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"Ethics, Professional - education"
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Grit : the power of passion and perseverance
\"Psychologist Angela Duckworth shows parents, educators, athletes, students, and business people-- both seasoned and new --that the secret to outstanding achievement is not talent but a focused persistence called grit ... Sharing new insights from her landmark research on grit, MacArthur genius Angela Duckworth explains why talent is hardly a guarantor of success. Rather, other factors can be even more crucial such as identifying our passions and following through on our commitments. Drawing on her own powerful story as the daughter of a scientist who frequently bemoaned her lack of smarts, Duckworth describes her winding path through teaching, business consulting, and neuroscience, which led to the hypothesis that what really drives success is not genius but a special blend of passion and long-term perseverance. As a professor at the University of Pennsylvania, Duckworth created her own 'character lab' and set out to test her theory. Here, she takes readers into the field to visit teachers working in some of the toughest schools, cadets struggling through their first days at West Point, and young finalists in the National Spelling Bee. She also mines fascinating insights from history and shows what can be gleaned from modern experiments in peak performance. Finally, she shares what she's learned from interviewing dozens of high achievers-- from JP Morgan CEO Jamie Dimon to the cartoon editor of The New Yorker to Seattle Seahawks Coach Pete Carroll\"-- Provided by publisher.
Book
A Systematic Literature Review of US Engineering Ethics Interventions
Promoting the ethical formation of engineering students through the cultivation of their discipline-specific knowledge, sensitivity, imagination, and reasoning skills has become a goal for many engineering education programs throughout the United States. However, there is neither a consensus throughout the engineering education community regarding which strategies are most effective towards which ends, nor which ends are most important. This study provides an overview of engineering ethics interventions within the U.S. through the systematic analysis of articles that featured ethical interventions in engineering, published in select peer-reviewed journals, and published between 2000 and 2015. As a core criterion, each journal article reviewed must have provided an overview of the course as well as how the authors evaluated course-learning goals. In sum, 26 articles were analyzed with a coding scheme that included 56 binary items. The results indicate that the most common methods for integrating ethics into engineering involved exposing students to codes/standards, utilizing case studies, and discussion activities. Nearly half of the articles had students engage with ethical heuristics or philosophical ethics. Following the presentation of the results, this study describes in detail four articles to highlight less common but intriguing pedagogical methods and evaluation techniques. The findings indicate that there is limited empirical work on ethics education within engineering across the United States. Furthermore, due to the large variation in goals, approaches, and evaluation methods described across interventions, this study does not detail “best” practices for integrating ethics into engineering. The science and engineering education community should continue exploring the relative merits of different approaches to ethics education in engineering.
Journal Article
Ethics and the early childhood educator : using the NAEYC code
Do you need support and guidance to help you to navigate tough issues in your work? The NAEYC code of ethical conduct is every early childhood educator's foundation for moral preactice, and the third edition of Ethics and the Early Childhood Educator shows how to use the Code to guide your actions and responses to challenging situations in the workplace. Here, you'll find real cases from early childhood programs that illustrate the process of identitying and addressing ethical issues by applying the NAEYC Code. Reflection questions encourage you to think deeply about how your own experiences relate to the examples. Ethical conduct is critical, and the Code and this book are resources you can turn to againand again as you seek to make the right decisions for young children and their families.--Book cover.
Book
Effect of flipped classroom method on the reflection ability in nursing students in the professional ethics course; Solomon four-group design
The purpose of reflection in the learning process is to create meaningful and deep learning. Considering the importance of emphasizing active and student-centered methods in learning and the necessity of learners' participation in the education process, the present study was conducted to investigate the effect of flipped classroom teaching method on the amount of reflection ability in nursing students and the course of professional ethics.
The current study is a quasi-experimental study using Solomon's four-group method. The statistical population included all nursing students who were taking the professional ethics course at Kermanshah University of Medical Sciences. The study tool was a 26-item questionnaire with acceptable validity and reliability. The sample size was 80 nursing students by simple random method and divided into four groups, which included: 1- experimental group 1 2- experimental group 2 3- control group 1, and control 2. The collected data were used by SPSS software and using descriptive statistics methods and two-way analysis of variance and analysis of covariance analysis.
The findings showed that the four investigated groups do not have statistically significant differences in terms of gender composition (p = 0.599). There was no significant difference between the control and experimental groups in terms of all 5 reflection components in the pre-test. A significant difference was observed between the amount of reflection of the experimental and control groups.
Considering that there are controversial issues in the course of professional ethics, this method can be effective in the field of deep learning of students.
Journal Article
International aspects of organizational ethics in educational systems
This book takes a unique organizational approach towards understanding the concept of ethics in educational systems. It provides a global perspective and connects theory and praxis through team-based simulations, case studies and scenarios, thus presenting an integrative approach towards tackling teachers' withdrawal behaviors.
Book
An Experiential, Game-Theoretic Pedagogy for Sustainability Ethics
The wicked problems that constitute sustainability require students to learn a different set of ethical skills than is ordinarily required by professional ethics. The focus for sustainability ethics must be redirected towards: (1) reasoning rather than rules, and (2) groups rather than individuals. This need for a different skill set presents several pedagogical challenges to traditional programs of ethics education that emphasize abstraction and reflection at the expense of experimentation and experience. This paper describes a novel pedagogy of sustainability ethics that is based on noncooperative, game-theoretic problems that cause students to confront two salient questions: “What are my obligations to others?” and “What am I willing to risk in my own well-being to meet those obligations?” In comparison to traditional professional ethics education, the game-based pedagogy moves the learning experience from: passive to active, apathetic to emotionally invested, narratively closed to experimentally open, and from predictable to surprising. In the context of game play, where players must make decisions that can adversely impact classmates, students typically discover a significant gap between their moral aspirations and their moral actions. When the games are delivered sequentially as part of a full course in Sustainability Ethics, students may experience a moral identity crisis as they reflect upon the incongruity of their self-understanding and their behavior. Repeated play allows students to reconcile this discrepancy through group deliberation that coordinates individual decisions to achieve collective outcomes. It is our experience that students gradually progress through increased levels of group tacit knowledge as they encounter increasingly complex game situations.
Journal Article
From technicians to teachers : ethical teaching in the context of globalised education reform
\"From Technicians to Teachers provides theoretical and practical reasons for suggesting that widespread, international curriculum reform of the post-1990 period need not deprofessionalise teaching. The widely held deprofessionalisation thesis is both compelling and fatalistic, leading to a despairing sense that teachers are either no more than technicians, or that they can be reprofessionalised through definitions of 'effective teachers' promoted by the reforms. However, there are many teachers who do not see their work in either of these ways. The book is structured around an in-depth case study detailing the implementation of The New Zealand Curriculum in that nation - one of the best international examples of neoliberal reform. Benade argues that curriculum policy can and should be analysed critically, while pointing out the dangers for ethical teachers that can exist in national or state curricula. Energising and inspiring, this book reminds teachers and teacher educators that although they work in a globalised context, their own role is fundamental and has a profoundly ethical basis, despite the negative impacts of three decades of education reform\"-- Provided by publisher.
Book
Developing Ethical Competence in Health Care Organizations
Increased work complexity and financial strain in the health care sector have led to higher demands on staff to handle ethical issues. These demands can elicit stress reactions, that is, moral distress. One way to support professionals in handling ethical dilemmas is education and training in ethics. This article reports on a controlled prospective study evaluating a structured education and training program in ethics concerning its effects on moral distress. The results show that the participants were positive about the training program. Moral distress did not change significantly. This could be interpreted as competence development, with no effects on moral distress. Alternatively, the result could be attributed to shortcomings of the training program, or that it was too short, or it could be due to the evaluation instrument used. Organizational factors such as management involvement are also crucial. There is a need to design and evaluate ethics competence programs concerning their efficacy.
Journal Article
Pursuing the honorable : reawakening honor in the modern military
\"This book helps modern institutions, particularly today's military service academies, to solve concrete problems on how to inculcate the pursuit of the honorable in 21st Century leaders and soldiers and to provide a methodology for instilling honor in character formation.\" --Provided by publisher.
Book
An Ethics Framework for a Learning Health Care System: A Departure from Traditional Research Ethics and Clinical Ethics
Calls are increasing for American health care to be organized as a learning health care system, defined by the Institute of Medicine as a health care system “in which knowledge generation is so embedded into the core of the practice of medicine that it is a natural outgrowth and product of the healthcare delivery process and leads to continual improvement in care.” We applaud this conception, and in this paper, we put forward a new ethics framework for it. No such framework has previously been articulated. The goals of our framework are twofold: to support the transformation to a learning health care system and to help ensure that learning activities carried out within such a system are conducted in an ethically acceptable fashion.
Journal Article