Literaturnachweis - Detailanzeige
| Institution | Norris City-Omaha Community Unit District #3, IL. |
|---|---|
| Titel | Vocational Ethics Infusion Project. Final Project Report. |
| Quelle | (1986), (25 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Assertiveness; Conflict Resolution; Elementary Secondary Education; Empathy; Ethics; Interpersonal Competence; Listening Skills; Postsecondary Education; Risk; Teaching Methods; Values; Vocational Education; Work Attitudes |
| Abstract | The purpose of teaching vocational ethics is to provide students with the opportunity to develop an enabling work ethic. An enabling work ethic is an integrated system of attitudes, values, and beliefs that empower a worker to resolve ethical conflict within self and between and among self and others or situations so as to promote individual job satisfaction and continuous and productive employment over time. Basic ethical principles may be taught via one or more strategies, including the overt-inductive approach, the overt-deductive approach, and the indirect method. Ethical reasoning is contingent upon the development of such cognitive skills as the ability to (1) identify and understand relationships between and among people, events, objects, and ideas; (2) discriminate between fact and opinion, the real and the fanciful; (3) recognize issues, problems, and ambiguity; (4) develop and test hypotheses and generalizations; (5) judge the relevance and importance of information; (6) analyze a given data set; and (7) determine and judge alternate actions. Ethical reasoning and behavior are mediated by interpersonal competencies that enable an individual to translate ethical reasoning into ethical conduct within the work context. These competencies include assertiveness skills, empathic listening skills, negotiation skills, and risk-taking skills. (YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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