Both local and global issues are typically dealt with in the Social Studies curriculum, or in curriculum areas with other names but similar intents. In the literature about Social Studies the imagination has played little role, and consequently it hardly appears in texts designed to help teachers plan and implement Social Studies lessons. What is true of Social Studies is also largely reflected in general texts concerning planning teaching. Clearly many theorists and practitioners are concerned to (...) engage students' imaginations in learning, even though they use terms other than 'imagination' in doing so. This article suggests that a more explicit attention to imagination can make our efforts to engage students in learning more effective. We provide, first, a working definition of imagination, then show how students' imaginations can be characterized in terms of the 'cognitive toolkits' they bring to learning. We look at such 'cognitive tools' as stories, images, humor, binary oppositions, a sense of mystery and how these can be used to engage students' imaginations in learning Social Studies and other content from kindergarten to about grade four. We then consider 'cognitive tools' commonly deployed by students from about grade four to grade nine, including a sense of reality, the extremes of experience and limits of reality, and associating with the heroic. We also provide examples of how using such tools could influence planning and teaching Social Studies topics. (shrink)

Both local and global issues are typically dealt with in the Social Studies curriculum, or in curriculum areas with other names but similar intents. In the literature about Social Studies the imagination has played little role, and consequently it hardly appears in texts designed to help teachers plan and implement Social Studies lessons. What is true of Social Studies is also largely reflected in general texts concerning planning teaching. Clearly many theorists and practitioners are concerned to (...) engage students’ imaginations in learning, even though they use terms other than ‘imagination’ in doing so. This article suggests that a more explicit attention to imagination can make our efforts to engage students in learning more effective. We provide, first, a working definition of imagination, then show how students’ imaginations can be characterized in terms of the ‘cognitive toolkits’ they bring to learning. We look at such ‘cognitive tools’ as stories, images, humor, binary oppositions, a sense of mystery and how these can be used to engage students’ imaginations in learning Social Studies and other content from kindergarten to about grade four. We then consider ‘cognitive tools’ commonly deployed by students from about grade four to grade nine, including a sense of reality, the extremes of experience and limits of reality, and associating with the heroic. We also provide examples of how using such tools could influence planning and teaching Social Studies topics. (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)

These inquiries into villainification offer powerful insights for teaching about historical wrongdoing in more nuanced ways. Includes topics related to U.S. politics, financial education, Holocaust education, difficult histories, apocalypse fiction, the Marvel Cinematic Universe, technology use, LGBTQ school experiences, rape culture, geographies of invasion, and the female body.

While humans are the best of creations and God’s caliphs on Earth, such a status is always hard to achieve and necessitates many efforts and too much practice. This world also has a two-way path, one terminating in the lowest of the low and the other culminating in the highest of the high. It means that one way leads to misfortune and misery and the other to happiness and perfection. To attain happiness, accountability can be of utmost importance. Besides, the (...) purpose of human creation is closeness to God by preferring the right path, which is not often possible unless they speak the truth and make the best use of the enlightening teachings of the revelation to spot the bad and good, becoming aware of their own duties and responsibilities and ultimately putting them into effect. This research aimed to investigate the mediating role of values in the relationship between accountability and trust among Muslim managers and employees in Islamic organisations, using a descriptive method through a field study. The statistical population included 2500 senior Muslim managers and employees of Iraqi government organisations, selected via simple random sampling. In this research, structural equation modelling (SEM) analysis was recruited for data analysis in the Statistical Package for the Social Sciences (SPSS) and Analysis of a Moment Structures (AMOS). The study results demonstrated that accountability in Muslim managers and employees has a significant positive effect on trust (p = 0.45) and values (p = 0.81). Moreover, the findings revealed that values have a positive effect on reinforcing trust in Islamic organisations (p = 0.54), and above all bolster the relationship between accountability in managers and employees and organisational trust (p = 0.43).Contribution: The accountability of managers and employees can have a positive effect on individuals’ performance in organisations. In general, psychological pressures in organisations result in organisational transformation and then maintain values through trust-building. Such changes can be subsequently operationalized and have a profound impact on people’s behaviour by affecting work order and keeping them always growing, agile and diligent, in order to reach a new level of performance. (shrink)

Pt.1. Foundations of Values and Ethics -- Ch.1. What are Values and Ethics? -- Ch.2. Moral Philosophy -- Ch.3. Values and Religion -- Ch.4. Values and Politics -- Ch.5. Realism as an Ethical Principle -- Pt.2. Values and Ethics in Practice -- Ch.6. Being Professional -- Ch.7. Power and Control -- Ch.8. Self-Determination and Privacy -- Ch.9. Respect Versus Oppression -- Ch.10. Ethics and Resources -- Ch.11. Difference and Diversity.

The author discusses professional teaching ethics and its main principles and values. The theoretical basis of the study is ethics of social consequences and, in its context, primarily the principles and values of humanity and human dignity, including their possible application in the teaching profession and, partially, in the process of teaching foreign languages and Slovak as a foreign language to students from abroad.

In lieu of an abstract, here is a brief excerpt of the content:Contemplative Studies and the Liberal ArtsAndrew O. FortContemplative Studies—meaning both standard “third-person” study of contemplative traditions in history and various cultures as well as actual “first-person” practice of contemplative exercises as part of coursework—is a new field in academia, and aspects have been controversial in some quarters, seen as not completely compatible with the rigorous “critical inquiry” of liberal arts study. While there are agendas within contemplative (...) studies (CS) that go beyond the traditional questions and issues of liberal education, I want to argue that CS has, for a number of reasons, a place right at the heart of such inquiry. CS can be approached from many disciplines, including psychology, medicine, and neuroscience, as well as literature and visual, fine, and performing arts, but here I will focus on its place in liberal arts generally, and in religious studies specifically.1Given my specific focus, I will skip defining some broad terms frequently used in and beyond CS (such as “religion,” “spirituality,” or “meditation”), but, in view of my topic, I do need to say a few words about what I mean by “contemplation” and “liberal arts.” “Contemplation” refers to ways of knowing and focusing attention, often but certainly not always part of a religious tradition. It includes a wide variety of practices: sitting or walking meditation, various other kinds of “mindfulness” practices, yogic postures, visualizations, silent prayer and group chanting, reflective self-inquiry, observing nature, and many others. “Liberal arts” or “liberal education” has many qualities and purposes, but the ones most relevant here include (1) reflective self-awareness, recognizing and critiquing one’s beliefs and assumptions; (2) respectful and empathetic understanding of others (what I call “mental migration” into other worldviews); (3) understanding that humans are socially and culturally conditioned, existing in and shaped by historical contexts; and (4) learning about various ways of thinking or modes of inquiry.Contemplative studies clearly has the goals of enhancing both self-awareness and “mental migration” into other worldviews, and an expected outcome would be ongoing critical reflection on such learning. CS should and does value the analytic study of contemplative states and traditions: scientifically, historically, culturally, and personally. While few would disagree that scientific inquiry, historical study, and knowledge of sociocultural context are significant when learning about contemplative traditions, [End Page 23] there is more dispute about the value of actual “first-person” contemplative practice, both for scholars and for students in academic courses, either during or outside class. Some of my fellow essayists in this volume and many others have argued eloquently that firsthand personal experience is an important way of illumining these traditions as well as alternative ways of knowing and valuing more generally.I will begin by offering a series of connected reasons why the latter view should resonate for a liberal arts teacher, then raise some issues that focus on the practice of contemplative teaching in the classroom.1. There are a variety of ways of knowing oneself or consciousness and the world, and it is important to investigate these various ways, to better understand human existence. In fact, recognizing that there are different kinds of knowing increases one’s capacity for critical analysis.2. Contemplative reflection is one of the ways people come to know themselves and the world, and come to understand the nature of contemplative practice itself.3. Contemplative inquiry has been important to many people in a large number of cultures, so it should be understood through both external study and direct experience, to gain a more accurate (and “lived”) understanding of others’ worldviews and practices.4. Given this broad and long-standing interest, there are, naturally, diverse contemplative traditions and experiences. We should learn how this variety is understood and explained by practitioners (i.e., their personal significance) as well as by scientists (their observable characteristics). Both kinds of study facilitate “mental migration” into others’ worldviews.5. Those within contemplative traditions have a long history of critical analysis and argument about various introspective states, so we should learn about and attend to both the states and the arguments.6. In evaluating what contemplative thinkers say, it is valuable to attend to what and how we... (shrink)

