The Implications of Religious Identity for Teaching Ethics

Autor/inn/en	Glanzer, Perry L.; Alleman, Nathan F.
Titel	The Implications of Religious Identity for Teaching Ethics
Quelle	In: Journal of Beliefs & Values, 36 (2015) 2, S.131-141 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2015.1026757
Schlagwörter	Religion; Religious Factors; Ethics; Identification (Psychology); Qualitative Research; Christianity; College Faculty; Teaching Methods; Online Surveys; Teacher Attitudes; Philosophy; Expectation; Values + Suchen Sie Ihr Suchwort? Ethik; Qualitative Forschung; Christentum; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Philosophie; Expectancy; Erwartung; Wertbegriff
Abstract	Some debate exists about the degree to which one should merge one's identities, particularly those with important normative content, with one's teaching practices. This issue becomes particularly important for those with a religious identity who purposefully merge their identity with classroom practices. This article examines the qualitative answers of 328 Christian professors to a question addressing how they merge their Christian theological tradition with their ethical teaching in the classroom. We find that the answers demonstrate the identity merging takes place in multiple ways. For these professors, teaching consists of multiple sub-practices (e.g. discussion, lecturing, grading, etc.) that need to be guided by certain virtues and theological perspectives and justifications in order to develop the requisite goods. Indeed, both good teaching and their conception of the good cannot be separated from their identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01