David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Moral Education 28 (2):185-199 (1999)
This study investigated narrative and propositional approaches to teaching about controversial moral and political issues. The subjects included 149 graduate and 27 undergraduate students, most of whom were pursuing degrees in education. They viewed one of four videotaped teaching analogues in which a male teacher discussed two questions: (1) Should the government restrict the rights of citizens who engage in homosexual behaviours? (2) Should the government restrict the rights of citizens who engage in offensive public speech? Students viewed one of the four teaching analogues in which the teacher used narrative or propositional reasoning to explain conflicting viewpoints about restricting the rights of homosexuals or restricting the rights of those who engage in offensive speech. In the narrative conditions, the teacher presented stories about people who have been either positively or negatively affected by "homosexuality" or "offensive speech". In the propositional conditions, the teacher explained pro and con arguments on the issue. Statistics analysis was performed to determine if there were significant differences in students' ratings of teacher influence in the four experimental conditions. The approach to teaching (narrative or propositional) and the kind of issue (moral or political) were crossed so that there were four conditions in the study. Results indicated that students gave the teacher higher approval ratings, perceived the teacher as more attractive and remembered more about the presentation when he explained conflicting positions on an issue using stories than when he used arguments. Students perceived the teacher as most attractive and remembered most when the teacher used stories to explain pro and con positions on whether there should be laws to restrict the rights of homosexuals. Finally, students gave the teacher higher approval ratings and perceived him as more trustworthy when he explained conflicting positions on the rights of individuals who engage in offensive speech than when he explained conflicting positions on the rights of homosexuals
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
James Stillwaggon (2008). Performing for the Students: Teaching Identity and the Pedagogical Relationship. Journal of Philosophy of Education 42 (1):67-83.
Hunter Mcewan (2011). Narrative Reflection in the Philosophy of Teaching: Genealogies and Portraits. Journal of Philosophy of Education 45 (1):125-140.
John Immerwahr (2008). Augustine's Advice for College Teachers: Ever Ancient, Ever New. Metaphilosophy 39 (4-5):656-665.
Lynn Fendler (2012). The Magic of Psychology in Teacher Education. Journal of Philosophy of Education 46 (3):332-351.
Audrey Osler & Hugh Starkey (1994). Fundamental Issues in Teacher Education for Human Rights: A European Perspective. Journal of Moral Education 23 (3):349-359.
F. N. J. Hibberd (1983). Must an Educator Be a Model? Journal of Moral Education 12 (3):182-186.
Joel H. Marks (1999). Stories for and by Students. Philosophy in the Contemporary World 6 (2):5-8.
Edwin Cox (1982). The Moral Stance of the Teacher. Journal of Moral Education 11 (2):75-81.
Angus Brook (2009). The Potentiality of Authenticity in Becoming a Teacher. Educational Philosophy and Theory 41 (1):46-59.
Herner Saeverot (2013). Irony, Deception, and Subjective Truth: Principles for Existential Teaching. Studies in Philosophy and Education 32 (5):503-513.
Tina Kindeberg (2012). The Significance of Emulation in the Oral Interaction Between Teacher and Students. Journal of Philosophy of Education 46 (4):99-111.
M. J. Vick & Carissa Martinez (2011). Teachers and Teaching: Subjectivity, Performativity and the Body. Educational Philosophy and Theory 43 (2):178-192.
Margaret Macintyre Latta & Gayle Buck (2008). Enfleshing Embodiment: 'Falling Into Trust' with the Body's Role in Teaching and Learning. Educational Philosophy and Theory 40 (2):315-329.
Jacqueline J. Glover, David T. Ozar & David C. Thomasma (1986). Teaching Ethics on Rounds: The Ethicist as Teacher, Consultant, and Decision-Maker. Theoretical Medicine and Bioethics 7 (1).
Mari-Ann Igland (2009). Negotiating Problems of Written Argumentation. Argumentation 23 (4):495-511.
Sorry, there are not enough data points to plot this chart.
Added to index2010-09-02
Total downloads1 ( #515,278 of 1,692,643 )
Recent downloads (6 months)1 ( #181,401 of 1,692,643 )
How can I increase my downloads?