An international group of distinguished scholars brings a variety of resources to bear on the major issues in the study and teaching of mathematics, and on the problem of understanding mathematics as a cultural and social phenomenon. All are guided by the notion that our understanding of mathematical knowledge must be grounded in and reflect the realities of mathematical practice. Chapters on the philosophy of mathematics illustrate the growing influence of a pragmatic view in a field traditionally dominated (...) by platonic perspectives. In a section on mathematics, politics, and pedagogy, the emphasis is on politics and values in mathematics education. Issues addressed include gender and mathematics, applied mathematics and social concerns, and the reflective and dialogical nature of mathematical knowledge. The concluding section deals with the history and sociology of mathematics, and with mathematics and social change. Contributors include Philip J. Davis, Helga Jungwirth, Nel Noddings, Yehuda Rav, Michael D. Resnik, Ole Skovsmose, and Thomas Tymoczko. (shrink)

This book will enable students to better understand key concepts and ethical and philosophical positions which will inform their assessed work and competence as a professional.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Thinking Musically, and: Teaching Music GloballyJames AckmanBonnie C. Wade, Thinking Musically ( Oxford University Press: New York, 2004)and Patricia Shehan Campbell, Teaching Music Globally ( Oxford University Press: New York, 2004).Thinking Musically and Teaching Music Globally, the first two volumes in The Global Music Series, for which Wade and Shehan are general editors, offer concisely stated themes that permeate their texts and the authors' extensive use of cross-referencing (...) provides music educators at all levels the resources to achieve their educational and musical goals.Thinking Musically begins with Bonnie Wade's statement of the purposes of the book, which are to offer "a basis for the contrast and comparison of diverse 'musics,'" "provide a set of unifying topics that recur in multiple case studies," and "frame and complement a series of cases studies in The Global Music Series."1 Wade states unequivocally that Thinking Musically is ultimately a study of musical practices and ideas from around the world and that at its core, Thinking Musically "is a teaching book."2 A unifying theme throughout the volume is the view of how people constantly make music meaningful in their lives, including how music functions within a social group or particular society.3Thinking Musically includes a fifty-nine track CD containing musical examples that are designed for inclusion in the lessons and projects outlined in the [End Page 81] series. These provide aural illustrations of the topics discussed in each chapter. Activities include musical examples chosen by students which relate to the topic. The first chapter, "Thinking About Music," is based upon the concept of furthering students' awareness of musics beyond their everyday comfort level. Wade states that music is a process and not simply a method of organized sounds or compositions,4 and discusses music in terms of sound, values, and aesthetics.A striking aspect of this chapter is Wade's in-depth discussion of the contextual meaning of music within various cultures. Using such exotic examples as Central Javanese gamelan and a Navajo work song,5 she explores the rich variety of aural experiences available to students. The suggested activities exhibit Wade's understanding of educational philosophy and her awareness of what educators require in structuring appropriate musical experiences for their students.In Chapter 2, "Thinking About Instruments," Wade examines the roles of musical within a particular society and the topic of cultural diffusion.6 A succession of examples of instruments and musicians emphasizes her point that music has historically been interwoven with culture and society. Suggested activities include identifying extra musical links with instruments7 as a method of increasing students' awareness of music in daily life events, "the nature of the musical roles (of) musicians," and the meaning of musical terms (for example, soloist, accompanist) within the context of culture. Examples are drawn from the familiar, such as "New Orleans front-line," and the exotic, a North Indian singer.8Chapters 3–5 ("Thinking About Time," "Thinking About Pitch," and "Thinking About Structure") are devoted to the basic elements of music. Musical time is explored through its origins and function within specific cultures. Again, Wade uses an assortment of musical examples drawn from throughout the world in order to emphasize her points.Both the strongest and weakest aspects of the author's presentation style are on display in these three chapters. Wade has included an abundance of detailed suggested activities pertaining to various rhythmic concepts, such as Southeast Asian colotomic structure and Korean changdan, replete with detailed charts for presenting the material. Yet the amount of detail included borders on minutiae and the resulting format risks information overload for both teacher and student. A separate activities booklet might help reduce some of the clutter and also allow teachers to select more easily the concepts and activities they would like to use for a particular class session or unit.In chapter 6, "Thinking about Issues," Wade examines some arguably contentious topics that impact contemporary music education, including acculturation, gender, and "global versus local,"9 where her pithy assertions are eloquently presented. Student activities are designed to demonstrate the interconnectedness of musics among nations and communities as well as authenticity in their own cultures.10... (shrink)

The aim of this study is to examine moral reasoning in a cross cultural Islamic context. The moral reasoning of female business students in the United Arab Emirates is described based on Kohlberg’s theory of Cognitive Moral Development (CMD). Business students were asked to participate in a brief individual interview which involved reading three moral dilemmas and answering open-ended questions. Results were analyzed based on each dilemma as well as acrossall three. Most students made their decisions at the first (...) two levels of Kohlberg’s stages, prioritizing how their decision would secure rewards for themselves and compliance with rules to maintain the social order. However, a fairly large percentage also scored at the highest stage of reasoning. Results are explored based on the sociocultural context and implications for ethics education are outlined, including an emphasis on examining conflicting cultural values and the use of context-specific dilemmas for teaching ethics. (shrink)

This study aims to achieve the goal of cultivating and reserving emerging professional talents in social security law, improve the curriculum and mechanism of entrepreneurship education, and improve students’ entrepreneurial willingness and entrepreneurial ability. Deep learning technology is used to study the psychological effects of entrepreneurship education for college students majoring in social security law. Firstly, the concept of entrepreneurial psychology is elaborated and summarized. A related model is designed using the theory of proactive personality and (...) planned behavior through questionnaire survey and regression analysis to explore the relationship between students’ entrepreneurial psychology and entrepreneurial intention. Secondly, an entrepreneurship education method based on deep learning is proposed, and a teaching model of multi-dimensional collaborative entrepreneurship education practice is constructed. On this basis, the deep learning algorithm combines the characteristics of the personalized recommendation algorithm to construct an efficient Problem-Based Learning learning resource recommendation algorithm. Finally, the proposed method is tested. The results show that the Significant value of students who have participated in PBL deep learning courses is less than 0.05, indicating that PBL significantly improves students’ learning ability and the ability to deal with entrepreneurial environments. The results verify the impact of entrepreneurial learning on entrepreneurial intentions. The research on PBL online learning recommendation system shows that the proposed recommendation algorithm is superior to the traditional recommendation algorithm in both roots mean square error value and mean absolute error value on both datasets. The proposed method provides a new idea of reform and innovation to cultivate social security law professionals and the cultivation of the reserve model. (shrink)

