Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ETHICS in EDUCATION | ELT3111157 | Fall Semester | 2+0 | 2 | 3 |
| Course Program | Çarşamba 13:30-14:15 Çarşamba 14:30-15:15 Cuma 18:30-19:15 Cuma 19:30-20:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| 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 an ethics in education 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 provides 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 |
| Recognize potential ethical issues and challenges that may arise in educational settings. | 10, 16, 6, 9 | A, E, F |
| Analyze complex ethical dilemmas from various perspectives and the potential consequences of different actions. | 10, 16, 6, 9 | A, F |
| Constructs coherent and persuasive ethical arguments that consider various ethical theories. | 10, 16, 6, 9 | A, E, F |
| Recognize the complexity of different ethical perspectives and ethical decision-making. | 10, 16, 6, 9 | A, E, F |
| Apply ethical principles in the design of curriculum, assessment methods, classroom policies, and interactions with students. | 10, 16, 6, 9 | A, E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task |
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: The Ethics of Teaching: A Casebook (2nd Edition) Patricia Keith-Spiegel , Bernard E.Whitley, Jr. Deborah Ware Balogh David V.Perkins Arno F.Wittig Ball State University Introduction to Ethics Ethical and Professional Dilemmas for Educators EDUCATION FOR VALUES Morals, Ethics and Citizenship in Contemporary Teaching |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | 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 | 4 | 6 | 24 | |||
| Term Project | 2 | 2 | 4 | |||
| Presentation of Project / Seminar | 2 | 4 | 8 | |||
| Quiz | 1 | 2 | 2 | |||
| Midterm Exam | 1 | 6 | 6 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 80 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(80/30) | 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 |
|---|---|---|---|---|---|
| ETHICS in EDUCATION | ELT3111157 | Fall Semester | 2+0 | 2 | 3 |
| Course Program | Çarşamba 13:30-14:15 Çarşamba 14:30-15:15 Cuma 18:30-19:15 Cuma 19:30-20:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| 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 an ethics in education 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 provides 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 |
| Recognize potential ethical issues and challenges that may arise in educational settings. | 10, 16, 6, 9 | A, E, F |
| Analyze complex ethical dilemmas from various perspectives and the potential consequences of different actions. | 10, 16, 6, 9 | A, F |
| Constructs coherent and persuasive ethical arguments that consider various ethical theories. | 10, 16, 6, 9 | A, E, F |
| Recognize the complexity of different ethical perspectives and ethical decision-making. | 10, 16, 6, 9 | A, E, F |
| Apply ethical principles in the design of curriculum, assessment methods, classroom policies, and interactions with students. | 10, 16, 6, 9 | A, E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task |
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: The Ethics of Teaching: A Casebook (2nd Edition) Patricia Keith-Spiegel , Bernard E.Whitley, Jr. Deborah Ware Balogh David V.Perkins Arno F.Wittig Ball State University Introduction to Ethics Ethical and Professional Dilemmas for Educators EDUCATION FOR VALUES Morals, Ethics and Citizenship in Contemporary Teaching |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |