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Edst 404 (ethics And Teaching - Secondary)

EDST 404 (Ethics and Teaching - Secondary)

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   1 EDST 404 (301): Ethics and Teaching Summer Term 1 - 2013 Thursdays 10-12pm – May 16-June 20 - Scarfe 100 Instructor: Graham Giles Office: Ponderosa G21 Email: [email protected] Phone: 778 898 9454 Skype: g.giles (Vancouver) GTA: Roselynn Verwoord [email protected] COURSE DESCRIPTION The professional standards that educators in British Columbia are expected to meet include many ethical concepts, such as “care,” “trust,” “honesty” and “integrity.” However, what does a “caring relationship” look like, and how can educators balance the demands of fairness with the demands of care? What other ethical dilemmas do educators face, and based on what ethical principles or other grounds do they make decisions in such situations? This course explores the “codes of ethics” prescribed by professional organizations, then moves beyond these codes to consider ethics as ethos  or disposition. Students will be asked to examine their moral values, where these values come from, and how they reconcile these values with professional demands in concrete situations. Through this examination students will gain insight into what they, as teachers, stand for and how they conceive of their role as agents of positive change. COURSE OBJECTIVES At the end of this course, students will be able to: •   identify the relevant laws and policies that frame the teaching profession in BC in general, and expectations of professional conduct in particular; •   recognize how education systems reflect social values; •   appreciate that ethical questions arise not occasionally but continuously in the  practice of teaching; •   articulate values that guide their own ethical framework for teaching; •   understand how different approaches to moral education themselves reflect different values.   2 COURSE OUTLINE Week 1 – Engaging Ethically in Education 1. Course Outline 2. Ethical Inquiry I: Discussion 3. Mini-Lecture: ‘Ethics’ 4. Articulating Ethics 5. Raising Ethical Impasses – The Practicum Experience (discussions) 6. Analyzing Ethical Dilemmas (Law, Morality, Ethics & Values in BC School Act’s ‘Goals & Purposes of Schooling’ & BC MOE Education Standards) 7. Ethical Analysis: Video I – Growing Innovations Week 2 – Ethical Moments, Ethical Frameworks Readings: A. !  Campbell, E. (1997). Connecting the ethics of teaching and moral education.  Journal of Teacher Education, 48 (4), 255-263. Available at http://ezproxy.library.ubc.ca/login?url=http://jte.sagepub.com/content/48/4/255 B. Battle, M. (2009) A fish doesn’t know it’s wet. In Ubuntu: I in you and you in me (pp. 1-6). New York: Seabury Books. Search google books for: “A fish doesn’t know it’s wet’ and read through P. 6 1. Discussion: Ethical Literacies (reading A) 2. Ethics as Conflict: The FSA case study 3. Ethical Inquiry II: Conflict/Impasse/Decision 4. Ethics and “A Turning Away” – Negotiating Ethical Frameworks (reading B) 5. Widening the Discussion – Small groups meet to share individual ethical issues fm  prev. week. 6. Ethical analysis: Video II – Growing Innovation   3 Week 3 - Frameworks II – Ethical Purposes and Implications in Education Reading; A. !  Noddings, N. (1988). An ethic of caring and its implications for instructional arrangements.    American Journal of Education, 96  (2), 215-230. Available at http://ezproxy.library.ubc.ca/login?url=http://www.jstor.org/stable/1085252 1. Ethical Purposes for Education (reading A) 2. Ethical Inquiry III: Thinking/Articulating the Incommensurable – Ethical Action 3. Ethical Analysis: BC Performance Standards: Social Responsibility (http://www.bced.gov.bc.ca/perf_stands/social_resp.htm) 4. Ethics and Social/Ecological Justice 5. Continuing the Discussion – Small groups meet to develop an ethical issue in ethical inquiry. 6. Ethical analysis: Video III – Growing Innovation Week 4 – Teaching and Laws, Codes and Standards of Conduct Readings (these will be assigned to be located, and noted an interesting, remarkable and/or important element of one to be discussed in class): !    