Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MORALS and ETHICS in EDUCATION | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| 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) | Assoc.Prof. İbrahim Hakan KARATAŞ |
| 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 | 50 | |
| Rate of Final Exam to Success | 50 | |
| 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 | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| 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) | Assoc.Prof. İbrahim Hakan KARATAŞ |
| 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 | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |