources. In conversation with moves to decolonise university curricula, the article proposes a theology of listening, an example of a research seminar for master’s and doctoral students at the University of Aberdeen on Christian ethics beyond Europe and North America, and an exploration of broader challenges for the formation of the theologian. The article asks, what can we learn when we (...) give up power and control when teaching and learning theology? How can we shift our methods of knowing and practising theology? We write as theologians from India, Mexico, and the United States living in the United Kingdom. We reflect on forms of exclusion in theological method and formation that arise from colonising, systemic violence, and inequalities. The article considers intercultural challenges when encountering different methods of reflection on the Christian experience. In a search for a more profoundly theological approach, we propose listening to the other as integral to doing theology. In an intercultural move, we draw on Dietrich Bonhoeffer's theology of listening, proposing that theology must be an advent of voices from beyond our usual places and methods. (shrink)

Despite increasing scholarly interest in tertiary student perceptions of plagiarism, very little is known about those held by postgraduate students, although differences between undergraduate and PG students relate to both their characteristics and the demands of their studies. Furthermore, there is a dearth of research within the context of international education, where managing plagiarism is seen as a major challenge. This paper reports on a recent online survey with 207 Vietnamese and local PG students at a New Zealand university (...) regarding their perceptions of plagiarism. The findings showed significant differences both between and within the two groups. Perception variations arose from a range of influences and prior experiences, not just the culture in which the students were initially educated. Differences related to participants’ age, gender, academic levels, disciplines, and teaching experience. This study’s findings contribute knowledge about under-researched PG students and problematize prevalent stereotypes of international students regarding plagiarism. They generate implications for higher education institutions to accommodate international and domestic PG student needs in ways that respect their diversities in detail as individuals, not as members of a homogeneous group. Further qualitative research to explore PG student perceptions in greater depth is recommended. (shrink)

In South Africa and in many other countries in Africa and around the globe, the demand for more Doctor of Philosophy (PhD) candidates has increased. With such a demand, a number of challenges also arise. In the discipline of Theology, these challenges are becoming apparent in Old and New Testament Studies, where these fields are experiencing a declining number of students enrolling for biblical languages. This problem is enhanced as the current inherent requirement to study for a PhD in Old (...) Testament is that one must have a knowledge of Biblical Hebrew (and Aramaic), and for New Testament, one needs Greek at an advanced level. Supervisors are challenged more and more to defend these requirements that are complicated by the developmental goals of institutions that require that the number of PhD candidates be increased. In this article, the challenges faced by PhD supervisors (and candidates) in respect of students wanting to enrol for PhDs in Old and New Testament without the necessary requirements are considered, and a case is made as to why it is essential that these students have a background in biblical languages. If students do not take the biblical languages as part of their (undergraduate) studies, immediate concerns for the future of Old and New Testament research and biblical translations (and ministry) are raised. The article concludes with possible suggestions for addressing some of these concerns. Contribution: This article makes an interdisciplinary contribution based on current challenges experienced in the education and supervision of postgraduate studies in the fields of Old Testament and New Testament and on the development and training of postgraduate supervisors in practical education as to contribute to the relevance and practice of theological education today and the future. (shrink)

ABSTRACTThe unprecedented progress in bio‐medical sciences and technology during the last few decades has resulted in great transformations in the concepts of health and disease, health systems and healthcare organisation and practices. Those changes have been accompanied by the emergence of a broad range of ethical dilemmas that confront health professionals more frequently. The classical Hippocratic ethical principles, though still retaining their relevance and validity, have become insufficiently adequate in an increasing range of problems and situations. Healthcare that has been (...) practised for centuries on the basis of a direct doctor‐patient relationship has been increasingly transformed into a more complex process integrating the health‐team, the patient and the community. Systematic review of the specialised literatures revealed that Healthcare Ethics education has become a basic requirement for any training programme for health professionals, and should cover the different stages of undergraduate, postgraduate and continuing education. Both theoretical foundations and practical skills are required for the appropriate ethical reasoning, ethical attitude and decision‐making abilities. There is growing evidence that physicians’ professional and moral development is not only determined by the formal curriculum of ethics; rather more, it is determined by the moral environment of the professional practice, the ‘hidden curriculum’ which deserves serious consideration by medical education. (shrink)

Since Flexner's (1910) report over a century ago, we have observed the growth of medical education as a specialty (Donini-Lenhoff and Hedrick 2000). Of late, we have seen a strong move towards outcome-based education driven by educationalists and national bodies alike (GMC 1993; Harden, Crosby, and Davis 1999; Spady 1988). As medical educators, our understanding has grown considerably. However, there is an area that remains relatively unexplored. All surgeons within teaching hospitals share in the collective responsibility for training more (...) junior doctors (GMC 1995; Leung 2002). As with many facets of postgraduate teaching, this is multi-factorial. Trainee surgeons find themselves fighting a war on many fronts. .. (shrink)

Three goals of teaching medical ethics to physicians are reviewed., Components of a basic course in medical ethics are described with special attention to the roles of case conferences, ethics rounds, and role modeling. Obstacles to teaching ethics are also addressed.

Although an author is defined as someone who has made substantial contributions to a research study, sometimes power relations in student-supervisor collaborations play a more determining role in attribution of authorship. This article reflects the ideas of eight Iranian postgraduate Teaching English as a Foreign Language students about authorship policies and practices at their universities. The interview data indicate that the participants were not involved in authorship decisions and authorship credits were given based on their supervisors’ positions and (...) seniority rather than their contribution to students’ research. The participants also described unfair authorship experiences affecting their motivation, interest in academia, self-confidence, etc. It is recommended that faculty members and policy-makers in TEFL programs in Iran engage in ongoing open discussions about authorship policies and decision-making with students to avoid creating negative feelings and unpleasant experiences for students which might lead to a legacy of unfair authorship practices. (shrink)

SETTING: Previous health policies in South Africa neglected the teaching of ethics and human rights to health professionals. In April 1995, a pilot course was run at the University of Cape Town in which the ethical dimensions of human rights issues in South Africa were explored. OBJECTIVES: To compare knowledge and attitudes of participating students with a group of control students. DESIGN: Retrospective cohort study. SUBJECTS: Seventeen fourth-year medical students who participated in the course and 13 control students from (...) the same class, matched for gender. INTERVENTIONS: Students participated in a one-week module on ethics and human rights. Five months after the course had been run, students completed a semi-structured questionnaire exploring their knowledge and attitudes with regards to ethics and human rights issues. MAIN OUTCOME MEASURES: Knowledge scores, attitude scores and various individual indicators of attitude. RESULTS: Clear benefits for overall knowledge score, for four out of five individual knowledge questions and for one of the attitude questions, were demonstrated. Participating students also appeared to be more convinced of the need for teaching on the ethical dimensions of human rights at postgraduate level and that such teaching should also be integrated in the curriculum. The low response rate amongst controls may have selected students who were more socially conscious, thereby leading to an underestimate of the true impact of the course. CONCLUSION: The evaluation indicates clear benefits of the course for undergraduate students, and supports arguments for the inclusion of such courses in the training of health professionals. This is particularly important given the challenges posed by the Truth and Reconciliation Commission to the health professions to address past complicity in human rights abuses through reorientation of medical training in South Africa. (shrink)

Background Teaching ethical competencies is an essential component of professional and postgraduate curricula. Developing practical–ethical problem-solving competencies as well as appraising program-specific studies and related research ethics are topics typically addressed. However, assessment of these ethical competencies poses a challenge. Written or oral assessment formats addressing relevant learning objectives is mainly limited to knowledge testing alone, often not capturing relevant skills or attitudes pertinent to those competencies. Aim During the reaccreditation of the masters of science program in Nursing (...) Science at Witten/Herdecke University, this challenge was addressed by implementation of an innovative examination format for postgraduate education. Procedure For the module “Ethics in nursing practice and research” a format based on the Objective Structured Clinical Examination format was developed. This assessment method incorporates evaluation of acquired skills and attitudes of nursing students. Conclusion The article demonstrates development and adaption of the OSCE format for this purpose. (shrink)

In the past 20 years, around the world, there has been an explosion in the teaching of medical ethics. As the dust begins to settle, it would appear that such teaching is likely to have its most effective impact not during the undergraduate period but at the immediate postgraduate level and in continuing education. Whilst important contributions can be made by teachers of religion, philosophy and law, probably the essential wisdom, capable of standing a doctor in good (...) stead throughout the developments of a lifetime's career, must largely come from those who have studied both medicine and ethics. It would be appropriate if the study of medical ethics were to lead to better international understanding among doctors. (shrink)

Eduard Seidler sets his discussion of the teaching of medical ethics in the Federal Republic of Germany against an historical background. Immediately after the Second World War the freshness of the memory of the 'Nuremberg Medical Trials' influenced the way in which moral dilemmas were treated in Germany. At the present time no systematic instruction in medical ethics is provided in either undergraduate or postgraduate or continuing medical education. As a result of this, an inquiry was set up (...) in 1977/78. Questionnaires were sent out with a view to collecting information on how subjects referring to medical ethics are treated during medical training. The inquiry showed that no special discipline can claim to be the only competent one for medical ethics, but that everyone has something to contribute. Dr Seidler concludes by stating that basic curricula related to the problems of medical ethics would have to be developed and should be carried on continuously within the training programme. (shrink)

The Covid-19 pandemic necessitated a shift to online teaching of bioethics, a field that relies on discourse and interactive teaching methods. This paper aims to highlight the challenges faced and lessons learned while describing the experience of having to shift to teaching bioethics online to students enrolled in the Postgraduate Diploma in Biomedical Ethics (PGD) and Master of Bioethics programs at the Centre of Biomedical Ethics and Culture (CBEC) in Pakistan. Opinions of students, mainly compromising mid-career (...) healthcare related professionals, were obtained through a survey (n = 13) and an in-depth group discussion via Zoom. Observations from core faculty (n = 7) were recorded through conducting a content analysis of monthly faculty meetings, enhanced by faculty narratives published in the Centre’s bi-annual newsletter. Faculty and students alike expressed unease with the online mode since it minimized chances of interaction with peers and faculty thus negatively affecting learning process. Juggling work responsibilities while taking synchronous online classes proved to be difficult for students particularly for clinicians, with unique issues for women. Faculty faced increased workload due to the necessity for development of innovative teaching methods and new assessment tools in order to maintain the standard of the academic programs. Despite the problems surrounding the online mode, students and faculty also acquired new skills during this period. Overall, there was a clear preference for on-campus learning, however against the backdrop of a pandemic, online mode was considered as the only viable option. (shrink)

The Hannover qualifying programme ‘ethics consultation in hospitals’, conducted by a four-institution cooperation partnership, is an interdisciplinary, scientifically based programme for healthcare professionals interested in ethics consultation services and is widely acknowledged by hospital managements and healthcare professionals. It is unique concerning its content, scope and teaching format. With its basic and advanced modules it has provided training and education for 367 healthcare professionals with 570 participations since 2003 (until February 2010). One characteristic feature is its attractiveness for health (...) professionals from different backgrounds. Internationally, the Hannover programme is one of the few schedules with both academics and non-academics as target groups and a high participation rate of physicians. The concept of the Hannover programme is in great demand, and its schedule is continuously optimised through evaluation. The goals of enabling healthcare professionals from different professional backgrounds to define and reflect ethical problems, to facilitate and support the process of decision-making and to work out structures for their own institutions seem to have been achieved. However, in order to obtain effective and sustainable results, participation in the programme should be supplemented regularly by in-house training sessions or individual expert consultations. Future challenges include new thematic courses and providing a network for former participants, especially when they come from non-academic hospitals. The network is a reasonable platform to discuss participants' experiences, successes and pitfalls. A further task will be research on how the programme's concept can support the sustainability of ethics structures in the various institutions. (shrink)

Child Family Health International is a U.S.-based nonprofit, nongovernmental organization that has more than 25 global health education programs in seven countries annually serving more than 600 interprofessional undergraduate, graduate, and postgraduate participants in programs geared toward individual students and university partners. Recognized by Special Consultative Status with the United Nations Economic and Social Council , CFHI utilizes an asset-based community engagement model to ensure that CFHI’s programs challenge, rather than reinforce, historical power imbalances between the “Global North” and (...) “Global South.” CFHI’s programs are predicated on ethical principles including reciprocity, sustainability, humility, transparency, nonmaleficence, respect for persons, and social justice. (shrink)