The consequences of a trend to marginalize social studies in the early grades are complex and widespread, as a new wave of novice teachers and K-6 students are receiving a message clearly implying that social studies education is unimportant. Convincing them of the value in teaching and learning social studies is progressively becoming more difficult for social studies methods instructors. The purpose of this study was to examine pre-service teachers’ observations of the extent to which (...) social studies is being marginalized, possible barriers involved, and the impact that this phenomenon has on pre-service teachers and K-6 students in the classroom. Through a mixed-method design, 88 pre-service teachers were asked to report their classroom observations. Over half observed social studies instruction. Of those who observed social studies instruction, about a third indicated that teachers taught 5–15 min per day. Pre-service teachers reported personal success in planning and teaching social studies lessons during their practicum experiences; likewise, K-6 students were motivated by pre-service teachers’ student-centered activities in the lessons. The results of this study provide one form of current documentation regarding the effects of social studies marginalization in K-6 schools. (shrink)

Winner of the 1999 Best Book in Ecological and Transformational Politics presented by the American Political Science Association's Section on Ecological and Transformational Politics The discipline of political science has reached a crossroads. The frequency with which terms such as "post-liberal," "post-modern," "post-patriarchical," "post-materialist," and "post-structural" are used in contemporary political discourse testifies to the pervasive conviction that an era has ended. Similarly, phrases such as "new world order," "new paradigm," "new age," and "third wave" convey the widely-shared expectation that (...) what lies ahead politically will be qualitatively unlike what has gone before. Transformational Politics argues that traditional political science is failing to identify and address fundamental political phenomena of our time and proposes an alternative value-based political science that not only studies phenomena, but also uses knowledge to promote democracy, sustainability, and social conscience. Part I of the book defines transformational political theory as an emerging paradigm and draws on a wide array of theories—empowerment, feminist, democratic, communitarian, chaos, quantum, conflict resolution, self-actualization. Part II examines how a transformational perspective guides the study of politics in both research and teaching. Part III offers guidance about how to practice the theory and apply the study with a concern for creating a better world. (shrink)

Nowadays ethics plays a vital role in numerous professions. Due to social requirements and technical advances, changes in the accreditation rules in legal, economic, medical and engineering education have emerged in many countries, often requiring the inclusion of an ethics requirement in such professional programmes. In this work, the authors demonstrate that such changes are absolutely necessary in the legal profession in Lithuania. Specifically, the record low level of prestige of the judiciary and lawyers in the Lithuanian society and (...) the fact that lawyers are often accused of legal nihilism, clannish behaviour, and protectionism, demand that legal ethics assumes a far greater role in Lithuanian legal education. It is necessary to stress that the topic of lawyers’ ethical violations and the consequences of such violations is discussed in the society in only in a fragmentary, and not transparent manner; moreover, the significance of ethics in the education and training of lawyers has not been properly evaluated either. Especially having in mind Lithuania’s Soviet heritage (during most of the Communist era there was almost no education on those issues), it becomes obvious that legal ethics must be continuously stressed in the legal profession’s education and development. The importance and relevance of this topic is primarily determined by the current evaluation of lawyers in Lithuania, which shows that lawyers do not fulfil the expectations of the society. This raises a question whether law graduates indeed acquire this system of ethical values as part of the process of obtaining the knowledge and skills that are necessary for a modern lawyer. While analysing the Lithuanian legal documents governing the requirements for legal studies, it has been noticed that a course in legal ethics or lawyer’s professional responsibility is not compulsory either in the qualification requirements for judges, or in the Ruling of the Constitutional Court of 20 February 2008 on legal education for those who want to assume the position of a judge according to the order of law. In the description of legal study programmes, courses on professional ethics are designated as an optional non-legal subject, which is quite different from the legal education systems of other countries, where this type of course is compulsory for future lawyers. Even if this course is taught at Lithuanian higher education establishments, it is limited to the analysis of cases and legal regulation. Insufficient attention to this issue obviously creates the erroneous impression that it is of secondary importance for a lawyer. It should be noted that legal ethical standards, the development of lawyers’ value systems and other problematic questions related to legal ethics have not attracted attention of the Lithuanian scholars either. Therefore, this is a question of the utmost importance for legal education and requires additional research. In global educational and other academic literature, much is being discussed about the methods of teaching ethics, and the place of ethical subjects in study programmes and assessment. It is well worth supporting the research on the development of lawyers’ value systems, in that the lack of such values may influence the evaluation of the practicing lawyers’ satisfaction with their job, self-confidence and belief in the importance of their profession. Obtaining social-ethical attitudes and perspectives helps future lawyers gain more trust in their professional identity and the correctness of their professional work. The main conclusions drawn from the research are the following: (1) the university can and needs to contribute to the development of students’ value systems and this is one of the most important content requirements within the legal study programmes; (2) while teaching ethics, the primary focus must be not on the legal acts regulating ethics, which are changing over time, but on the aim of helping that students themselves have an increased sense of selfawareness and sensitivity to ethical issues in law practice, recognise and understand ethical dilemmas arising in the law, recognise the dominant attitudes in the society towards the role of a lawyer and motivate them to reconsider and discuss the value bases of such attitudes and their change; (3) a course on legal ethics – no matter how perfect it would be – is not the only way to develop a personal value system. In this context, the importance of liberal arts education should be accentuated. Given the research conducted, there is a clear link between the development of moral awareness and the person’s education in general. (shrink)

Providing a capstone to Philip Selznick's influential body of scholarly work, _A Humanist Science_ insightfully brings to light the value-centered nature of the social sciences. The work clearly challenges the supposed separation of fact and value, and argues that human values belong to the world of fact and are the source of the ideals that govern social and political institutions. By demonstrating the close connection between the social sciences and the humanities, Selznick reveals how the methods (...) of the social sciences highlight and enrich the study of such values as well-being, prosperity, rationality, and self-government. The book moves from the animating principles that make up the humanist tradition to the values that are central to the social sciences, analyzing the core teachings of these disciplines with respect to the moral issues at stake. Throughout the work, Selznick calls attention to the conditions that affect the emergence, realization, and decline of human values, offering a valuable resource for scholars and students of law, sociology, political science, and philosophy. (shrink)

The purpose of this study is to examine the topic of older people in the world from the perspective of the Social Teaching of the Church. As explained in Christifideles Laici , the Catholic Church believes that the laity is summoned to pave the way for the arrival of God’s Kingdom, and people who are at an advanced age should still respond to God’s calling through their own unique way of contribution. In Familiaris Consortio it is emphasized that (...) the Church should help older people manifest their roles both in families and religious groups. Although it is mentioned in these two apostolic exhortations that older people are blessed with wisdom, it is not explained as they actually acquire such a blessing. In order to address this issue and elaborate on the meaning of older people’s wisdom, Grün’s theory on the nature of older people’s wisdom and where such a blessing comes from is made reference to in this study. Moreover, it is emphasized in the apostolic exhortation of Familiaris Consortio that older people are often marginalized in today’s industrialized and urbanized society and neglected in their families, while also enduring psychological and/or physical pain. Addressing this issue, the value of older people’s work and their unshirkable missions and duties are explained in the present study by examining the nature and value of man’s work as mentioned in Laborem Exercens . Sen’s “capability approach” is also utilized in the present study as a way to examine older people’s values and the deprivation of their capability, allowing an in-depth analysis of this topic. The findings of this study reveal that Grün’s theory of older people’s wisdom being shaped by their life-experiences is significantly complementary to the messages on older people in Christifideles Laici and Familiaris Consortio . While Sen’s capability approach does not offer a complete set of values or cultural system that solves this problem, the approach of “civilization of love” proposed in the Social Teaching of the Church is very useful in helping one contemplate on the problems faced by older people around the world. (shrink)

