John Dewey, the father of progressive education, promoted the revolutionary notion in his time that formal education is more than just a system of content knowledge. He firmly believes that education should go beyond mastering knowledge and skills, including learning to use classroom content in everyday life. Not only that, the actual application should be to promote "bigger interests."
What is buried in his method is to believe that there are acts in the world that can be considered "good", and some can be considered "not good." What is right, what is wrong, what is fair, what is unfair is the basis of moral or unethical behavior.
Everyday life can be thought of as a series of choices, many of which involve distinguishing between things that may be considered "correct" and things that may be considered "wrong." The set of principles that allow people to make these judgments constitutes the moral core of the individual. Dewey disciples believe that ethical considerations should permeate the classroom.
However, this view is not universally accepted, and even today, there is an educational environment in which the controllers believe that education should be about knowledge acquisition, including the ethical considerations of using or abusing knowledge retained for other places.
Other environments, especially those seeking to incorporate student-centred teaching methods into educational practice, take the opposite view. In either case, the teacher can play a role in raising ethical issues with the student.
The most pragmatic role may be to act as a "devil's advocate" and continue to introduce other options in class discussions. Putting forward a negative point of view, then questioning the course or allowing the group to discuss the "correctness" or "falseness" of the original and negative views, giving students the opportunity to express and test their moral positions.
Some people believe that moral formation stems from religious beliefs. But this is impossible; because the world is full of people without any religious beliefs, they still try to develop a clear set of moral principles.
While religion, legal prohibitions, and social norms may contribute to the moral development of some people, the process that applies to everyone is self-discovery. Think of it as informal education or learning that has been going on for centuries. A child pushed another child on the playground and caused a response. The child began to know that the promotion was not good. In the future, in the face of similar situations, children use different methods to conduct experiments.
The teacher as a demon advocate only offers other options to the students. The cycle needs to be completed by discussing the consequences of each choice [positive and negative].
In theory, teachers have no reason not to influence the personal ethics of students. In practice, the question is not whether the teacher can play a role, but whether the teacher should play a role. As long as the dilemma represents a student-related problem, the introduction of an ethical dilemma is in line with the requirements of an active learning or student-centered learning environment.
Today, more and more educational environments are moving in the direction of more student participation and alternative teaching methods. Among these methods, teachers who still emphasize traditional methods may face difficult choices.
Orignal From: Educational Ethics - What role should teachers play?
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