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) | Assist.Prof. Serap TEPE |
| 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 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | ||||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | ||||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | ||||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | ||||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | ||||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | ||||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | ||||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | X | |||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | X | |||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | X | |||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | X | |||||
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 | - | 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) | Assist.Prof. Serap TEPE |
| 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 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | ||||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | ||||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | ||||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | ||||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | ||||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | ||||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | ||||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | X | |||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | X | |||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | X | |||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |