ࡱ> @ >bjbjצצ 1~& >>>> X6 J 6666\r6J ND7777(B7!8!8!8GBIBIBIB7BHM$cPRRXMj:8!8<;;HM>>77>>><:>RB7B7GB>j:GB>>>["W?B77 6J<RG?@DM0NO? S< SW?J J >>>> SvhW?!8v8T>8D/9;!8!8!8MMJ .d.>J .. Ethics and Education PHIL 186 Spring, 2006  Instructor: Office: Office Phone: E-Mail: Office Hours: SUMMARY  Short Description: This course examines philosophical ethics as it informs and guides the activity of teaching. Outcome Statement: Students will be able to examine and assess various ethical theories, and apply those theories to ethical issues in teaching. THIS COURSE AND THE UNIVERSITY CORE CURRICULUM  Knowledge Area(s) satisfied:Philosophical Knowledge, EthicsSkill(s) Developed:Communication Skills and Sensitivities-Written, Oral; Critical Thinking Skills and Dispositions; Ethical Awareness and Decision-MakingValues Requirement(s) satisfied:Understanding and Promoting Justice, Promoting Civic Engagement or Leadership CORE LEARNING OBJECTIVES  First Knowledge Area (Philosophical Knowledge): This knowledge area includes the following competencies: 1. Articulate some of the major problems and responses that are foundational to philosophical inquiry, including questions concerning...the nature of moral values and social justice. 2. Demonstrate the ability to provide reasoned arguments in support of their ideas, to break through limited perspectives, and to provide balanced evaluations of various positions. In this course, through the study of philosophical moral theories, students will learn about the way philosophers have analyzed moral experience, defined moral terms like values, virtues, justice, beneficence, etc., and developed strategies for moral decision-making. They will be able to explain, contrast, and critically evaluate the moral perspectives of several major philosophers, e.g., Plato, Aristotle, Kant, and Mill. Students will be tested on these concepts and theories, will apply them in case studies, and will use them in written assignments (competency #1) 2. Students will be asked to evaluate philosophical arguments, to compare the philosophers' views (with each other and with the students view), and to challenge simplistic and nave viewpoints. They will do this by analyzing the arguments of others and providing their own arguments. This will be accomplished primarily via writing assignments and case analyses (competency #1). Second Knowledge Area (Ethics): This knowledge area includes the following competencies: 1. Recognize the need for ethical judgment. 2. Distinguish alternative courses of action. 3. Articulate the relevant ethical values, principles, rights, and virtues from the point of view of each stakeholder. 4. Formulate and support an ethical judgment. 5. Compare, contrast, and evaluate ethical theories. These competencies will be achieved via sustained attention to and analyses of case studies. Students will be required to learn a case resolution strategy and apply it to specific cases (taken for example from texts, newspapers, and films). They will describe the ethical issues at stake (competency #1), explain the moral positions of each person involved in the case, i.e., their values, rights, etc. ( competency #3), offer possible solutions to these problems (competency #2), and defend a "best" course of action (competency #4). Students will read, discuss, and compare various ethical theories (competency #5) in order to apply these theories to cases. Skills (Communication Skills and Sensitivities-Written): Competencies for this skill area not available at this time. Skills (Critical Thinking Skills and Dispositions): These competencies are included under this set of skill objectives: 1. Comprehend and summarize the meaning of varying forms of communication 2. Analyze relationships among statements, questions, and concepts 3. Evaluate various points of view 4. Generate new ideas and proposals. These competencies will be developed via close readings of philosophical and ethical texts, editorials, commentaries, and cases (competency #1). Writing assignments will ask students to relate and compare ideas, evaluate claims, perspectives, and arguments, and think creatively and synthetically about such topics as the aims and nature of education and issues for teachers, e.g., intellectual freedom, diversity, justice, and so on (competencies #2,3,4). Skills (Ethical Awareness and Decision-Making): Here the relevant skill competencies are the same as those for the Ethics Knowledge Area. First Values Area (Understanding and Promoting Justice):  Specific competencies for this value area include the ability to: 1. Demonstrate an understanding of the goals, values, virtues, and conceptions of justice 2. Analyze and appraise the functions and impacts of specific social practices, organizations, and policies established in the name of social justice 3. Articulate a personal philosophy of responsibility to promote a more just and humane society. This course will ask students to understand and apply various philosophical conceptions of justice (competency #1). Students will also discuss and debate certain policies, institutions, and laws that impact teachers, schools, and education and assess their impact on justice concerns. Also, if students have service learning opportunities in conjunction with this course, then they will also have practical experience with justice in the classroom (competency #2). Students will have opportunities to personally reflect on and to write about the nature of their commitment to teaching and education (perhaps by exploring the issues of professionalism and vocation). They will discuss and write about how to restructure schools, society, and teacher education in order to better promote justice (competency #3). Second Values Area (Promoting Civic Engagement or Leadership): This value area includes the following competencies: 1. Apply analytical and reflective tools to assess situations and recognize leadership possibilities and opportunities for civic engagement 2. Demonstrate effective team-building skills 3. Evaluate the leadership style of self and others 4. Engage in the community through activities effecting positive change in society. This course promotes competencies #1 and #3 by enabling students to discuss the nature, goals, and norms of education. It also includes a framework within which several various teaching styles can be compared and assessed. This helps students to identify certain leadership styles in both themselves and others. Students will describe and write about these various styles in case analyses and, if possible, in service learning experiences with teachers and educators. Competencies #2 and #4 are achieved by classroom experiences as well as, if feasible, actual experiences in schools. Students will demonstrate effective team-building by engaging in classroom exercises, which may include class discussions, presentations, group projects, and group decision-making. Students will engage in the community; they will do this either minimally by responding in written and oral forms to the communitys policies, standards, and goals, or ideally by working hands-on with students in classrooms and schools. PROCEDURES  Full Course Description:  This course treats philosophical ethics as it informs and guides the activity of teaching. It is designed to allow future or present teachers to think philosophically about the nature of their profession, about the professions and their own goals and commitments, and about decision making strategies in the face of concrete problems faced by teachers. Teaching and learning are things we do continuously, usually without considering their presuppositions, aims, or pitfalls. Here we will use philosophical thinking and ethical theories and values to explicitly consider teaching as a moral activity. More specifically, the course as it currently exists has three parts. In the first part, we discuss ethical theories that describe moral life and direct moral decision making. We read Aristotle, Kant, Mill, and Nel Noddings, each of whom develops a theory, known to us respectively as virtue theory, nonconsequentialism, utilitarianism, and care theory. In the second part, we consider the topics of professionalism and vocation. We look at codes of ethics for teachers, read accounts of what the professional teacher is like and of what the ethical teacher is committed to, and discuss models for teachers. We look at the notion of teaching as a vocation or calling. In the third part, we focus on classroom situations that challenge teachers because they raise moral questions. We learn a case resolution strategy as a method for doing moral decision-making. We look at cases on topics such as how and when to discipline students and how to respect diversity and intellectual freedom. Required and Recommended Readings:  Course Requirements:  Grading Policy:  Attendance Policy:  Statement on Plagiarism:  Plagiarism on the part of a student in academic work or dishonest examination behavior will result minimally in the instructor assigning the grade of "F" for the assignment or examination. In addition, all instances of academic dishonesty must be reported to the chairperson of the department involved. The chairperson may constitute a hearing board to consider the imposition of sanctions in addition to those imposed by the instructor, including a recommendation of expulsion, depending upon the seriousness of the misconduct. Special Needs: Any student needing a special accommodation in this course due to a documented disability is asked to bring this to the attention of the instructor at the beginning of the semester so that needs can be appropriately addressed. Course Schedule:  Date Topic Readings Due Dates This template is ONLY for this course. Dont use it for any other course since the first part (about the Core Curriculum requirements) is different for each core course and of course doesnt apply to non-core courses at all. The following Short Description and Outcome Statement are taken from the Core Curriculum guidelines and should not be changed. For details go to  HYPERLINK "http://www.luc.edu/core/philosophicalcourses.shtml" http://www.luc.edu/core/philosophicalcourses.shtml and scroll down.  The following box is taken from the Core Curriculum guidelines and should not be changed.  The following objectives unpack the Outcome Statement given at the beginning of this page. You do not need to list all of these objectives nor do you need to use this exact wording. But you must select some of these objectives and explain them in a way that is consistent with the text shown here, which is taken from the Core Curriculum guidelines. As with the First Knowledge Area objectives (previous section) you may revise the wording of this and the following sections. However, you must select at least some of the categories shown here.  See previous comment.  See previous comment.  See previous comment.  See previous comment.  See previous comment.  From this point on the syllabus covers what the Core Curriculum guidelines call Learning Activities. The subheadings and other layout features are optional, but you should cover in one way or another the points shown here, not only because your students have a right to this information but also because doing so will make your own life much easier.  This description is taken from the Core Curriculum Model Syllabus for this course. You should replace it with your own text, making sure that it's consistent with the general ideas shown here.  You need not give full bibliographical information about books that are available in the bookstore unless you expect students to order some books online. Indicate if you plan to use a Blackboard web site. Here you should specify things like term papers, midterms, or oral presentations. Be sure that these and other course requirements are linked clearly in your own mind to the outcome statement and learning objectives you have specified in the first part of this syllabus. This will make grading much easier for you.  Your tests and other evaluative procedures must include assessment of the objectives you have specified above for the core headings of Knowledge Area, Skills, and (where applicable) Values. The more precise you can be on this matter the better, especially when you are explaining to students why they received a certain grade. You should also indicate here or elsewhere how the final grade is determined (final exam is 60%, etc.) Note that you are subject to legitimate complaints if you change your grading system after the course begins.  Many teachers require attendance. If you do so, be sure to link attendance very explicitly to a Participation component that counts toward the final grade.  This sample statement is taken from the university web site on Academic Integrity (http://www.luc.edu/academics/catalog/undergrad/reg_academicintegrity.shtml), which also has other important information you might want to incorporate into your syllabus. Citing this statement is only one of many ways to anticipate plagiarism problems, but be sure to declare some policy so that students caught cheating cannot say they weren't warned.  You are required by law (and human decency) to accommodate individuals whose disabilities are documented in the Learning Assistance Center. Many universities require every syllabus to contain a statement such as the one shown here. You may want to refer disabled students to  HYPERLINK "http://www.luc.edu/depts/lac/disabilities" http://www.luc.edu/depts/lac/disabilities  Many teachers circulate their course calendars separately from the syllabus. 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