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"Teaching Moral and ethical aspects United States. Case studies."
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Democratic discord in schools : cases and commentaries in educational ethics
Teaching in a democracy is challenging and filled with dilemmas that have no easy answers. For example, how do educators meet their responsibilities of teaching civic norms and dispositions while remaining nonpartisan? Democratic Discord in Schools features eight normative cases of complex dilemmas drawn from real events designed to help educators practice the type of collaborative problem solving and civil discourse needed to meet these challenges of democratic education. Each of the cases also features a set of six commentaries written by a diverse array of scholars, educators, policy makers, students, and activists with a range of political views to spark reflection and conversation. Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education (HGSE), Democratic Discord in Schools provides the tools that allow educators and others to practice the deliberative skills they need in order to find reasonable solutions to common ethical dilemmas in politically fraught times.-- Provided by publisher
Book
Antitheatricality and the Body Public
Situating the theater as a site of broad cultural movements and conflicts, Lisa A. Freeman asserts that antitheatrical incidents from the English Renaissance to present-day America provide us with occasions to trace major struggles over the nature and balance of power and political authority. In studies of William Prynne's Histrio-mastix (1633), Jeremy Collier's A Short View of the Immorality and Profaneness of the English Stage (1698), John Home's Douglas (1757), the burning of the theater at Richmond (1811), and the U.S. Supreme Court's decision in National Endowment for the Arts v. Finley (1998) Freeman engages in a careful examination of the political, religious, philosophical, literary, and dramatic contexts in which challenges to theatricality unfold. In so doing, she demonstrates that however differently \"the public\" might be defined in each epoch, what lies at the heart of antitheatrical disputes is a struggle over the character of the body politic that governs a nation and the bodies public that could be said to represent that nation.By situating antitheatrical incidents as rich and interpretable cultural performances, Freeman seeks to account fully for the significance of these particular historical conflicts. She delineates when, why, and how anxieties about representation manifest themselves, and traces the actual politics that govern such ostensibly aesthetic and moral debates even today.
eBook
Comparing the Principle-Based SBH Maieutic Method to Traditional Case Study Methods of Teaching Media Ethics
This quasi-experimental study at a Northwest university compared two methods of teaching media ethics, a class taught with the principle-based SBH Maieutic Method (n=25) and a class taught with a traditional case study method (n=27), with a control group ( n=21) that received no ethics training. Following a 16-week intervention, a one-way ANOVA, F(2, 70) = 3.65, p=.031, indicated students in the SBH Maieutic Method class made a statistically significant increase in moral reasoning as measured by the DIT2 P score and compared to the control class with Dunnett simultaneous tests (p=.0129). The ANOVA indicated the case study group also showed a significant increase in moral reasoning compared to the control group as measured by the DIT2 P score as measured by Dunnett simultaneous tests (p=.0279). However, a paired t-test applied to previously unpublished data about another media ethics class (n=24) at the same university taught with the same case study curriculum but by another instructor failed to show a significant increase in moral reasoning on the DIT2 P score, t(24) = -0.78, p=.443. The researcher concluded that three elements of the pedagogy used in both the SBH Maieutic Method class and intervention case study class, but not in the previous case study class, contributed to the increase in moral reasoning. First, an open and trusting classroom environment was created in which students were actively engaged in discussion through Socratic and maieutic method questioning about moral issues, which stimulated the cognitive dissonance necessary for the students' moral growth. Second, students were required to reflect deeply and write at least 20 pages of essays on moral issues, to which the instructor provided quick and comprehensive feedback. Third, the instructor in the intervention classes had significant education in moral philosophy and pedagogy, as well as support from peers in the moral education field, and promoted a normative philosophy of moral ethics rather than a relativistic view.
Dissertation