This paper presents an experience in developing professional ethics by an approach that integrates knowledge, teaching methodologies and assessment coherently. It has been implemented for students in both the Software Engineering and Computer Engineering degree programs of the Technical University of Madrid, in which professional ethics is studied as a part of a required course. Our contribution of this paper is a model for formative assessment that clarifies the learning goals, enhances the results, simplifies the scoring and can be (...) replicated in other contexts. A quasi-experimental study that involves many of the students of the required course has been developed. To test the effectiveness of the teaching process, the analysis of ethical dilemmas and the use of deontological codes have been integrated, and a scoring rubric has been designed. Currently, this model is also being used to develop skills related to social responsibility and sustainability for undergraduate and postgraduate students of diverse academic context. (shrink)

Those teachers in contact with medical students from pre-clinical days onwards will impart their ethical views by example and by precept, but such learning by 'osmosis' is insufficient. There is a knowledge base to be imparted which will enrich the understanding of ethical judgements on clinical problems seen during the undergraduate years. However, the learning process continues after qualification and in particular the doctor's capacity to make ethical clinical judgements will evolve with maturity and experience. It is essential therefore that (...) students see their teachers willing and able to debate ethical issues at the postgraduate level. (shrink)

Background Medical ethics deals with the ethical obligations of doctors to their patients, colleagues and society. The annual reports of Sri Lanka Medical Council indicate that the number of complaints against doctors has increased over the years. We aimed to assess the level of knowledge, attitude and practice regarding medical ethics among doctors in three teaching hospitals in Sri Lanka. Methods A hospital-based cross-sectional study was conducted among doctors using a pre-tested self-administered, anonymous questionnaire. Chi Squared test, and ANOVA (...) test were used to identify the significance of association between level of knowledge and selected factors. Results Most doctors had a poor level of knowledge on medical ethics, with postgraduate trainees showing significantly higher level of knowledge. The average knowledge on medical ethics among doctors was significantly different between the three hospitals. Over 95% had a favourable attitude towards gaining knowledge and advocated the need for training. The majority indicated awareness of unethical practices. 24.6% of respondents stated that they get a chaperone ‘sometimes’ during patient examination while 3.5% never do. The majority responded that they never accept gifts from pharmaceutical companies in recognition of their prescribing pattern. 12–41% of doctors participated in the study acknowledged that they ‘sometime’ engaged in unethical practices related to prescribing drugs, accepting gifts from pharmaceutical companies and when obtaining leave. Conclusion Most doctors had a poor level of knowledge of medical ethics. Postgraduate trainees had a higher level of knowledge than other doctors. The majority showed a favourable attitude towards gaining knowledge and the need of training. Regular in-service training on medical ethics for doctors would help to improve their knowledge on medical ethics, as well as attitudes and ethical conduct. (shrink)

Within a supportive learning environment, dialogue can allow for the identification and testing of assumptions and tacit beliefs. It can also illustrate the inadequacies in superficial thinking about ethical problems. Internal dialogue allows us to examine our beliefs, and to prepare and evaluate arguments. Each of these elements is important in the study of business ethics. This paper outlines one teaching technique based on Socratic dialogue, and shows how it can be applied to develop business students' thinking about ethics. (...) After justifying the suitability of this technique, and detailing its key elements, the paper offers for consideration an illustration of how the technique may be applied in a classroom setting, using structured role play. The paper concludes with a “teaching agenda”, offering suggestions for how this technique can be applied to teaching business ethics in an undergraduate, or postgraduate module, where it can examine language, structures and practices. (shrink)

Using patients as teaching tools raise many ethical issues like informed consent, privacy, confidentiality and beneficence. The current study highlights issues on respecting patient’s choice and acquiring informed consent with its spirit rather than as mere formality. The study was conducted in out-patient department of The Kidney Center Postgraduate Training Institute Karachi Pakistan in May 2008 to July 2008. All patients who had come for the first time to see the author were included in the study. The said (...) study explored the willingness of patients to allow medical students to be present during history taking and physical examination by the consultant. There were 18 male and 03 female patients. Age ranging from 22 to 73 years with mean age of 53.5 ± 13.7 years. There were total of 21 patient–students encounters out of which two encounters were with male students only and two with female students only. So in 17 Patient–students encounters, students of both genders were present. All patients permitted history taking in the presence of medical students except one who had a history of extramarital sexual contact and signs and symptoms suggestive of sexually transmitted disease. Of the male patients 50% (9/18) did not allow intimate examination before medical students. Out of these nine patients who refused, four consented earlier but when enquired again about their true willingness, they expressed their preference not to have medical students in the room while undergoing digital rectal and external genital examinations. Physicians need to develop sensitivity to acquire informed consent in its true essence rather than just as a formality by exploring actual willingness of the patient. One should refrain from being judgmental on the basis of gender, looks, religion or norms. (shrink)

This paper examines whether appealing to learners’ moral identity makes a significant contribution to improving their ethical decision making beyond traditional, rule-based teaching. In response to criticisms leveled at rule-based ethics teaching by alternative approaches, we identify moral identity theory and experiments in moral psychology as useful sources to draw on for the creation of a new, identity-based ethics teaching approach. We develop and apply a set of regular self-reflection focused writing tasks added to the traditional (...) class='Hi'>teaching program over a one-semester period, and assess the outcomes of an overall sample of 149 postgraduate business school students, who were randomly assigned to one of three conditions: exposure to both identity-based tasks and rule-based teaching, exposure to rule-based teaching only, and the control condition. Our findings show that, while the three groups reported the same level of ethical decision making at the beginning of the semester, at the end of the semester the students who were exposed to both identity-based and rule-based teaching reported higher level of ethical decision making compared to those who were only exposed to rule-based education. In addition, the students who received rule-based teaching reported higher ethical decision making compared to those in the control condition. These results suggest that a teaching approach which appeals to the learner’s moral identity can act as an effective leverage point when complementing rule-based teaching. This simple approach should be widely adopted as common practice in graduate business schools. (shrink)

Reedition of papers in English spanning from 1986 to 2009 /// Historical background -- An imposed legacy -- Twentieth century contemporaneity -- Appendix: The philosophy of teaching legal philosophy in Hungary /// HISTORICAL BACKGROUND -- PHILOSOPHY OF LAW IN CENTRAL & EASTERN EUROPE: A SKETCH OF HISTORY [1999] 11–21 // PHILOSOPHISING ON LAW IN THE TURMOIL OF COMMUNIST TAKEOVER IN HUNGARY (TWO PORTRAITS, INTERWAR AND POSTWAR: JULIUS MOÓR & ISTVÁN LOSONCZY) [2001–2002] 23–39: Julius Moór 23 / István Losonczy 29 (...) // ON THE SURVIVAL OF ILMAR TAMMELO’S LETTER AND MANUSCRIPT ADDRESSED TO PROFESSOR MOÓR [2009] 41–44 // PROFESSIONAL DISTRESS AND SCARCITY: ALEXANDER HORVÁTH AND THE LEGACY OF NATURAL LAW IN HUNGARY [2005] 45–50 // HUNGARIAN LEGAL PHILOSOPHY IN THE 20TH CENTURY [2011] 51–72: I. The Pre-war Period [1. Bódog (Felix) Somló (1871–1920) 52] / II. The Inter-war Period [2. Gyula (Julius) Moór (1888–1950) 54 / 3. Barna Horváth (1896–1973) 55 / 4. József Szabó (1909–1992) 57 / 5. István Bibó (1911–1979) 58 / 6. Tibor Vas (1911–1983) 59 / 7. István Losonczy (1918–1980) 60] III. The Post-war Period (Communism) 61 [8. Imre Szabó (1912–1991) 62 / 9. Vilmos Peschka (1929–2006) 63 / 10. Kálmán Kulcsár (1928–2010) 65] IV. Contemporary Trends and Perspectives 66 [11. Csaba Varga (b. 1941) 66 / 12. András Sajó (b. 1949) 69 / 13. Béla Pokol (b. 1950) 70] V. Our Understanding of the Law Today 71 --- AN IMPOSED LEGACY -- LOOKING BACK [1999] 75–94: 1. On Ideologies and Marxism in general 75 / 2. Life of an Intellectual in Communism 79 / 3. On Marxism and its Socialist Cultivation in Particular 82 / 4. Legal Philosophising [4.1. Approaches to Law 87 / 4.2. Arriving at a Legal Ontology 91] 5. Conclusion 94 // LEGAL PHILOSOPHY OF THE MARXISM OF SOCIALISM: HUNGARIAN OVERVIEW IN AN INTERNATIONAL PERSPECTIVE [2003] 95–151: I. Development and Balance of Marxist Philosophising on Law in Hungary [1. Preliminaries (until 1948) 96 / 2. Stalinism (from the Soviet Occupation on) {a) Liquidation of the »Residues« 98 / b) Soviet-type Uniformisation [Gleichschaltung] 99 / c) Denial of the Past, with a Dual Effect 99 / d) »Socialist Legality«, Drawn from the Progressive Past of Western Europe 103 / e) Search for the Germs of Scholarly Evolution 103} 3. Institutionalisation Accompanied by Relaxation (from the 1960s) [a) Epigonism Becoming the Scholarly Ideal 104 / b) Stalinism in a Critical Self-perspective 105 / c) Disciples Diversified Launching their own Trends 107 / d) Comparatism 110 / e) (Re)discovery of the Western Legal Philosophy as a Competitor 112 / f) A Leading Mediatory Role within the »Socialist World Order« 114} 4. Disintegration (in the 1980s) {a) Attempt at Laying New Foundations for Marxism with Epigonism Exhausted 115 / b) Competitive Trends Becoming Exclusive 115 / c) Western Legal Philosophy Acknowledged as a Fellow-traveller within the Socialist Orbit Proper 116 / d) Hungarian Legal Theory Transforming into a National Corpus 118 / e) The Practical Promotion of Some Balance 119} 5. End-game for a Substitute State Religion (in the 1990s) 120] II. Marxist Legal Philosophising in an International Perspective [Ad 1: To the Preliminaries 122 / Ad 2: To Stalinism 124 / Ad 3: To Institutionalisation Accompanied by Relaxation {a) Late Separation from Vishinskiy’s Theory 125 / b) From Ideological Self-closure to an Apparently Scholarly Openness 127 / c) From Political Ideology to Genuine Scholarship 130 / d) International Recognition of Socialist Jurisprudence as an Independent Trend 135 / e) Together with Western Trends 137} Ad 4: To Disintegration {a) Loss of Attraction as Mere Epigonism 139 / b) Exclusivity of Competing Trends 139 / c) Fellowship with »Bourgeois« Trends 140 / d) An own Trend, Internationally Recognised 141 / e) A yet Progressive Role 142} Ad 5: To the Present state 143] III. A Temporary Balance 145 // AUTONOMY AND INSTRUMENTALITY OF LAW IN A SUPERSTRUCTURAL PERSPECTIVE [1986] 151–175: 1. The Strange Fate of Concepts 151 / I. A Relational Category 2. Basis and Superstructure: The Genuine Meaning 154 / 3. Exerting Social Influence as a Conceptual Minimum 156 / 4. Relationships within the Prevailing Totality 158 / 5. Attempts at Interpretation in Hungary 159 / 6. The Lukácsian Stand 162 / 7. Lukács’s Recognitions 168 / 8. Some Criticism 169 / II. The Law’s Understanding 171 / 9. Law Interpreted as Superstructure 171 / 10. Conclusions Drawn for the Law’s Understanding 173 // LEGAL THEORY IN TRANSITION (A PREFACE FROM HUNGARY) [2000] 177–186 // DEVELOPMENT OF THEORETICAL LEGAL THOUGHT IN HUNGARY AT THE TURN OF THE MILLENNIUM [2006] 187–215: 1. International Environment 188 / 2. The Situation in Hungary 190 / 3. Outlook I: The Historical-comparative Study of Legal Cultures and of the Lawyerly Way of Thinking 203 / 4. Outlook II: The Paradigmatic Enigma of the Transition to Rule of Law 207 / 5. Incongruity in Practice 213 / 6. Perspectives 214 --- TWENTIETH CENTURY CONTEMPORANEITY -- CHANGE OF PARADIGMS IN LEGAL RECONSTRUCTION: CARL SCHMITT AND THE TEMPTATION TO FINALLY REACH A SYNTHESIS [2002] 219–234: 1. Dangers of Intellectualism 219 / 2. Schmitt in Facts 221 / 3. Schmitt and Kelsen 222 / 4. On Bordering Conditions 226 / 5. With Kelsen in Transubstantiation 230 / 6. Polarisation as the Path of Theoretical Development 232 // KELSENIAN DOCUMENTS IN HUNGARY: CHAPTERS ON CONTACTS, INCLUDING THE GENESIS OF AUTOBIOGRAPHY [2006] 235–243: 1. Preludes 235 / 2. The Search for Moór’s Bequeath 235 / 3. Moór’s Collegiality 238 / 4. Bibó as a Disciple Translating 241 // THE »HART-PHENOMENON« [2002] 245–267: I. The Hart-miracle 246 [1. The Scene of Britain at the Time 247 / 2. The Personal Career 250 / 3. The Opus’ Career 252 / 4. Verbal Sociologism 255 / 5. Growing into the British Pattern 259] II. The Hart-phenomenon 260 [6. Origination of a Strange Orthodoxy 261 / 7. Mastering Periods of the 20th Century 263 / 8. Raising the Issue of Reception in Hungary 365] // LITERATURE? A SUBSTITUTE FOR LEGAL PHILOSOPHY? [2007] 269–287: 1. The Enigma of Law and its Study 269 / 2. “Law and Literature” 271 / 3. Varieties of “Law and Literature” 274 / 4. The German Study of Artistic Representations 280 / 5. Some Literary Reconsiderations 285 / 6. Conclusion 287 --- APPENDIX -- THE PHILOSOPHY OF TEACHING LEGAL PHILOSOPHY IN HUNGARY [2007] 291–320: I. Why and How to Philosophise in Law? 291 / II. The State of Teaching Legal Philosophy 294 / III. The Philosophy of Teaching Legal Philosophy 296 / IV. Programme at the Catholic University of Hungary 300 [1. Graduate Studies 300 {a) Basic Subjects 301 / b) Facultative Seminars 305 / c) Closing Subjects 309 / d) Written Memoranda and the Thesis 312} 2. Postgraduate Studies 313 / 3. Conclusion 317] V. Perspectives 318 /// Index of Subjects 321 / Index of Normative Materials 328 / Index of Names 329 . (shrink)

