Literaturnachweis - Detailanzeige
| Autor/in | Payne, Carla |
|---|---|
| Titel | Reader's Response: Response to K. Hornsby's "Developing and Assessing Undergraduate Students' Moral Reasoning Skills" |
| Quelle | In: International Journal for the Scholarship of Teaching and Learning, 2 (2008) 1, Artikel 28 (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1931-4744 |
| Schlagwörter | Stellungnahme; Reader Response; Thinking Skills; Undergraduate Students; Moral Values; Skill Development; Values Clarification; Teaching Methods; Ethical Instruction |
| Abstract | In this brief response, Carla Payne comments on Karen Hornsby's "Developing and Assessing Undergraduate Students' Moral Reasoning Skills" (EJ1137006). Payne agrees with Hornsby's statement that the development of "moral reasoning skills" is a very desirable outcome for an ethics course, yet takes issue with Hornsby not sticking with her stated goal: "not to change or alter students' moral positions but provide them with the tools to reflectively endorse their views and to evaluate the consistency of their positions." Payne notes that this would be consistent with the objectives of any philosophy course, but there is an essential equivocation in Hornsby's actual discussion about what it is possible or appropriate to teach in such a course. She goes on to point out that Hornsby's final decision to focus exclusively on virtue ethics also carries with it an implicit endorsement which subverts the critical stance. (ERIC). |
| Anmerkungen | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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