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3 Approaches to Ethics: Principles, Outcomes and Integrity

3 Approaches to Ethics: Principles, Outcomes and Integrity | Teaching in the XXI century | Scoop.it
The social world is messy and ethics helps us muddle through. By Arthur Dobrin, DSW...

 

All of morality aims at the same thing but there are several basic ways to get there. If you prefer, each approach is like a different tool—a hammer, a nail, a level. Using the right tool for the right job makes it easier to do your work and increases the chances that you’ll wind up with a quality product.

 

If you can grasp the basic ideas of each of the different approaches to ethics, you will be in a better position to make a sound ethical decision.

 

There are other ways in which moral philosophy and philosophers can be categorized, but establishing ethical theories into their three schools is a useful way to understand ethics.

 

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http://www.psychologytoday.com/blog/am-i-right/201205/3-approaches-ethics-principles-outcomes-and-integrity

 

 


Via Gust MEES
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Rescooped by João Greno Brogueira from 21st Century Learning and Teaching
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Ethical Leaders Care

Ethical Leaders Care | Teaching in the XXI century | Scoop.it

Ethical Leadership Involves Much More Than Avoiding  Risk

Ethical leadership is about much more than making good decisions and abiding by laws and regulations. One of the elements of ethical leadership that may be overlooked when we view ethics using a “legal lens” is supporting and developing the potential of the people we lead.


While many leadership ethics programs focus on the risk side of ethics – compliance with laws and regulations, avoiding lawsuits, etc., there is an equally important side of ethics that involves care.


Via Gust MEES
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The Ethics and Responsibilities of the 21st Century Classroom: Part One

The Ethics and Responsibilities of the 21st Century Classroom: Part One | Teaching in the XXI century | Scoop.it

When I think about the “ethics and responsibilities of the 21st century classroom,” I think not only about our ethical responsibilities toward students but about our ethical responsibilities toward teachers. I am very concerned that the drop-out rate of K-12 teachers is even higher than the drop-out rate of K-12 students in the U.S. and in many other countries around the world.

 

As I’ve gone around the U.S. and abroad talking with teachers, I’ve seen over and over how beleaguered they are: by (a) too many rules, (b) too many constantly-changing systems and theories, by (c) too many “learning objectives,” by (d) too much pressure to deliver “content,” by (e) too many expectations about high test scores (on standardized tests that often do not measure real learning and content), by (f) ever-escalating and rigid standards of “accountability,” and, added to all of this, by (g) too much faddish, expensive new technology dumped not only on kids but on teachers as if the technology itself magically will take care of a, b, c, d, e, and f.

 

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Via Ana Cristina Pratas, Gust MEES, Ebba Ossiannilsson
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