Introducción: Los docentes universitarios requieren nuevos saberes para enfrentar los diversos retos que plantea la educación superior; dichos desafíos se relacionan con el dominio de saberes disciplinarios, profesionales, laborales, pedagógicos y didácticos e incluso axiológicos. Lo que aquí se presenta son los resultados de una investigación llevada a cabo en la Universidad Autónoma del Estado de México en el periodo de enero de 2014 a abril de 2015. El objetivo: fue determinar los saberes específicos, métodos de enseñanza y valores sociales (...) que deben poseer los profesores universitarios desde la perspectiva de los estudiantes para la identificación de aquellos principios que deben orientar la formación y actualización docente. Método: consideró el cualitativo y la técnica de la encuesta; fueron aplicados 119 cuestionarios diseñados en Escala de Likert, a igual número de estudiantes; el instrumento de 48 reactivos fue construido con base en tres grandes "baterías" o ejes: "Saberes de un buen docente", "Métodos o estrategias de enseñanza", y "Actitudes y valores". Resultados: se resaltan los saberes pedagógicos y didácticos como aquéllos que los estudiantes visualizan que les hacen falta a sus docentes; de éstos, son los métodos de enseñanza eminentemente prácticos, y aquellos vivenciales o más cercanos a la realidad los que se consideran como importantes. En términos de las actitudes y valores sociales que deben tener y demostrar los profesores, se encuentran la actitud profesional, la actitud de servicio, así como la responsabilidad y la ética. Conclusiones: se discute aquello que se considera deben saber, y lo que necesitan mejorar los docentes universitarios. Introduction: Professors require new knowledge to face the different challenges that higher education has. Those challenges are related with the mastery of disciplinary, professional, pedagogic, work-related, didactic and even axiological knowledge. The results of a research that was carried out at the Universidad Autónoma del Estado de México from January, 2014 to April, 2015; are presented in this article. Objective: To determine specific knowledge, teaching methods and social values that professors must have from the perspective of the students for identifying the principles which should lead teaching formation and updating. Method: The qualitative method and the survey as a procedure were considered. One hundred nineteen questionnaires that were designed in Likert scale were also applied to the same number of students; the instrument of 48 reagents was based on 3 axes: 'Knowledge of a good professor', 'Teaching methods or strategies' and 'Attitudes and values'. Results: Pedagogic and didactic knowledge is emphasized, for instance the one students consider their professors should have. However, the professors consider those teaching methods essentially practical, based on past experiences or closer to the reality as the most important ones. There are some attitudes and social values that professors must have and demonstrate, as well as the professional attitude, the service attitude, responsibility and ethics. Conclusions: the ideas that must be known and improved by the professors are discussed here. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Merging Traditional Technique Vocabularies with Democratic Teaching Perspectives in Dance EducationA Consideration of Aesthetic Values and Their Sociopolitical ContextsBecky Dyer (bio)IntroductionConventional aesthetic values in dance traditionally have been wed to long-established authoritarian teaching approaches in American professional dance companies and university dance programs. Developed over time from a mixture of enduring cultural tastes, aesthetic ideals, and historical influences, aesthetic values play a significant role in teaching (...) and learning processes in the classroom, although the impact of their presence on learning is often indiscernible or paid little attention. As dance educators in higher education make efforts to move toward more democratic teaching perspectives, they often find themselves philosophically lodged between established approaches to teaching traditional, codified vocabularies and aesthetics and more contemporary, student-centered, and democratically oriented perspectives to teaching and learning dance. Attention to the sociopolitical contexts of dance training gives practitioners opportunities to consider aesthetic values of dance from differing cultural vantage points and the perspectives by which these values are taught and learned.Each learning circumstance in dance is a complex weaving of personal and social experience involving individuals, communities, movers, and viewers. Movement aesthetic values emerge from personal and communal morals and ideals as well as social mores of the body, which create contextual lenses for experiencing, interpreting, and making meaning of movement vocabularies created and perpetuated in dance communities. It is important that teachers who seek to incorporate more democratically oriented, student-centered teaching perspectives become mindful of ways social values and perceptual/contextual frameworks impact personal [End Page 108] and communal practices in dance. Approaches to learning technique that consider sociocultural factors of dance movement aesthetics—wherein teachers and learners are led to recognize and reflect upon personal, social, and aesthetic values embodied in movement and embedded in movement vocabularies—can lead teachers and learners to better understand the significance of learning in dance as it relates to personal and social worlds beyond the classroom.This article will suggest how movement analysis from a socially contextualized perspective can inform understanding about the significance of sociopolitical contexts and aesthetic values in Western dance training. Perspectives of movement analysis will provide groundwork for discussing perceivable ways to address discrepancies between democratic and authoritarian teaching viewpoints and to challenge the prominent linking of conventional aesthetic values and vocabularies, as well as codified techniques, to authoritarian practices. The discussion will address relationships between pedagogical perspectives and ideologies held by teachers concerning the place and worth of conventional aesthetic values and the nature of aesthetic experiences in the dance technique classroom, and the potential understandings and meanings their students construct.Foundations of Movement Analysis: The Ideas and Practices of Rudolf LabanRecognizing embedded personal and social aesthetic values in movement is an important initial stage in developing more critically reflective practices that promote meaning, agency, and student interest in learning. The task is challenging because the only values accessibly evident to the bystander, and often the mover, are visual ones. Yet, as Rudolf Laban (1879-1958) suggested, intangible values also inspire movement. Laban created a theoretical framework—referred to as Laban Movement Analysis—for movement exploration, description, and analysis to consider both noticeably apparent and less-tangible values of movement by investigating movement phenomena and factors that generate them.1 The praxis-oriented system involves reflecting on movement observations, considering emotional and mental facets of movement, and taking into account experiential bodily perspectives of the mover.2Although one of Laban's fundamental purposes for developing a descriptive vocabulary for movement was to facilitate the mastery of dance technique,3 his teaching emphasized the "harmonious expressiveness of the whole individual," as he aimed to facilitate dancers' ability to understand and use their bodies in order to discover individual ways of expressing themselves and communicating.4 Laban's attitudes toward training were in sharp contrast to approaches of the day, yet interestingly, they were not [End Page 109] opposed to them. For example, common dance gestures and postures were expanded into free exploration and studied from diverse points of view rather than a narrow range of perspectives, aesthetic values, and movement qualities.5Laban's theory of "Effort," which he linked to emotions as well as... (shrink)

Introducción: Los docentes universitarios requieren nuevos saberes para enfrentar los diversos retos que plantea la educación superior; dichos desafíos se relacionan con el dominio de saberes disciplinarios, profesionales, laborales, pedagógicos y didácticos e incluso axiológicos. Lo que aquí se presenta son los resultados de una investigación llevada a cabo en la Universidad Autónoma del Estado de México en el periodo de enero de 2014 a abril de 2015. El objetivo: fue determinar los saberes específicos, métodos de enseñanza y valores sociales (...) que deben poseer los profesores universitarios desde la perspectiva de los estudiantes para la identificación de aquellos principios que deben orientar la formación y actualización docente. Método: consideró el cualitativo y la técnica de la encuesta; fueron aplicados 119 cuestionarios diseñados en Escala de Likert, a igual número de estudiantes; el instrumento de 48 reactivos fue construido con base en tres grandes "baterías" o ejes: "Saberes de un buen docente", "Métodos o estrategias de enseñanza", y "Actitudes y valores". Resultados: se resaltan los saberes pedagógicos y didácticos como aquéllos que los estudiantes visualizan que les hacen falta a sus docentes; de éstos, son los métodos de enseñanza eminentemente prácticos, y aquellos vivenciales o más cercanos a la realidad los que se consideran como importantes. En términos de las actitudes y valores sociales que deben tener y demostrar los profesores, se encuentran la actitud profesional, la actitud de servicio, así como la responsabilidad y la ética. Conclusiones: se discute aquello que se considera deben saber, y lo que necesitan mejorar los docentes universitarios. Introduction: Professors require new knowledge to face the different challenges that higher education has. Those challenges are related with the mastery of disciplinary, professional, pedagogic, work-related, didactic and even axiological knowledge. The results of a research that was carried out at the Universidad Autónoma del Estado de México from January, 2014 to April, 2015; are presented in this article. Objective: To determine specific knowledge, teaching methods and social values that professors must have from the perspective of the students for identifying the principles which should lead teaching formation and updating. Method: The qualitative method and the survey as a procedure were considered. One hundred nineteen questionnaires that were designed in Likert scale were also applied to the same number of students; the instrument of 48 reagents was based on 3 axes: 'Knowledge of a good professor', 'Teaching methods or strategies' and 'Attitudes and values'. Results: Pedagogic and didactic knowledge is emphasized, for instance the one students consider their professors should have. However, the professors consider those teaching methods essentially practical, based on past experiences or closer to the reality as the most important ones. There are some attitudes and social values that professors must have and demonstrate, as well as the professional attitude, the service attitude, responsibility and ethics. Conclusions: the ideas that must be known and improved by the professors are discussed here. (shrink)