Academics using embodied approaches can be found across a wide variety of disciplines, fields and settings in the academy. Embodiment is however, a contested term and the literature is fragmented, particularly in the field of Higher Education. This has resulted in isolated silos of work that are not easily able to draw on previous or related knowledge in order to support and progress understanding. Embodiment in Higher Education brings a cohesive understanding to congruent approaches by drawing on discussions between academic (...) teachers, researchers and practitioners in order to explore how they have used embodiment in their work. Contributors to the volume hail from diverse subject areas, such as dance, drama, psychology, anthropology, physical education, philosophy and higher education research. Chapters question whether there is enough of a shared understanding of embodiment to inform Higher Education; whether an embodied approach can be accepted within the measured university; where difficulties and challenges lie in using embodied approaches for teaching, for research, in constructing an academic practice and identity; and how difficulties surrounding communication might be overcome. This book will appeal to academics, researchers and postgraduate students from a diverse range of disciplinary areas, as evidenced by the backgrounds of the contributors. It will be of particular interest to those in the fields of education, anthropology, dance and drama, well as other movement or body-orientated professionals who are interested in the ideas of embodiment. (shrink)

La presente investigación se efectuó con el objetivo de evaluar el impacto de la introducción y generalización del resultado científico: La educación en valores mediante la aplicación de medios de enseñanza - aprendizaje en la disciplina de Morfofisiología en la Licenciatura en Enfermería, a través de indicadores diseñados de acuerdo a las particularidades de la investigación. Se aplicaron encuestas, se realizó una revisión documental de bibliografía relacionada con la temática y de documentos de los departamentos e instituciones en que ha (...) incidido este resultado, lo cual permitió constatar la amplia y efectiva aplicación práctica de los resultados obtenidos de forma sistemática, a través de publicaciones, posgrados, presentación en eventos científicos y su generalización en diversas instituciones educacionales. This research was conducted with the objective of assessing the impact of the introduction and generalization of the scientific result: Values education through the application of teaching aids- learning in Morphophysiology subject in the Nursing Degree through indicators designed according to the research characteristics. Surveys were carried, furthermore, a documentary bibliographic review related to the subject matter and a review of documents from departments and institutions affected by this result were made. They enabled to verify the wide and effective practice of the results got in a systematic way, through publications, postgraduate courses and presentations in scientific events as well as its generalization in different educational institutions. (shrink)

Ante la falta o disminución de la motivación de los alumnos universitarios la enseñanza, y con ello la Universidad se ve en la tesitura de poner en práctica nuevas metodologías más activas y motivantes que permitan a los alumnos tener un rol más protagonista en el proceso de enseñanza y aprendizaje que el que han tenido hasta ahora.En el este artículo se expone una experiencia que consiste en el diseño de un escape room on line enmarcado en el Máster en (...) Educación Especial. Se plantea como objetivo motivar a los alumnos y facilitar el aprendizaje de la asignatura. (shrink)

Postgraduate research has undergone unprecedented change in the past ten years, in response to major shifts in the role of the university and the disciplines in knowledge production and the management of intellectual work. New kinds of doctorates have been established that have expanded the scope and direction of doctoral education. A new audience of supervisors, academic managers and graduate school personnel is engaging in debates about the nature, purpose and future of doctoral education and how institutions and departments (...) can best respond to the increasing demands that are being made. Discussion of the emerging issues and agendas is set within the context of the international policy shifts that are occurring and considers the implications of these shifts on the changing external environment. This engaging book acquaints the readers with new international trends in doctoral education identifies new practices in supervision, research, teaching and learning enables practitioners of doctoral education to contribute to the debates and help shape new understandings questions the purposes of doctoral study and how they are changing considers the balance between equipping students as researchers and the conduct of original research Including contributions from both those who have conducted formal research on research education and those whose own practice is breaking new ground within their universities, this thought-provoking book draws on the expertise of those currently making a stimulating contribution to the literature on doctoral education. (shrink)

