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Jun 29, 2023 · Meira: Think about educational ethics as a field that is analogous to bioethics but focused on ethical questions that arise in educational policy and practice rather than on ethical questions that ...
- Opinion Contributor
Understanding Educational Ethics. Situations of ethics are encountered by teachers, education leaders, and policymakers regularly, but a true definition of "educational ethics" is difficult to pin down. While theories both broad and specific are common, "we don't really have a good midrange theory of educational ethics," admits Professor Meira ...
Educational ethics, in this sense, is analyzing and conceptualizing moral behaviour through pedagogical determinants. This means observing right or wrong actions. Ethical frameworks, regarding learning and epistemology, follow a set of normative ethics, which are morals of how one ought and should act on the ethical principles of justice ...
Educational philosopher Meira Levinson has led the development of the emerging field of educational ethics. She has written about moral predicaments in schools, provided professional development and frameworks for educators to help familiarize them with discussions around ethical decisions, and founded the Justice in Schools Project to help educators and policymakers ask questions, develop ...
May 21, 2020 · In a new white paper authored for the Edmund J. Safra Center for Ethics, Harvard Graduate School of Education professor Meira Levinson walks through the ethical decisions that school, district, and state leaders have had to make. She finds that rather than pose a new set of ethical dilemmas, the pandemic intensifies the inequities that already ...
Mar 31, 2016 · The Ethical Nature of Education. Thinkers throughout history have understood that education is an inherently ethical enterprise, and scholars have made this case both philosophically and empirically, demonstrating that education operates according to certain assumptions, implicitly or explicitly, about what is good and right, and, most importantly, about the good and right end of education.
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Chapter 1 starts with a challenge that we seem to approach the current conditions of the world in which there is a simultaneously receding interest in issues of The Good, and an intensification in commitments to The Good. To move beyond the impasse of what could be characterised as a thoughtless relativism and a suffocating foundationalism, the ...
