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Teaching Ethics: Instructional Models, Methods, and Modalities for
University Studies encourages teachers and students to approach
their work with a deep awareness that people, not as disinterested
reasons devoid of or effectively cut-off from passions, make
ethical judgments. An individual's social and emotional
constitution should be taken into account when about the work of
forming ethical judgments. This collaborative publication offers
salient instructional models, methods and modalities centered on
the whole person.
Teaching Ethics: Instructional Models, Methods, and Modalities for
University Studies encourages teachers and students to approach
their work with a deep awareness that people, not as disinterested
reasons devoid of or effectively cut-off from passions, make
ethical judgments. An individual's social and emotional
constitution should be taken into account when about the work of
forming ethical judgments. This collaborative publication offers
salient instructional models, methods and modalities centered on
the whole person.
With chapters from experienced teachers and school and district
leaders, this text provides a wealth of practical strategies and
inspirational guidance on incorporating social-emotional and
ethical learning across a district and educational community.
With chapters from experienced teachers and school and district
leaders, this text provides a wealth of practical strategies and
inspirational guidance on incorporating social-emotional and
ethical learning across a district and educational community.
The digital era has brought many opportunities - and many
challenges - to teachers and students at all levels. Underlying
questions about how technologies have changed the ways individuals
read, write, and interact are questions about the ethics of
participation in a digital world. As users consume and create
seemingly infinite content, what are the moral guidelines that must
be considered? How do we teach students to be responsible, ethical
citizens in a digital world? This book shares practices across
levels, from teaching elementary students to adults, in an effort
to explore these questions. It is organized into five sections that
address the following aspects of teaching ethics in a digital
world: ethical contexts, ethical selves, ethical communities,
ethical stances, and ethical practices.
How we teach ethics has been an ambiguous instructional area for
many years. In religious schools it is left to the work of the
religion teacher, and in public schools it is often incorporated
into a civics course. Across the curriculum there are multiple
points at which we can incorporate the study of ethics in
interdisciplinary ways. In this volume we will focus on how
educators in high schools (grades 9-12) can incorporate the
teaching of ethics effectively across all disciplines (Sciences,
Humanities, Arts, Math and Technology). The introduction of the
book will be a foundational description of ethics - what it means
to study ethics and to be an ethical person.
The digital era has brought many opportunities - and many
challenges - to teachers and students at all levels. Underlying
questions about how technologies have changed the ways individuals
read, write, and interact are questions about the ethics of
participation in a digital world. As users consume and create
seemingly infinite content, what are the moral guidelines that must
be considered? How do we teach students to be responsible, ethical
citizens in a digital world? This book shares practices across
levels, from teaching elementary students to adults, in an effort
to explore these questions. It is organized into five sections that
address the following aspects of teaching ethics in a digital
world: ethical contexts, ethical selves, ethical communities,
ethical stances, and ethical practices.
How we teach ethics has been an ambiguous instructional area for
many years. In religious schools it is left to the work of the
religion teacher, and in public schools it is often incorporated
into a civics course. Across the curriculum there are multiple
points at which we can incorporate the study of ethics in
interdisciplinary ways. In this volume we will focus on how
educators in high schools (grades 9-12) can incorporate the
teaching of ethics effectively across all disciplines (Sciences,
Humanities, Arts, Math and Technology). The introduction of the
book will be a foundational description of ethics - what it means
to study ethics and to be an ethical person.
This book sets the scene for the deliberations on ethics and its
application to healthcare in the twenty-first century. The word
ethics, in classical Greek, means the "beliefs of the people" the
study of what is right and good in human conduct and the
justification of such claims. Without a doubt this task is not
simply about setting up a list of rights and wrongs. Rather, it is
a discussion, a process that helps tease out the real issues and
find and teach ethical solutions to complex practical problems. The
centrality of the patient is of prime consideration in this book,
and the health of the individual patient is the first consideration
in the teaching considerations discussed. Applied ethics in
healthcare may have lost sight of what traditional ethics was
trying to accomplish: a good life for good people over a lifetime
in society with others. We must put biomedical ethics into
perspective and develop a truly comprehensive approach to health
care ethics. On the practical level, we need structures integrating
givers ethical perspectives. But, there seems to be a gap and
significant perception differences among healthcare providers'
learning environments and actual professional situations. Hence,
teaching ethics and healthcare providers values is important to
bridge this gap.
This book sets the scene for the deliberations on ethics and its
application to healthcare in the twenty-first century. The word
ethics, in classical Greek, means the "beliefs of the people" the
study of what is right and good in human conduct and the
justification of such claims. Without a doubt this task is not
simply about setting up a list of rights and wrongs. Rather, it is
a discussion, a process that helps tease out the real issues and
find and teach ethical solutions to complex practical problems. The
centrality of the patient is of prime consideration in this book,
and the health of the individual patient is the first consideration
in the teaching considerations discussed. Applied ethics in
healthcare may have lost sight of what traditional ethics was
trying to accomplish: a good life for good people over a lifetime
in society with others. We must put biomedical ethics into
perspective and develop a truly comprehensive approach to health
care ethics. On the practical level, we need structures integrating
givers ethical perspectives. But, there seems to be a gap and
significant perception differences among healthcare providers'
learning environments and actual professional situations. Hence,
teaching ethics and healthcare providers values is important to
bridge this gap.
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