The Importance of Philosophy in Teacher Education maps the gradual decline of philosophy as a central, integrated part of educational studies. Chapters consider how this decline has impacted teacher education and practice, offering new directions for the reintegration of philosophical thinking in teacher preparation and development. Touching on key points in history, this valuable collection of chapters accurately appraises the global decline of philosophy of education in teacher education programs and seeks to understand the external and endemic causes of changed (...) attitudes towards a discipline which was once assigned such a central place in teacher education. Chapters illustrate how a grounding in the theoretical and ethical dimensions of teaching, learning, and education systems contribute in meaningful ways to being a good teacher, and trace the consequences of a decline in philosophy on individuals' professional development and on the evolution of the teaching profession more broadly. With this in mind, the text focusses on the future of teacher education and considers how we can ensure that philosophy of education feeds into the excellence of teaching today. This book will be of great interest to graduate, postgraduate students as well as research scholars in the field of educational philosophy and history of education. In addition, it will be useful for those involved in teacher education, and in particular, course, module and program development. (shrink)

The philosophy for children curriculum was specially written by Matthew Lipman and colleagues for the teaching of philosophy by non-philosophically educated teachers from foundation phase to further education colleges. In this article I argue that such a curriculum is neither a necessary, not a sufficient condition for the teaching of philosophical thinking. The philosophical knowledge and pedagogical tact of the teacher remains salient, in that the open-ended and unpredictable nature of philosophical enquiry demands of teachers to think in (...) the moment and draw on their own knowledge and experience of academic philosophy. Providing specialist training or induction in the P4C curriculum cannot and should not replace undergraduate and postgraduate degrees in academic philosophy at universities. However, although for academic philosophers the use of the P4C curriculum could be beneficial, I will argue that its use poses the risk of wanting to form children into the ideal ‘abnormal’ child, the thinking child—the adult philosopher’s child positioned as such by the Lipman novels. The notion of narrativity is central in my argument. With the help of two picturebooks—The Three Pigs by David Weisner and Voices in the Park by Anthony Browne—I illustrate my claim that philosophy as ‘side-shadowing’ or meta-thinking can only be generated in the space ‘in between’ text, child and educator, thereby foregrounding a ‘pedagogy of exposure’ rather than ‘teacher proof’ texts. (shrink)

While traditionally identified as a practice-based endeavour, the many dimensions of teacher education raise important philosophical issues that emphasise the centrality of ethics to questions of relationality and professional practice. This second volume of the Educational Philosophy and Theory reader series demonstrates the continuing relevance of philosophical approaches to the field of teacher education. The collection of texts focuses on a wide range of topics, including teacher education in a cross-cultural context, the notion of unsuccessful teaching, democratic teacher education, (...) the reflective teacher, the ethics and politics of teacher identity, and subjectivity and performance in teaching. Chapters also explore teacher education based on experiential learning as 'experience', demonstrating the continuing relevance of philosophical approaches to the field. In Search of Subjectivities will interest academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, teacher education, experiential philosophy, ethics, policy and politics of education, and professional practice. (shrink)

The field of quantitative analysis is often mistaken to be a discipline free from ethical burdens. The quantitative financial analyst or “quant” profession holds a position of significant responsibility as the keeper of mathematical models used in complex derivative security pricing and risk management. Despite this responsibility very few postgraduate programs address the teaching of ethics and professional standards in their curriculum, and the credibility of the profession has suffered as a result of several high-profile financial losses. Some (...) of these failures could have been avoided and their impacts diminished if ethical considerations were integrated with quantitative method. Appropriate development in ethics education for quants is needed to identify points in the decision-making process where ethical questions can arise, and to explain how quants can protect stakeholders from the costs of unethical behaviour. An approach to ethics education needs to be flexible and allow for different methods to infuse ethical coverage into the course. Such an approach will go some way towards aligning the profession with other specialisations in banking and avoid the need for complex and unnecessary regulation. (shrink)

Ethics and the Good Teacher brings together reviews of existing literature and analysis of empirical data from three research projects conducted by the Jubilee Centre for Character and Virtues - The Good Teacher, Schools of Virtue and Teacher Education - to explore the ethical dimensions of the teaching profession. The book is premised on the idea that what constitutes a "good" teacher involves more than technical skills and subject knowledge. Understood as a professional activity, teaching involves an important (...) ethical dimension, a fact that has come under increased scrutiny - and some would argue increased threat - over recent years as education and schooling have become shaped by market logic and accountability. Addressing the influence of personal and professional character on teachers and teaching, and containing clear implications for policy, practice and research, the book will be of great interest to teachers and other professionals working in education settings, as well as those working in educational policy. It will also appeal to academics, undergraduate students and postgraduate students researching the teaching profession and ethics/morality in education more generally. (shrink)

Ethics has become increasingly prominent in business education and educational research. With a prolific research stream developing in the area of business ethics teaching, our understanding of related approaches and issues has deepened. While researchers focus on the holistic approach to teaching business ethics, specific knowledge about teaching methods in this area remains sparse. This paper discusses an innovative approach to the case method, called case development, and its preliminary assessment in a postgraduate marketing ethics course. (...) Groups of students were asked to research a chosen marketing ethics topic, develop a case study as part of their assessment and to subsequently analyse and present it to the class. Based on an initial assessment by means of a student survey, case development emerged as beneficial in terms of student learning and experience. Following a discussion of the approach and related results, the paper concludes withrecommendations and directions for future research. (shrink)

Ethics has become increasingly prominent in business education and educational research. With a prolific research stream developing in the area of business ethics teaching, our understanding of related approaches and issues has deepened. While researchers focus on the holistic approach to teaching business ethics, specific knowledge about teaching methods in this area remains sparse. This paper discusses an innovative approach to the case method, called case development, and its preliminary assessment in a postgraduate marketing ethics course. (...) Groups of students were asked to research a chosen marketing ethics topic, develop a case study as part of their assessment and to subsequently analyse and present it to the class. Based on an initial assessment by means of a student survey, case development emerged as beneficial in terms of student learning and experience. Following a discussion of the approach and related results, the paper concludes withrecommendations and directions for future research. (shrink)

Medical school curricula and postgraduate education programmes expend considerable resources teaching medical ethics. Simultaneously, whistleblowers’ agitation continues, at great personal cost, to prompt major intrainstitutional and public inquiries that reveal problems with the application of medical ethics at particular clinical “coalfaces”.Virtue ethics, emphasising techniques promoting an agent’s character and instructing their conscience, has become a significant mode of discourse in modern medical ethics. Healthcare whistleblowers, whose complaints are reasonable, made in good faith, in the public interest, and not (...) vexatious, we argue, are practising those obligations of professional conscience foundational to virtue based medical ethics. Yet, little extant virtue ethics scholarship seriously considers the theoretical foundations of healthcare whistleblowing.The authors examine whether healthcare whistleblowing should be considered central to any medical ethics emphasising professional virtues and conscience. They consider possible causes for the paucity of professional or academic interest in this area and examine the counterinfluence of a continuing historical tradition of guild mentality professionalism that routinely places relationships with colleagues ahead of patient safety.Finally, it is proposed that a virtue based ethos of medical professionalism, exhibiting transparency and sincerity with regard to achieving uniform quality and safety of health care, may be facilitated by introducing a technological imperative using portable computing devices. Their use by trainees, focused on ethical competence, provides the practical face of virtue ethics in medical education and practice. Indeed, it assists in transforming the professional conscience of whistleblowing into a practical, virtue based culture of self reporting and personal development. (shrink)

This research explores the application of an innovative learning approach by using trading simulation tutorials to reinforce the conventional learning styles in a corporate finance subject at postgraduate level. The majority of surveyed students perceive that their learning experience has been significantly enhanced through simulated trading tutorials. The post-trading survey shows students also indicate feeling more confident to self-monitor their learning. Furthermore, themajority of students feel able to recognise ethical issues in relation to trading in securities. This research highlights (...) some potentially negative effects if trading simulations were to be used in isolation without providing students with a solid background in ethics. This issue is even more relevant in the post Global Financial Crisis environment. If carefully designed and implemented, trading simulations have a potential to mitigate some potentially negative effects of the use of technology and be an effective and inclusive teaching tool. (shrink)

This paper combines a review of existing literature in the field of business ethics education and a case study relating to the integration of ethics into an undergraduate degree. Prior to any discussion relating to the integration of ethics into the business curriculum, we need to be cognisant of, and prepared for, the arguments raised by sceptics in both the business and academic environments, in regard to the teaching of ethics. Having laid this foundation, the paper moves to practical (...) questions such as who should teach ethics, and when and how can ethics be taught. The paper presents alternative models for the teaching of ethics in the curriculum of undergraduate and postgraduate business programmes. An integrative model is elaborated on in more detail with a case example describing the six-stage process undertaken in the move from a single entry course to an integrated approach. The case study details not only the planning and initial implementation of ethical education in the context of an undergraduate business degree programme, but also the means by which a change in the way that ethics is taught was achieved in a business faculty in a tertiary institution. (shrink)

Ethics is an increasingly important theme in social work practice. Worldwide, social workers experience common ethical challenges in very different contexts – from disaster relief in China to child protection work in Palestine. This book takes as its starting point real life cases featuring ethical problems in the areas of: negotiating roles and boundaries, respecting rights, being fair, challenging and developing organisations and working with policy and politics. Each case opens with a brief introduction, is followed by two commentaries and (...) ends with questions for reflection. The commentaries, written by authors from different countries, refer to relevant theories, concepts, practical matters, alternative courses of action and their implications. Features within the book include: An introductory chapter covering issues of global ethics Cases and commentaries drawn from across the world – from Peru to Finland Cases based on real life situations and chapter introductions from leading authorities in social work and ethical theory Questions and practical exercises to aid teaching and professional development This book is a unique and accessible resource for stimulating ethical reflection, expanding ethical horizons and developing ethical and intercultural sensitivity. It is designed for use by undergraduate and postgraduate students and professionals in the fields of social work, social education/pedagogy, social care work, international social work, community development, community organisation, youth work and related fields. (shrink)

"...{The first edition of Professor Cryer's book was} absolutely outstanding, in four main respects. First, it is comprehensive in its scope, covering everything from applying to undertaking a research degree. Second, it is applicable to PhDs across the board. Third, the book is exceptionally well written and highly readable. Finally, at each stage Pat Cryer has included questions and exercises to enable readers to reflect on their practice, check out whether they are on track and, if not, discover how they (...) might return themselves to it. Overall, Pat Cryer has made a major contribution to the field and produced a quite exceptional book. It ought to be compulsory reading for intending or actual postgraduates and for academic staff teaching research training programmes." - Assessment & Evaluation in Higher Education The second edition of this Open University set book is, like the first edition, for postgraduate research students wherever the language of instruction is English. Irrespective of their field of study, it will make their research programmes and day-to-day lives more productive and enjoyable. The book is easy to dip into and is in conversational style. Interest and realism are added through anecdotes, extracts from the literature and pithy quotations. The second edition is a complete revision of the original. New emphases include: the needs of the growing number of part time postgraduates; a wider understanding of the term 'research student' to embrace all postgraduate students undertaking research, whether for traditional PhDs and MPhils or within programmes such as professional doctorates, 'taught' masters degrees, diplomas and certificates; information technology as a day-to-day tool. There are also two new chapters: one on options for postgraduate study and research and the other on skills development and employment issues. There is a foreword by Professor Sir Martin Harris, Chair of the National UK Review of Postgraduate Education. (shrink)

