Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
MORALS and ETHICS in EDUCATION | PDR3276180 | Spring Semester | 2+0 | 2 | 3 |
Course Program | Pazartesi 11:00-11:45 Pazartesi 12:00-12:45 |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
Assistant(s) | |
Aim | The purpose of this course is to foster ethical awareness, critical thinking, and responsible decision-making among students who are preparing to become educators or professionals in the field of education. This course should provide a solid foundation in moral philosophy and ethical theories, while also addressing the specific ethical challenges that educators might face in their careers. |
Course Content | This course contains; What is ‘ethics’? What is ‘ethics’ concerned with? Ethics and morality ,Areas of ethical study , Meta-ethics,Normative Ethics, Applied Ethics,Case Stutdy: Electronic Communications with Students NORMATIVE ETHICAL TRADITIONS: IDENTIFYING RIGHT AND WRONG,Western ethical theories Why use ethical theory? ,Deontological ethics. Non-consequentialism , Duties ,Teleological ethics Consequentialism , Egoism , Utilitarianism ,Case Stutdy 1: Transporting Students Case Stutdy 2: Contact with Students ,Deontological ethics and Teleological ethics TROLLEY PROBLEM Case Study: Double-Standard Absence Policy ,The clash between two different ways of thinking about ethics and Virtue ethics Aristotle asks: Who should get the best flute? ,Case Study:Testing on Material Not Discussed in Class,KEY ETHICAL ISSUES: WHOSE ARGUMENTS COUNT? ,Relationship between how the world ‘is’ and how the world ‘ought’ to be David Hume, the naturalistic fallacy ,Ethical monism, relativism and pluralism ,Case Studies: Politics in the Classroom, Religion in the Classroom , Teacher Public Behavior. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Identify potential ethical issues and challenges that may arise in educational environments. | 10, 16, 9 | A, E |
Analyze complex ethical dilemmas from multiple angles. | 10, 16, 9 | A, E |
Construct coherent and persuasive ethical arguments that consider various ethical theories. | 10, 16, 9 | A, E |
Comprehend differing ethical viewpoints and the complexity of ethical decision-making. | 10, 16, 9 | A, E |
Apply ethical principles in the design of curriculum, assessment methods, classroom policies, and interactions with students. | 10, 16, 9 | A, E |
Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | What is ‘ethics’? What is ‘ethics’ concerned with? Ethics and morality | Lecture Notes |
2 | Areas of ethical study , Meta-ethics,Normative Ethics, Applied Ethics | Lecture Notes |
3 | Case Stutdy: Electronic Communications with Students NORMATIVE ETHICAL TRADITIONS: IDENTIFYING RIGHT AND WRONG | Lecture Notes |
4 | Western ethical theories Why use ethical theory? | Lecture Notes |
5 | Deontological ethics. Non-consequentialism , Duties | Lecture Notes |
6 | Teleological ethics Consequentialism , Egoism , Utilitarianism | Lecture Notes |
7 | Case Stutdy 1: Transporting Students Case Stutdy 2: Contact with Students | Lecture Notes |
8 | Deontological ethics and Teleological ethics TROLLEY PROBLEM Case Study: Double-Standard Absence Policy | Lecture Notes |
9 | The clash between two different ways of thinking about ethics and Virtue ethics Aristotle asks: Who should get the best flute? | Lecture Notes |
10 | Case Study:Testing on Material Not Discussed in Class | Lecture Notes |
11 | KEY ETHICAL ISSUES: WHOSE ARGUMENTS COUNT? | Lecture Notes |
12 | Relationship between how the world ‘is’ and how the world ‘ought’ to be David Hume, the naturalistic fallacy | Lecture Notes |
13 | Ethical monism, relativism and pluralism | Lecture Notes |
14 | Case Studies: Politics in the Classroom, Religion in the Classroom , Teacher Public Behavior | Lecture Notes |
Resources |
The lecture notes of the course a have been prepared by the articles and books listed below: Keith-Spiegel, P., Whitley, Jr., B.E., Balogh, D.W., Perkins, D.V., & Wittig, A.F. (2002). The Ethics of Teaching: A Casebook (2nd ed.). Psychology Press. Johns B. H. McGrath M. Z. & Mathur S. R. (2008). Ethical dilemmas in education : standing up for honesty and integrity. Rowman & LIttlefield Education. Get Citation Cairns, J., Gardner, R., & Lawton, D. (Eds.). (2000). Education for Values: Morals, Ethics and Citizenship in Contemporary Teaching (1st ed.). Routledge. |
Strike, K. A., & Soltis, J. F. (2009). The ethics of teaching. 5th ed. New York, Teachers College. |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | ||||||
10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |
ECTS / Workload Table | ||||||
Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
Course Hours | 14 | 2 | 28 | |||
Guided Problem Solving | 0 | 0 | 0 | |||
Resolution of Homework Problems and Submission as a Report | 1 | 30 | 30 | |||
Term Project | 0 | 0 | 0 | |||
Presentation of Project / Seminar | 0 | 0 | 0 | |||
Quiz | 0 | 0 | 0 | |||