Use this comprehensive framework and developmentally appropriate activities to teach young children compassion, conflict resolution, respect, and other positive, pro-social values as you cultivate a peaceful and supportive learning environment for all children.

This essay is an interreligious study of spirituality of work and its implications for business ethics. It considers the normative / doctrinal teachings on human work in Bhagavadgita (BG) and Catholic Social Teaching (CST). In as much as the focus of this study is spirituality of work, it does not present an in-depth and comprehensive comparison of Hindu and Catholic religions. Similarities and differences between the texts under consideration will be examined, but such examination will be limited (...) to the most critical and relevant points. It will begin by exploring a Hindu spirituality of work based on BG. The paper will analyze salient ideas and relevant passages in the text that tackle the religio-spiritual significance of our daily engagement in the world through paid work from a Hindu perspective. A discussion on major themes in CST that resonate with BG’s teachings on work will follow. These themes will serve as analytical elements that will frame an interreligious spirituality of work from the two points of view. The interreligious analysis will demonstrate that as far as BG and CST are concerned, spirituality of work can be a unifying force, a locus for cross-cultural dialogue, and a bridge between different beliefs. Next, the essay will tackle the implications of a Hindu-Catholic spirituality of work for business ethics. It will explain how the two textual traditions deepen our understanding of work by providing answers to the questions why must we work, what is the right attitude to work, and how our work connects us with other beings and with our ultimate end. Finally, the conclusion will demonstrate how the findings of this study relate and enhance the outcomes of current research in spirituality of work. Finding common grounds on how different religions regard work would enable business professionals and managers to truly value diversity and inclusiveness and respond ethically to the expression of religions in an increasingly pluralistic workplace. (shrink)

Meaningful work is both a moral issue and an economic one. Studies show that workers’ experience of meaninglessness in their jobs contributes to job dissatisfaction which has negative effects to business. If having a meaningful work is essential for the well-being of workers, providing them with one is an ethical requirement for business establishments. The essay aims to articulate an account of meaningful work in the Catholic social teachings. CST rejects the subjectivist and relativist notion of work which affirms (...) the absolute freedom of individuals to choose their commitment and goals, even if this includes experiencing satisfaction in dehumanizing work. First, the paper will present a summary account of some of the current views on meaningful work from the objective-normative approach. This will be followed by a systematic treatment of the meaning and value of work in the CST, the similarities and differences it has with alternative views, and its implications for the way we promote meaningful work. The paper will argue that by recognizing the subjective and objective dimensions of work and affirming that although the two are inseparable, the former takes priority over the latter; CST develops a holistic, comprehensive, and coherent account of meaningful work which overcomes some of the difficulties that are usually encountered in dealing with this issue from a purely objective approach. (shrink)

The need for the spiritual revival of the Ukrainian nation does not lose its relevance due to the complex and painful process of becoming an independent Ukraine. For centuries, spiritual filling of personality has been under the influence of religious factors, as religion and the church have occupied a significant place and left their informative footprint in many areas of human existence. They determined the directions of spiritual development of society, affirmed social values ​​and priorities, influenced the socio-political, (...) economic and cultural relations. Joining the discussion of the participation of church institutions in the secular education system, it should be noted that the spiritual health of the nation today is formed not only under the influence of denominational factors. (shrink)

The prosperous development of online education in the digital age harvested countless consumers. Education for sustainable development is an important proposition for both academic community and practitioner, however, current little studies have shed light on Sustainable Consumption Behavior in online education industry. The Consumer Value Theory and Social Identity Theory as theoretical basis linked with the field of Sustainable Consumption Behavior. This study is to further investigate the role of consumer value and social identity in the relation (...) to Sustainable Consumption Behavior. Putting forward suggestions from this study to online education providers toward sustainable development.MethodData on the impact of personal value on SCBOEI through a survey method with 552 valid students as respondents are collected from higher education institutions in China. A structural equation modeling approach is employed in this study for data analysis.ResultsThe result shows at the level of excellent model fit as indicated by all indicators: X2/DF = 1.053. The results showed that, through social identity, functional value, emotional value, and social value influence the variance of SCBOEI. The finding reveals that both theories can explain the SCBOEI of higher education students by showing that functional, social, and emotional values as well as social identity are powerful predictors of the Sustainable Consumption Behavior. The proposed model highlights the mediating role of social identity between SCBOEI and the three values. The functional, emotional, and social values influence SCBOEI directly and through social identity.ImplicationsThe study significantly contributes to market promotion, college students, education planning, and teaching. Online education market personnel and college students can better understand the significance of sustainable development aspect of online education. Teaching and learning activities help lead students to SCBOEI by shaping their values and identities while paying more attention to quality education, knowledge sharing, and social equality. (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)

Process models are valuable conceptual tools to help in understanding the approaches to value creation in social enterprises. This teaching case illustrates the application of a process model about creating, building, and sustaining a social enterprise with a mission to provide clean water to communities in need. The social enterprise generates revenue in support of community water projects and works with community stakeholders in different locations throughout the world to provide sustainable clean water solutions. The case (...) class='Hi'>study uses primary data from semi-structured interviews, direct observations of a community project, and archival sources to demonstrate application of the process model. The study shows how the social enterprise developed as a promising idea; was implemented through an operating model with resources to support social impact; and continues to build and evolve while guided by the social mission. The paper concludes with a discussion and teaching note on ways to use the case for educational purposes to enhance learning about the social value creation process. (shrink)

Prolonged conflict on the southern Thailand border still continues, especially in four provinces – Pattani, Yala, Narathivat, and Satun. These four provinces are the home base of the Malay-Muslim community. However, conflicts have almost never occurred in the province of Phattalung, particularly in the region called ‘Two Religion Community Life’. This is because people can find solutions to every problem using cultural negotiation. This research aims to describe the results of cultural negotiation and social learning between Muslims and Buddhists (...) in solving daily life problems. The most important data collection techniques are in-depth interviews and observations. There are five critical informants chosen purposively: Islamic and Buddhist religious leaders, community leaders, school principals, and community members in the Tamot and Khaocan regions. The results found that there are several forms of cultural negotiation in Phattalung, including annual ritual prayers conducted together by Muslims and Buddhists, agreement on how to slaughter animals to be served during ceremonies, tradition of food bartering, and agreement on animal caring. Furthermore, social learning to preserve the results of the negotiations is carried out through the establishment of voluntary medical groups whose members consist of young men and women from the Muslim and the Buddhist community, sports and arts activities, commemorations of national holidays, and conducting annual religious rituals at the same place and time. This study also found four important aspects to strengthen the social learning in multireligious society – moderate values derived from their respective religious teachings, moderate values taught by the country, the existence of trust among citizens, and win-win solutions to the emerging problems. Contribution: This research promotes the world that there is a heterogeneous religious community in the Phattalung province, Thailand which has a building construction of tolerance and harmony of locality namely the ‘Two Religion Community Life’ by preserving the cultural negotiation values through social learning. (shrink)

BackgroundThe concept of benefit sharing to enhance the social value of global health research in resource poor settings is now a key strategy for addressing moral issues of relevance to individuals, communities and host countries in resource poor settings when they participate in international collaborative health research.The influence of benefit sharing framework on the conduct of collaborative health research is for instance evidenced by the number of publications and research ethics guidelines that require prior engagement between stakeholders to determine (...) the social value of research to the host communities. While such efforts as the production of international guidance on how to promote the social value of research through such strategies as benefit sharing have been made, the extent to which these ideas and guidelines have been absorbed by those engaged in global health research especially in resource poor settings remains unclear. We examine this awareness among stakeholders involved in health related research in Kenya.MethodsWe conducted in-depth interviews with key informants drawn from within the broader health research system in Kenya including researchers from the mainstream health research institutions, networks and universities, teaching hospitals, policy makers, institutional review boards, civil society organisations and community representative groups.ResultsOur study suggests that although people have a sense of justice and the moral aspects of research, this was not articulated in terms used in the literature and the guidelines on the ethics of global health research.ConclusionThis study demonstrates that while in theory several efforts can be made to address the moral issues of concern to research participants and their communities in resource poor settings, quick fixes such as benefit sharing are not going to be straightforward. We suggest a need to pay closer attention to the processes through which ethical principles are enacted in practice and distil lessons on how best to involve individuals and communities in promoting ethical conduct of global health research in resource poor settings. (shrink)

Purpose Digital India’s attempts to transform India into a digitally empowered society and knowledge economy. This research examines three questions: What is the educational importance of social media in Indian higher education? What gains and dangers does it pose when used for formal learning? Could informal learning via technology powerfully supplement learning through the formal system? Design/methodology/approach In total, 640 students were contacted through email lists provided by their institutions after these institutions had obtained their consent to participate in (...) the study. The response rate is worked out at 44.84 per cent. Telephone interviews were conducted with 22 “veterans” in the field of higher education in India. All this provided areas of importance on which this study is based. Findings India is no doubt experimenting with more creative methods of learning and teaching. Educational technology is at embryonic stage compared to many of the advanced countries. The results show that even when all facilities are present, students are not fully taking advantage of the benefits technology affords for formal learning. Not only is there a digital divide between generations but also within generations. How the technology is integrated into the learning process is important. The entire learning infrastructure is certainly available in India and it is struggling to meet student expectations and offer a more dynamic and appropriate pedagogy. Practical implications This paper throws light on models explicit to the Indian scene in how students can benefit from social media beyond the classroom. It discusses challenges in its adoption in Indian higher education and ways to meet these challenges. Social implications Technology-led learning brings about a difference and the present generation in India is better equipped to tackle the challenges of the workplace, will be helpful to their employers and would fit well into a global business environment. Originality/value Because of the relative newness of the approach in India and fairly restricted use in the Indian higher education system, the impact of social media on student engagement in the higher education sector in India is not fully known. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Art in Social Studies: Exploring the World and Ourselves with RembrandtIftikhar Ahmad (bio)IntroductionRembrandt’s art lends itself as a fertile resource for teaching and learning social studies. His art not only captures the social studies themes relevant to the Dutch Golden Age, but it also offers a description of human relations transcending temporal and spatial frontiers. Rembrandt is an imaginative storyteller with a keen insight for minute (...) details. His narrative of the culture, society, economy, geography, and contemporary events of seventeenth-century Dutch life is as vivid and perceptive as a historian’s eloquent text. How people lived in community, how the city of Amsterdam functioned, how important religion was to people, how diverse and cosmopolitan the culture was, how interdependent the world was in the seventeenth century, and what the social and civic ideals of the Dutch people were during the Golden Age—Rembrandt’s paintings, etchings, and drawings neatly organize these and other social studies themes into visual messages. More importantly, our appreciation and interpretation of Rembrandt’s work helps us learn about not just Dutch society and culture of four hundred years ago but also about ourselves. The passion, emotions, conflicts, and inspirations of his subjects are essentially human and eternal, arousing empathy in every generation and cross-section of society. In this article I look at Rembrandt’s art for the purpose of teaching and learning social studies in our contemporary interdependent world—a world that is chronologically and geographically distant from the Dutch Golden Age but in many respects shares its enduring values, norms, ideals, pursuits, challenges, and possibilities. To do so, I employ a conceptual lens—the curriculum thematic strands of the National Council for the Social Studies (NCSS)—to examine Rembrandt’s art in order to explore life and make meaning of the story that is being told about the human condition, and to seek out its relevance to ourselves and [End Page 19] our world in the early twenty-first century. Although Rembrandt’s oeuvre is extensive, including the diverse genres of self-portraits, group portraits, drawings, etchings, landscapes, and religious themes, for our limited purpose I have selected only those works that, in my judgment, correspond with the following seven of the ten thematic curriculum strands of the NCSS:CultureTime, Continuity, and ChangePeople, Places, and EnvironmentIndividual Development and IdentityProduction, Distribution, and ConsumptionGlobal ConnectionsCivic Ideals and PracticesThese thematic curriculum strands are derived from the foundational disciplines of the social sciences and humanities such as anthropology, history, geography, sociology, political science, psychology, economics, philosophy, and law, but they are conceptually interrelated.1 For example, culture is a core concept in anthropology but it is also relevant to Time, Continuity, and Change, which is the main concept in the history discipline. Similarly, culture is relevant to the theme of People, Places, and Environment, which is the central focus of geography. More importantly, since social studies is about human experiences, there is a general consensus among the social studies educators that classroom teachers should draw content knowledge not just from the social sciences as mentioned here but from wide sources “to construct curricular experiences enabling students to actively relate new knowledge to existing understanding.”2 That is to say all fields of knowledge that are related to human civilization and that help in developing students’ skills in reflective thinking, decision making, and problem solving are relevant to social studies education. Those fields also include art. Rembrandt’s art is especially relevant because his themes are universal and the social, political, and economic contexts in which he created his work—globalization, individualism, and free enterprise—are more or less similar to our age.It needs to be mentioned that by looking at Rembrandt’s art from the social studies perspective it is not my intention to strip his work of its aesthetic scope and value. On the contrary, by looking at Rembrandt in the social studies classroom I seek to humanize social studies education itself. That [End Page 20] is to say I wish to step back from the conventional view of social studies to feel free from the bonds of traditionalism and discover, describe, analyze... (shrink)

Many factors affect the teaching of massively open online courses. In this study, to explore the factors that influence the effective teaching of MOOCs, a large number of relevant studies are analyzed. Based on grounded theory, semi-structured interviews were conducted with 30 students and teachers who used MOOCs for online teaching. The interview data were subjected to four research processes –open coding, axial coding, selective coding, and saturation testing– to explore the factors influencing MOOCs’ effective teaching and the interactions (...) between them. The results demonstrate that: Effective teachers, effective tuition, effective communication, active online learning, social support guarantees, and online course design have important positive effects on effective teaching, while only certain online learning behaviors will seriously affect the teaching effectiveness of MOOC, resulting in negative effects. Effective communication is essential for effective teaching in MOOCs; effective teachers are the leading factor, thus teachers should take the initiative to study and understand the students to understand their various learning needs and difficulties. Reasonable and effective classroom teaching design is key to improving MOOCs’ teaching efficiency. E-learning is respected, cared for, and valued by society, including cognition, emotion, and learning platform support from family, school, teachers, and classmates, and has an important impact on students’ motivation and the effects of online learning. The results of this study further clarify factors influencing effective teaching of MOOCs, thus helping to enrich and supplement the theory of effective teaching and evaluation and providing theoretical guidance for teachers to effectively implement MOOC teaching. (shrink)

This paper tackles the current challenges to private sector unionism in the United States in light of Catholic social teaching (CST). The focus of the study is unionism in the private sector where the fall-off in membership is observed. CST is contained in a wide variety of official documents of the Catholic Church, in particular papal encyclicals, which present ethical norms for economic life in response to the changing realities of the modern world. The study begins with (...) an analysis of the concrete situation: the causes of decline in union membership. It is followed by an ethical reflection on CST’s perspectives and exploration of practices, strategies, and policies that can help reverse the ongoing trend of union decline and revitalize the labor movement in the country. The paper argues that unions are good in themselves as an expression of the workers’ right to associate and instrumentally good as they invoke such values as the dignity of work, solidarity, subsidiarity, common good, and economic equality. While it has been proven that workers and society as a whole gain material benefits from effective unionization, focus on intangible benefits and moral principles offered by CST may give labor organizing a new impetus and inspiration. (shrink)

Ethicists and others who study and teach the social implications of science and technology are faced with a formidable challenge when they seek to address “emerging technologies.” The topic is incredibly important, but difficult to grasp because not only are the precise issues often unclear, what the technology will ultimately look like can be difficult to discern. This paper argues that one particularly useful way to overcome these difficulties is to engage with their natural science and engineering colleagues (...) in laboratories. Through discussions and interactions with these colleagues ethicists can simultaneously achieve three important objectives. First they can get a great deal of assistance in their research into the social implications of future technologies by talking with people that are actively creating those futures. Second their presence in the lab and the discussions that result can be a very powerful method for educating not only students, but faculty about the ramifications of their work. And third, because the education is directly linked to the students’ everyday work it is likely that it will not just be a theoretical exercise, but have direct impact on their practice. (shrink)

This paper advances a continuing line of research investigating the potential of web-based educative curriculum materials (ECMs) to facilitate teachers’ development of professional teaching knowledge (PTK). Our ECMs consisted of online lesson plans scaffolded with embedded digital resources to promote teacher understanding of a particular wise-practice pedagogy: problem-based historical inquiry (PBHI). Our research question was: Can a 2nd generation of web-based ECMs encourage social studies teachers’ development of PTK for PBHI? Participants reacted positively to several educative scaffolds, especially videocases (...) of experts modeling historical thinking. Evidence suggested that multiple experiences with planning and implementing instruction with our ECMs helped teachers recognize value in some of the materials’ underpinning concepts (e.g., scaffolding and inquiry-based instruction). However, planning instruction individually, the novelty of planning resources enhanced with digital resources, and certain contextual features of schooling such as inadequate focused time for planning seemed to frustrate the ECMs potential to promote teacher-learning. Here we suggest that ECMs function less effectively as stand-alone supports; however, employed in more formal contexts that feature collaboration, they may be able to provide valuable support for teachers’ professional development. (shrink)

Religious education (RE) has often found itself at the centre of debates about education's role in promoting social cohesion in contemporary multi-religious societies. The paper considers RE's relationship to religious plurality within the broader context of politics of curriculum and debates on pluralism. Drawing upon the recent works on the history of religion and using the teaching of the histories and cultures of Muslims in RE as a case study, it argues that RE has yet to fulfill its (...) potential in this regard. The paper examines reasons for this and recommends alternative approaches to content which may help RE rise to the challenges posed above. (shrink)

Process models are valuable conceptual tools to help in understanding the approaches to value creation in social enterprises. This teaching case illustrates the application of a process model about creating, building, and sustaining a social enterprise with a mission to provide clean water to communities in need. The social enterprise generates revenue in support of community water projects and works with community stakeholders in different locations throughout the world to provide sustainable clean water solutions. The case (...) class='Hi'>study uses primary data from semi-structured interviews, direct observations of a community project, and archival sources to demonstrate application of the process model. The study shows how the social enterprise developed as a promising idea; was implemented through an operating model with resources to support social impact; and continues to build and evolve while guided by the social mission. The paper concludes with a discussion and teaching note on ways to use the case for educational purposes to enhance learning about the social value creation process. (shrink)

This paper reflects on the origins and subsequent reception of the paper "Ontological Gerrymandering: The anatomy of social problems explanations", published in 1985. It describes the circumstances of my turning up at McGill University as a Visiting Professor in Sociology and meeting Dorothy, then a graduate student and the TA assigned to an undergraduate course on Social Problems which I was asked to teach. The paper reflects on the twin benefits: of an interloper, from Europe and from Science (...) and Technology Studies (STS), entering the exotic and heady fray of North American social problems; and of Dorothys steady and resolute guidance in introducing me to a new field. The paper suggests some reasons for the endurance of the papers arguments, more than 35 years after its publication, drawing on some parallel developments in Social Problems and STS. It asks why has there been rather little mutual interaction between these disciplines, given their common concern with questions, among others, about values, effects and interventions in academic scholarship. The paper concludes that many more of us might have done well to pursue the path of strident agnosticism. (shrink)

Presenting U.S. history as contested interpretations of compelling problems, this text offers a clear set of principles and strategies, together with case studies and "Mystery Packets" of documentary materials from key periods in American history, that teachers can use with their students to promote and sustain problem-finding and problem-solving in history and social studies classrooms. Structured to encourage new attitudes toward history as hands-on inquiry, conflicting interpretation, and myriad uncertainties, the whole point is to create a user-friendly way of (...) teaching history "as it really is" - with all its problems, issues, unknowns, and value clashes. Students and teachers are invited to think anew as active participants in learning history rather than as passive sponges soaking up pre-arranged and often misrepresented people and events. New in the Second Edition: New chapters on Moundbuilders, and the Origins of Slavery; expanded Gulf of Tonkin chapter now covering the Vietnam and Iraq wars; teaching tips in this edition draw on years of teacher experience in using mysteries in their classrooms since the publication of the first edition. (shrink)

Freedom of expression is one of the issues of concern to human societies in the contemporary world, because this issue is one of the most important basic rights of people in societies due to its special nature, and on the other hand, it is always in conflict with the authoritarian point of view. Islam accepts freedom of expression for everyone in the Islamic society, but it has specified limits and regulations for it. These restrictions and conditions, more than cumbersome and (...) intolerable regulations, are instructions for better use of freedom, which if not followed, not only the freedom of everyone in the society will not be realized, but also the category it will become anti-value and create cultural chaos. Imam Ali (peace be upon him), during his rule period, not only did not limit the freedom of expression, but also emphasized the expansion of this freedom. Based on Islam, since man is a free being, the privacy of his freedom must always be preserved; Therefore, freedom is the natural right of every human being and cannot be taken away from him. The practical life of Imam Ali (PBUH) and his advice to his agents in caring for freedom of expression in society and politics, bring its importance to the fore. Considering the importance of this issue, the purpose of this research is to study freedom of expression in Islamic teachings with emphasis on Nahj al-Balagha. Based on this, the related themes to freedom of expression have been extracted and explained from the point of view of Nahj al-Balagha, and conclusions have been presented in this regard. Contribution: This research showed that in the Islamic system, all citizens have the right to freedom of speech in ideological, political and social issues (according to the limits set by Islamic teachings and prevent the violation of Islamic values and other human values). These points are emphasized in Islamic teachings, especially in Nahj al-Balagha. (shrink)

