Ethics in Education

The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and the profession) through discussion and analysis of real-life moral dilemmas that educational leaders face in their schools and communities. Second, it addresses some of the practical, pedagogical, and curricular issues related to the teaching of ethics for educational leaders. Third, it emphasizes the importance of ethics instruction from a variety of theoretical approaches. Finally, it provides a process that instructors might follow to develop their own ethics unit or course. * Part I provides an overview of why ethics is so important, especially for today's educational leaders, and describes a multiparadigm approach essential to practitioners as they grapple with ethical dilemmas. * Part II deals with the dilemmas themselves. Ethical dilemmas written by the authors' graduate students bring readers face-to-face with the kinds of dilemmas faced by practicing administrators in urban, suburban, and rural settings in an era full of complexities and contradictions. * Part III focuses on pedagogy and provides teaching notes for the instructor. The authors discuss the importance of self-reflection on the part of both instructors and students, and model how they thought through their own personal and professional ethical codes as well as reflected upon the critical incidents in their lives that shaped their teaching and frequently determined what they privileged in class.

Academic professionals are expected to restrain self-interest, promote the ideals of public service, and maintain high standards of performance, while society grants the profession autonomy to regulate itself through peer review. Hamilton conveys the need for ethical leadership from within the peer collegium--leadership that will foster a culture of high aspiration and peer review.

The conscience of today's college students is guided by the personal moral values that underlie this generations' concept of justice. The Daveys present two dozen scenarios involving moral questions, ranging from race, poverty, crime, drugs, sex, religion, educational funding, and constitutional rights.

Anyone who teaches in higher education realizes that "the Academy" has significant and pervasive problems in its self-governance, effectiveness, and in according value for soaring costs. Although there is a widespread sense that something is badly wrong, few are well positioned to challenge the system. Lewis has written an honest, spirited account of what, in his view, ails the nation's universities and colleges, making them "wasteful, inefficient, and increasingly unresponsive to the needs of (their) constituencies".

The conscience of today's college students is guided by the personal moral values that underlie this generations' concept of justice. The Daveys present two dozen scenarios involving moral questions, ranging from race, poverty, crime, drugs, sex, religion, educational funding, and constitutional rights.

Recent philosophical discussion about the relation between fiction and reality pays little attention to our moral involvement with literature. Frank Palmer's purpose is to investigate how our appreciation of literary works calls upon and develops our capacity for moral understanding. He explores a wide range of philosophical questions about the relation of art to morality, and challenges theories that he regards as incompatible with a humane view of literary art. Palmer considers, in particular, the extent to which the values and moral concepts involved in our understanding of human beings can be said to enter into our understanding of, and response to, fictional characters. The scope of his discussion encompasses literary aesthetics, ethics, and epistemology, and he makes extensive reference to literary examples.

Sex education is rarely out of the news. Despite this, there exist surprisingly few studies of the principles, policies and practice of sex education. This book provides such an examination, focusing on the values to which children are exposed in sex education. Sex education inevitably involves the transmission of values, regardless of whether this is intended by teachers. Throughout the book, academic and professional literature on both values and sex education is reviewed and discussed. The authors look at the implicit liberal values, which underpin programmes of sex education, and at the challenges presented by the diversity of values in contemporary society. The book also considers: * Why values are central to sex education * Children's voices and children's values * Religious and family values * Achievable aims for school sex education * How to help young people to reflect critically on the influences to which they are exposed and on their own developing sexual values * How to build values into practical approaches to sex education at both primary and secondary levels. This timely book will help all those involved in sex education to steer a path between controversial and often opposing views and will be essential reading for students on PGCE and BEd courses. It will also be a valuable resource for teachers and professionals involved in teaching sex education such as teachers of personal and social education, form tutors, heads of year, school nurses, health workers and academics.

Is the college presidency merely a position in which one manages bureaucracies, garners wealth, and mediates ideological battles? On the contrary, the author argues that the moral leadership of college presidents is a tradition that the academy must sustain, and he details what can and ought to be expected of the office in the future.

Ethics and the University brings together two closely related topics, the practice of ethics in the university ("academic ethics") and the teaching of practical or applied ethics in the university.This volume is divided into four parts:* A survey of practical ethics, offering an explanation of its recent emergence as a university subject, situating that subject into a wider social and historical context and identifying some problems that the subject generates for universities* An examination of research ethics, including the problem of plagiarism* A discussion of the teaching of practical ethics. Michael Davis explores how ethics can be integrated into the university curriculum and what part particular cases should play in the teaching of ethics* An exploration of sexual ethics Ethics and the University provides a stimulating and provocative analysis of academic ethics which will be useful to students, academics and practitioners.

Professionalism and Ethics in Teaching presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions.After discussing the moral implications of professionalism, Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally David Carr gives a detailed analysis of a range of issues concerning the role of the teacher and the managements of educational issues. Professionalism and Ethics in Teaching presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions.