- Upcoming Events
- Ethics Modules
- 1999 Conference
- 2001 Conference
- 2003 Conference
- 2006 Conference
Tag Archives: Education
Jane Sojka & Ashok Gupta
Although the inclusion of ethics in the business curriculum is becoming increasingly important, little is known about the impact classroom discussion of ethics has had on student sensitivity to ethical issues. Using both self-assessment and objective assessment measures, this research found that students who had been exposed to ethics in five or more classes considered themselves more knowledgeable about ethics and reported a higher confidence in their ability to make ethical decisions than students who had less exposure to ethics in business courses. In addition, students with increased exposure to ethics in the classroom were found to be more sensitive to business ethics and consumer ethics than students with less classroom exposure. Areas for future research on this topic are suggested.
Full title: Ethnic Constitution in the Guatemalan Educational System: Toward a Phenomenological Analysis of the Birth of Racism in Pedagogical Discourses (1890-1930)
This study of the role of the Guatemalan educational system in a sociopolitical project of racial and ethnic differentiation, control, exclusion, and domination exposes the way educational awareness developed a racist discourse, as well as uncovering the methods employed to control, homogenize, and dominate the indigenous peoples. The study examines the ethical and moral grounds of racist pedagogical discourse and hence, not only the relationship between education and race, but also the links between power, science, and political enlightenment.
A central issue in this research is the description of the process of becoming aware of another culture through the prism of the Other’s body. This process is exemplified by the portrayal of the indigenous body, as revealed in the codification of discourse dealing with specific body parts, postures, gestures, attitudes, tendencies, strengths, weaknesses, and functions.
The study demonstrates the extent to which pedagogy and educational practices were seen in Guatemala as a technical power capable of making education institutions a mechanism for the normalization of the populace. Both theoretically and in practice, education constituted for the Guatemalan oligarchy a therapeutic field liberating the indigenous peoples from their presumed ethical and moral inadequacies.
The use of children’s literature in the classroom has become so widespread that award-winning literature such as the Newbery books (winners of the annual Newbery Award for best book of the year for children under age 14) can be found in almost every American classroom. Despite the prominence and influence of these works, little attention has been paid to the messages of character implicit in them. At a time when schools are becoming more involved in moral development through character education, it is important to study the character traits demonstrated in these highly influential books. This study is intended to provide new understanding about the intersecting areas of children’s literature and moral education.
Preliminary findings for eight character variables show a significant shift in “respect” between the 1950s and the 1970s and for “responsibility” between the 1970s and the 1980s. In an unanticipated side effect, students expressed increased critical thinking and expressions of responsibility, respect, and other character traits toward classmates as they studied the Newbery literature for these traits using the instrument designed for this study.
Susanne Göricke, University of Kansas
No abstract provided
Karen Hornsby, Bowling Green State University
The claim is often made that education is a universal right. Yet rarely is support offered for this claim. Certainly there are consequentialist reasons for a society to educate its citizens. But are people entitled to an education; is education a right? In an attempt to answer this question, this paper will examine a basic needs approach to education. First, I will discuss the concept of a basic need. I will argue that in modern society education is necessary for decent life prospects?for people to avoid a blighted or seriously harmed life?and thus education is a basic need. Next, I will analyze if basic needs produce rights claims. After addressing several challenges to a general needs to rights argument, I will argue that basic needs generate positive rights. In order for all people to have effective opportunities to obtain a basic education, some positive action is required. Finally, I will consider who is responsible for the correlative duty of satisfying an educational right. My contention is that the reciprocal duty to unmet basic needs rights cannot be satisfactorily addressed through charity or citizens acting individually and is therefore, a duty which falls to the state.
William Baker & OU faculty
May 10th, 1997
Panel discussion, featuring independent film maker and OU faculty