BC School Act  . Available at http://www.bclaws.ca/EPLibraries/bclaws_new/document/ID/freeside/96412_00  !  BC Ministry of Education. Standards for the Education, Competence and Professional Conduct of Educators in British Columbia  Available at http://www.bcteacherregulation.ca/Standards/StandardsDevelopment.aspx  !  BC Teachers Federation. Code of Ethics . Available at http://bctf.ca/ProfessionalResponsibility.aspx?id=4292  !    BC Human Rights Code . Available at http://www.bclaws.ca/EPLibraries/bclaws_new/document/ID/freeside/00_96210_01  !   Canadian Charter of Rights and Freedoms . Available at http://laws.justice.gc.ca/en/charter/ ALSO: http://www.cbc.ca/canada/british-columbia/story/2009/09/08/bc-north-vancouver-facebook-teachers-guidelines-students.html     4 1. Laws, codes of ethics and professional conduct. 2. Ethical Inquiry IV: Sharing research into the ethico-legal context of education in BC. 3. Ethical challenges of the digital age. 4. Continuing the Discussion – Small groups meet to work on draft of assignment. 5. Ethical analysis: Video IV – Growing Innovation Week 5 –Toward Ethical Teaching Readings: !  Coulter, D. et al. (2007). A question of judgment: A response to Standards for the  Education, Competence and Professional Conduct of Educators in British Columbia.    Educational Insights, 11 (3). Available at http://www.ccfi.educ.ubc.ca/publication/insights/v11n03/articles/coulter/coulter.html  !  Lickona, T., Schaps, E., & Lewis, C. (2011).  Eleven principles of effective character education .   Available at   http://charactereducationinstitute.com/?page_id=615  1. Engaging in Ethical “Grey Areas” 2. Standards in Practice 3. Moral Education – Character Education (& the BC Ed Plan) 4. Ethical Inquiry V: Moral Education and You 5. Concluding the Discussion – Small groups meet to review draft of assignment. 6. Ethical analysis: Video V – Growing Innovation Week 6 – Moral Education & Critical Perspectives Assignments due. Readings: "  Purpel, D. (1999). The politics of character education. In  Moral outrage in education  (pp. 83-96). New York: Peter Lang.   5 Readings: Chinnery, A. (2006)..On Compassion and Community without Identity: Implications for Moral Education http://ojs.ed.uiuc.edu/index.php/pes/article/view/1560/298   1. Critical Perspectives on Moral Education I: On Character Education 2. Critical Perspectives on Moral Education II: On Compassion & Empathy as Ethical Authorities 3. Ethical Inquiry VI: Ethics Reconsidered 4. Ethics of the A-Theological Infinite… 5. Farewell & Course Eval. COURSE ASSESSMENT The course is graded on a pass/fail basis. In a professional faculty, passing a course entails both good academic performance as well as active participation in learning activities. Students are expected to meet all criteria to receive a passing mark in the course. In cases where students fail to meet expected standards, they will have the opportunity to revise and resubmit the written assignment. There is one assignment for this course, with both individual and group components: 1.   As a group briefly articulate (1-2 pages) a selected ethical dilemma/conflict/impasse that one group member faced in practicum (or which is anticipated in your teaching  practice). Analyze the dilemma/conflict/impasse with reference to the different responses to it that various ethical frameworks would suggest. Additionally , each group member will include a (1-2 page) response to the dilemma/conflict/impasse with regard to their own ethical commitments, what they have learned about them in the course of the group’s discussion, and what they would likely do were they confronted with the issue in their own practice.   Assessment criteria for the written assignment:  Pass:  (1) readable (well organized; concise, proofread for grammar, spelling, and  punctuation errors); (2) articulates an ethical issue; (3) makes a clear argument (e.g., supports claims, makes clear transitions); (4) highlights an important educational issue; and (5) includes your insights and conclusions.  Fail:  (1) contains recurring errors of grammar, spelling, and punctuation; (2) lacks attempt to articulate an ethical issue; (3) lacks transitions between thoughts or fails to make an argument; and (4) fails to address an important educational issue.