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AutorenSchjetne, Espen; Afdal, Hilde Wågsås; Anker, Trine; Johannesen, Nina; Afdal, Geir
TitelEmpirical Moral Philosophy and Teacher Education
QuelleIn: Ethics and Education, 11 (2016) 1, S.29-41 (13 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1744-9642
DOI10.1080/17449642.2016.1145498
SchlagwörterEthics; Ethical Instruction; Professional Identity; Teacher Education Programs; Psychiatry; Moral Values; Morale; Critical Thinking; Articulation (Education); Conflict; Interference (Learning); Praxis; Educational Practices; Foreign Countries; Norway
AbstractIn this paper, we explore the possible contributions of empirical moral philosophy to professional ethics in teacher education. We argue that it is both possible and desirable to connect knowledge of how teachers empirically do and understand professional ethics with normative theories of teachers' professional ethics. Our argument is made in dialogue with the moral philosophy of Charles Taylor and the emerging tradition of "empirical ethics" in psychiatry. We also draw on empirical data from a larger empirical project on teachers' professional ethics in Norway. Our main contribution is the development of a method for empirical professional ethics that involves three steps: articulation, disturbance and expansion. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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