The practice of clinical medicine is inextricably linked with the need for moral values and ethical principles. The study of medical ethics is, therefore, rightly assuming an increasingly significant place in undergraduate and postgraduate medical courses and in allied health curricula. Making Sense of Medical Ethics offers a no-nonsense introduction to the principles of medical ethics, as applied to the everyday care of patients, the development of novel therapies and the undertaking of pioneering basic medical research. Written from a (...) practical rather than a philosophical perspective, the authors call upon their extensive experience of clinical practice, research and teaching to illustrate how ethical principles can be applied in different "real-life" situations. Making Sense of Medical Ethics encourages readers to understand the principles of medical ethics as they apply to clinical practice; explore and evaluate common misconceptions; consider the ethics underlying any medical decision; and as a result, to realize that a good appreciation of medical ethics will help them to practice more effectively in the future. (shrink)

Citizen Inquiry: Synthesising Science and Inquiry Learning is the first book of its kind to bring together the concepts of citizen science and inquiry-based learning to illustrate the pedagogical advantages of this approach. It shifts the emphasis of scientific investigations from scientists to the general public, by educating learners of all ages to determine their own research agenda and devise their own investigations underpinned by a model of scientific inquiry. 'Citizen Inquiry' is an original approach to research education that refers (...) to mass participation of the public in joining inquiry-led scientific investigations. Using a range of practical case studies underpinned by the theory of inquiry-based learning, this book has significant implications for teaching and learning through exploration of how new technologies can be used to engage with scientific research. Key features include: a new perspective on science education and science practice through crowd-sourced research explanation of the benefits of this innovative approach to teaching and learning a steady shift of emphasis from theory to application for readers to thoroughly understand the current state of research in the field and its applications to practice examples of practical applications of this approach and recommendations on how successful citizen inquiry applications can be developed This edited volume is essential reading for academic researchers and professional educators interested in the potential of online technology in all levels of education, from primary and secondary level through to further education and lifelong learning. It will be ideal reading on any undergraduate or postgraduate course involving Research Methods in education as well as developments in science education and educational software. (shrink)

In social work there is seldom an uncontroversial `right way' of doing things. So how will you deal with the value questions and ethical dilemmas that you will be faced with as a professional social worker? This lively and readable introductory text is designed to equip students with a sound understanding of the principles of values and ethics which no social worker should be without. Bridging the gap between theory and practice, this book successfully explores the complexities of ethical issues, (...) while recognising the real-world context in which social workers operate. Key features of the text include: - Full of hands-on advice and tips for professional practice. - Engaging and student-friendly. Each chapter is packed with case studies, reader exercises, key definitions and useful summaries. - Comprehensive content. The book explores core issues such as moral philosophy; professionalism; religion; power; oppression; difference and diversity; and ethical codes of practice. - Satisfies all the curriculum and training requirements for the new social work degree. Mapping directly on to first year courses, this text is essential reading for all social work undergraduates. It is an ideal refresher text for upper-level undergraduates, postgraduate and post-qualifying students, and for professionals. `This introductory text succeeds in providing an accessible introduction to the subject area. The book is consistently structured, well planned and uniformly written in a conversational and immediate style…. The discussion manages to combine a sense of engagement with a balanced treatment of the issues. Readers who apply themselves will be well sensitised to the matters under discussion and should be able to take their understanding into the practical arena' - Chris Clark, University of Edinburgh. (shrink)

This is Not a Seminar is a multidisciplinary forum established in 2012 at Edith Cowan University in Australia to support practice-led and practice-based Higher Degree by Research students. The Faculty of Education and Arts at ECU includes cohorts of postgraduate research students in, for example, performance, design, writing and visual arts. We established the TINAS programme to assist postgraduate research students in connecting their creative practices to methodological, theoretical and conceptual approaches whilst fostering an atmosphere of rapport across (...) creative disciplines. The pilot programme conducted for six months in 2012 comprised dialogues with experienced creative researchers; critical reading sessions on practice-led theory; and workshops in journaling, ethics and copyright. This article is a reflection on the strengths and limitations of TINAS and future projections. More than an additional teaching and learning service, the programme has become a vital forum for creative dialogue. (shrink)

This book explores the idea of a childlike education and offers critical tools to question traditional forms of education, and alternative ways to understand and practice the relationship between education and childhood. Engaging with the work of Michel Foucault, Jacques Rancière, Giorgio Agamben and Simón Rodríguez, it contributes to the development of a philosophical framework for the pedagogical idea at the core of the book, that of a childlike education.Divided into two parts, the book introduces innovative ideas through philosophical argument (...) and discussion, challenging existing understandings of what it means to teach or to form a child, and putting into question the idea of education as a process of formation. The first part of the book consists of a dialogue with a number of interlocutors in order to develop an original conception of education. The second part presents the idea of a childlike education, beginning with a discussion of the relationships between childhood and philosophy, and followed by a critique of the place of philosophical experience in a childhood of education. Instead of asking how philosophy might educate childhood, this book raises the question of how childhood might educate philosophy. It will be of key value to researchers, educators and postgraduate students in the fields of education and the human sciences. (shrink)

Education, Self-consciousness and Social Action reconstructs the Hegelian concept of education, Bildung, and shows that this concept could serve as a powerful alternative to current psychologist notions of learning. Taking a Hegelian perspective, Stojanov claims that Bildung should be interpreted as growth of mindedness and that such a growth has two central and interrelated components, including the development of self-consciousness toward conceptual self-articulation and the formation of one's capacity for intelligent social action. The interrelation between the two central components of (...) education implies that learning is transformed into education only when it involves the self-consciousness and the identity of the learner. Since both are grounded in the ethical beliefs and values of the individual, transforming learning into education therefore requires that education also address students' everyday ethical assumptions, as well as their articulation and conceptualization. This claim has a number of implications for educational policy and pedagogy; one being that learning and teaching in schools are educative only if they have ethical significance for both students and teachers. Another implication is that the point of departure for educative teaching becomes the actual, everyday ethical beliefs and experiences of the students, rather than fixed curricular contents. Students' encountering with sciences and arts should aim at the conceptual articulation of those beliefs and experiences - an articulation which makes individual's rational autonomy and self-determination possible. Education, Self-consciousness and Social Action will be of great interest to academics, researchers and postgraduate students interested in the philosophy of education. It should also be essential reading for anyone engaged in the study of Hegel's work. (shrink)