As emphasised in Islamic sources, justice is one of the most important issues covered in the religion of Islam. In fact, justice is a central theme in Islam and has a special value in this regard. Conversation about justice and its nature, as well as its realisation in human communities, has been thus far a necessity in human life. Actually, the establishment and implementation of justice in all areas are crucial for the utopia. Given the importance of this subject, the (...) present study aims to determine and explain the components of the justice-oriented Islamic community based on the teachings of Nahj al-Balaghah. Therefore, the components that introduce justice orientation in the Islamic community are extracted from the sermons, letters and wise sayings (viz. narrations) of Nahj al-Balaghah. Afterward, the extracted components are classified based on the similarity of the themes and concepts. In the end, five classifications are introduced, including distributive justice, procedural justice, interactional justice, social justice and fairness.Contribution: Based on the determined indices, the model of justice-oriented Islamic community is developed. It is thus recommended to pay more attention to the realisation of a justice-oriented Islamic community by researchers and leaders. This is mainly because of the fact that the opposite of a justice-oriented community is one with injustice, where oppression and disrespect for the rights of others occur, divine blessings change, divine wrath and anger are provoked and destruction approaches. (shrink)

Ethicists have long recognized that two necessary features of ethical research are scientific validity and social value. Yet despite a significant literature surrounding the validity component of this dictate, until recently there has been little attention paid to unpacking what the social value component might require. This article introduces a framework for assessing the social value of research, and in particular, for determining whether a given research program is likely to have significant social value of the (...) kind necessary to fulfill the social value requirement. The article goes on to illustrate how this framework can provide a clearer account of the responsiveness requirement, an ethical dictum that is oft-repeated but whose content and value as a guideline in international research remains contested. Although I introduce this conception of social value in the context of the responsiveness requirement, the account offered can, and is intended to, stand alone as a tool for the assessment of the social value of research. As such it can be usefully applied to discussions about the value of comparative effectiveness trials, the assessment of the continued proliferation of me-too drugs and the research done to develop them, the demand for public access to study-generated data, and persistent deficits in the publication of negative results. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Teaching Ethics in the Health Care Setting Part I:Survey of the LiteratureMary Carrington Coutts (bio)The last twenty years have brought important changes to health care and health care education. Educators and students alike face an enormous number of new fields of study and new medical technologies. Health care professionals and institutions are also facing new challenges in the form of shrinking economic resources, and the AIDS epidemic. They (...) must also respond to increased patient participation in health care decisions, and public concern about abortion and euthanasia. These challenges to the health care professional have compelled educators to accommodate ethics within their already overcrowded curriculum. Those same dilemmas have influenced health care institutions to become active in health care ethics education.Medical ethics education gained a foothold in the United States during the late 1960s, when the medical schools of Pennsylvania State University, the University of Florida, and the State University of New York at Stonybrook established programs in the humanities (Pellegrino 1982). In 1978 Robert Veatch noted that formal teaching in medical ethics was rare; most institutions that taught medical ethics used "informal instruction in the apprenticeship mode" (Veatch 1978). However, by 1982 a survey by the American Medical Association (AMA) revealed that all but one of the 127 medical schools had courses that included medical ethics. Thirty eight of these had medical ethics as a required course (Pellegrino 1985). And by 1989, 43 of the 127 medical schools had separate courses in medical ethics, while 100 covered medical ethics within required courses. Medical ethics is now an accepted part of medical curriculum, though it is not fully mature, and its future remains somewhat unclear (Miles 1989).The evolution of ethics in the nursing curriculum has essentially mirrored that of the medical curriculum. A 1977 survey of baccalaureate nursing programs revealed that only 7 percent of nursing programs required courses in ethics [End Page 171] (Aroskar 1977). A decade later a second survey of undergraduate programs identified 85 percent of responding nursing schools as teaching nursing ethics either in separate ethics courses or within other required courses (Cassells and Redman 1989).Though the precise future of health care ethics may be unpredictable, there is little thought that the role of ethics will diminish in importance as the 21st century approaches. Ethics is seen as part of a larger plan to develop and enhance the health professional's human values, social conscience, and interpersonal skills. "This broader effort derives from concerns about the personal attributes and humanistic sensitivity of physicians, the recent overly 'scientized' trend in premedical education, the selection of medical students, and the socialization and cynicism engendered by medical education" (Miles 1989, p. 705).While nearly every medical and nursing school in the United States now teaches ethics in one form or another, the degree to which ethics is integrated into the curriculum varies from school to school. Some ethics courses are required elements of the students' education; some institutions require attendance at seminars and ethics grand rounds. Other schools offer an array of elective courses in topics that relate to ethics in medicine and nursing (including medical humanities, medicine and the law, literature and medicine, history of medicine, patient advocacy, and human values in nursing.) "Brown bag" seminars and journal clubs are also common.There is much debate over how health care ethics should be taught. Some argue that medical professionals should be conversant with theories of ethics and principles of biomedical ethics. Others think that a theoretical approach will alienate already over-worked medical or nursing students, and that instruction in ethical theory should be kept to a minimum. Case studies are frequently cited as a way to involve students in medical decision making, forcing them to analyze problems that they can relate to their own experiences.Additional concerns center around who should teach health care ethics. Frequently, physicians and nurses interested in ethics teach courses. Some commentators see this as the most desirable arrangement, asserting that practicing health care professionals best understand the conflicts faced by physicians and nurses-in-training. However, there is a growing pool of professionals who are undergoing training as medical ethicists. These individuals study ethical theory and bioethical... (shrink)

AbstractDuring the Covid-19 pandemic, ethicists and researchers proposed human challenge studies as a way to speed development of a vaccine that could prevent disease and end the global public health crisis. The risks to healthy volunteers of being deliberately infected with a deadly and novel pathogen were not low, but the benefits could have been immense. This essay is a history of the three major efforts to set up a challenge model and run challenge studies in 2020 and 2021. The (...) pharmaceutical company Johnson and Johnson, the National Institutes of Health in the United States, and a private-public partnership of industry, university, and government partners in Britain all undertook preparations. The United Kingdom’s consortium began their Human Challenge Programme in March of 2021.Beyond documenting each effort, the essay puts these scientific and ethical debates in dialogue with the social, epidemiological, and institutional conditions of the pandemic as well as the commercial, intellectual, and political systems in which medical research and Covid-19 challenge studies operated. It shows how different institutions understood risk, benefit, and social value depending on their specific contexts. Ultimately the example of Covid-19 challenge studies highlights the constructedness of such assessments and reveals the utility of deconstructing them retrospectively so as to better understand the interplay of medical research and research ethics with larger social systems and historical contexts. (shrink)

Social justice is put forth as a core professional nursing value, although conceptualizations within foundational documents and among nurse educators remain inconsistent and contradictory. The purpose of this study was to explore how faculty teach social justice in theory courses in Baccalaureate programs. This qualitative study utilized constructivist grounded theory methods to examine processes informing participants' teaching. Participants utilize four overarching approaches: fostering engaging classroom climates, utilizing various naming strategies, framing diversity and culture as social (...) justice, and role modeling a critical stance. They deploy specific strategies, varying largely by race, educational background, and nursing specialty. A background in social sciences supports pedagogy that interrogates health inequities rather than merely raising awareness about disparities. Findings also reveal that faculty of color navigate institutional structures predicated upon colorblind racism and problematic views of culture, which many white faculty teaching non‐Community Health Nursing courses described doing. To enact social justice and be answerable to our communities, concerted anti‐oppression efforts are needed across education, research, practice, and policy. This includes sustained commitment to address colonialism and whiteness in every institution that defines, promotes, and claims to advance nursing so that we can fulfill our responsibility to address unjust systems and structures to serve our communities. (shrink)