Midterm Exam | 1 | 20 | 20 | |||
General Exam | 1 | 20 | 20 | |||
Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
Total Workload(Hour) | 98 | |||||
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(98/30) | 3 | |||||
ECTS of the course: 30 hours of work is counted as 1 ECTS credit. |
Detail Informations of the Course
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
MORALS and ETHICS in EDUCATION | PDR3276180 | Spring Semester | 2+0 | 2 | 3 |
Course Program | Pazartesi 11:00-11:45 Pazartesi 12:00-12:45 |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
Assistant(s) | |
Aim | The purpose of this course is to foster ethical awareness, critical thinking, and responsible decision-making among students who are preparing to become educators or professionals in the field of education. This course should provide a solid foundation in moral philosophy and ethical theories, while also addressing the specific ethical challenges that educators might face in their careers. |
Course Content | This course contains; What is ‘ethics’? What is ‘ethics’ concerned with? Ethics and morality ,Areas of ethical study , Meta-ethics,Normative Ethics, Applied Ethics,Case Stutdy: Electronic Communications with Students NORMATIVE ETHICAL TRADITIONS: IDENTIFYING RIGHT AND WRONG,Western ethical theories Why use ethical theory? ,Deontological ethics. Non-consequentialism , Duties ,Teleological ethics Consequentialism , Egoism , Utilitarianism ,Case Stutdy 1: Transporting Students Case Stutdy 2: Contact with Students ,Deontological ethics and Teleological ethics TROLLEY PROBLEM Case Study: Double-Standard Absence Policy ,The clash between two different ways of thinking about ethics and Virtue ethics Aristotle asks: Who should get the best flute? ,Case Study:Testing on Material Not Discussed in Class,KEY ETHICAL ISSUES: WHOSE ARGUMENTS COUNT? ,Relationship between how the world ‘is’ and how the world ‘ought’ to be David Hume, the naturalistic fallacy ,Ethical monism, relativism and pluralism ,Case Studies: Politics in the Classroom, Religion in the Classroom , Teacher Public Behavior. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Identify potential ethical issues and challenges that may arise in educational environments. | 10, 16, 9 | A, E |
Analyze complex ethical dilemmas from multiple angles. | 10, 16, 9 | A, E |
Construct coherent and persuasive ethical arguments that consider various ethical theories. | 10, 16, 9 | A, E |
Comprehend differing ethical viewpoints and the complexity of ethical decision-making. | 10, 16, 9 | A, E |
Apply ethical principles in the design of curriculum, assessment methods, classroom policies, and interactions with students. | 10, 16, 9 | A, E |
Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | What is ‘ethics’? What is ‘ethics’ concerned with? Ethics and morality | Lecture Notes |
2 | Areas of ethical study , Meta-ethics,Normative Ethics, Applied Ethics | Lecture Notes |
3 | Case Stutdy: Electronic Communications with Students NORMATIVE ETHICAL TRADITIONS: IDENTIFYING RIGHT AND WRONG | Lecture Notes |
4 | Western ethical theories Why use ethical theory? | Lecture Notes |
5 | Deontological ethics. Non-consequentialism , Duties | Lecture Notes |
6 | Teleological ethics Consequentialism , Egoism , Utilitarianism | Lecture Notes |
7 | Case Stutdy 1: Transporting Students Case Stutdy 2: Contact with Students | Lecture Notes |
8 | Deontological ethics and Teleological ethics TROLLEY PROBLEM Case Study: Double-Standard Absence Policy | Lecture Notes |
9 | The clash between two different ways of thinking about ethics and Virtue ethics Aristotle asks: Who should get the best flute? | Lecture Notes |
10 | Case Study:Testing on Material Not Discussed in Class | Lecture Notes |
11 | KEY ETHICAL ISSUES: WHOSE ARGUMENTS COUNT? | Lecture Notes |
12 | Relationship between how the world ‘is’ and how the world ‘ought’ to be David Hume, the naturalistic fallacy | Lecture Notes |
13 | Ethical monism, relativism and pluralism | Lecture Notes |
14 | Case Studies: Politics in the Classroom, Religion in the Classroom , Teacher Public Behavior | Lecture Notes |
Resources |
The lecture notes of the course a have been prepared by the articles and books listed below: Keith-Spiegel, P., Whitley, Jr., B.E., Balogh, D.W., Perkins, D.V., & Wittig, A.F. (2002). The Ethics of Teaching: A Casebook (2nd ed.). Psychology Press. Johns B. H. McGrath M. Z. & Mathur S. R. (2008). Ethical dilemmas in education : standing up for honesty and integrity. Rowman & LIttlefield Education. Get Citation Cairns, J., Gardner, R., & Lawton, D. (Eds.). (2000). Education for Values: Morals, Ethics and Citizenship in Contemporary Teaching (1st ed.). Routledge. |
Strike, K. A., & Soltis, J. F. (2009). The ethics of teaching. 5th ed. New York, Teachers College. |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | ||||||
10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |