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Critical thinking and the ethics of ...

Lublink, Sarah Patricia.

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Critical thinking and the ethics of teaching.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Critical thinking and the ethics of teaching./
作者:	Lublink, Sarah Patricia.
面頁冊數:	207 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-08, Section: A, page: 3034.
Contained By:	Dissertation Abstracts International70-08A.
標題:	Philosophy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR50295
ISBN:	9780494502952

Critical thinking and the ethics of teaching.
Lublink, Sarah Patricia.

Critical thinking and the ethics of teaching. - 207 p.

Source: Dissertation Abstracts International, Volume: 70-08, Section: A, page: 3034.

Thesis (Ph.D.)--The University of Western Ontario (Canada), 2009.

In the area of practical ethics, contemporary philosophers have been quick to study ethics in various professions such as medicine, law, business, and engineering. They have been slow, however, to turn this ethical spotlight on themselves and to the profession to which philosophers belong, that of educators in a university setting. To some extent, of course, the student-professor relationship is covered by a broad code of academic ethics, touching such matters as plagiarism, sexual harassment, unfairness, and so on. This code of academic ethics concerns what could be called the "easy cases," for they are cases in which the actions in question are generally seen to be obviously wrong.

ISBN: 9780494502952Subjects--Topical Terms:

516511
Philosophy.

Critical thinking and the ethics of teaching.
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520 $a In the area of practical ethics, contemporary philosophers have been quick to study ethics in various professions such as medicine, law, business, and engineering. They have been slow, however, to turn this ethical spotlight on themselves and to the profession to which philosophers belong, that of educators in a university setting. To some extent, of course, the student-professor relationship is covered by a broad code of academic ethics, touching such matters as plagiarism, sexual harassment, unfairness, and so on. This code of academic ethics concerns what could be called the "easy cases," for they are cases in which the actions in question are generally seen to be obviously wrong.
520 $a But these "easy cases" are not alone in possessing moral significance. More philosophically interesting are what can be called the "hard cases," in which determining the morally justifiable course of action is complicated. How should teachers walk the fine line between being sensitive to students' religious beliefs, and teaching critical thinking about religion? How should teachers handle sensitive issues in-class, such as sexual orientation, rape or abuse? What exactly does "desert" mean in grading? Does good teaching require advocacy or neutrality of one's own beliefs? How should philosophy teachers respond to student relativism? These questions present themselves in particularly forceful ways in the undergraduate teaching of ethics.
520 $a The questions that arise for ethics teachers in the contemporary context are not new, for similar issues arise in the writings of philosophers such as Plato, Locke, Rousseau, Dewey, and Maritain. In order to address this question in the context of the undergraduate ethics classroom I develop a framework for considering the issues involved in teaching ethics and for moral deliberation about teaching goals and practices. This framework is a capabilities account of intellectual well-being that builds on the account proposed, in the context of international development, by Martha Nussbaum and Amartya Sen. I argue that this account is particularly well-suited to addressing the "hard cases" mentioned above, as well as to the diverse contexts in which ethics is taught.
520 $a Keywords. ethics, teaching, critical thinking, virtue, reason, capabilities approach, well-being, autonomy, relativism, fundamentalism, advocacy, neutrality, Plato, Locke, Rousseau, Dewey, Aquinas, Nussbaum
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