Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MORALS AND ETHICS in EDUCATION | İM1114931 | Fall Semester | 2+0 | 2 | 5 |
| Course Program | Salı 11:00-11:45 Salı 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) | Prof.Dr. Ahmet Şükrü ÖZDEMİR |
| 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 Study: 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 Study 1: Transporting Students Case Study 2: Contact with Students ,Deontological ethics and Teleological ethics TROLLEY PROBLEMCase 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 |
| Analyze complex ethical dilemmas from multiple angles and consider the potential consequences of different actions. | ||
| Identify potential ethical issues and challenges that may arise in educational environments. | ||
| Have the ability to construct coherent and persuasive ethical arguments that consider various ethical theories. | ||
| Have a deeper understanding of differing ethical viewpoints and the complexity of ethical decision-making. | ||
| Apply ethical principles in the design of curriculum, assessment methods, classroom policies, and interactions with students. |
| Teaching Methods: | |
| Assessment Methods: |
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 Study: 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 Study 1: Transporting Students Case Study 2: Contact with Students | Lecture Notes |
| 8 | Deontological ethics and Teleological ethics TROLLEY PROBLEMCase 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 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | 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 | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| 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 | İM1114931 | Fall Semester | 2+0 | 2 | 5 |
| Course Program | Salı 11:00-11:45 Salı 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) | Prof.Dr. Ahmet Şükrü ÖZDEMİR |
| 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 Study: 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 Study 1: Transporting Students Case Study 2: Contact with Students ,Deontological ethics and Teleological ethics TROLLEY PROBLEMCase 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 |
| Analyze complex ethical dilemmas from multiple angles and consider the potential consequences of different actions. | ||
| Identify potential ethical issues and challenges that may arise in educational environments. | ||
| Have the ability to construct coherent and persuasive ethical arguments that consider various ethical theories. | ||
| Have a deeper understanding of differing ethical viewpoints and the complexity of ethical decision-making. | ||
| Apply ethical principles in the design of curriculum, assessment methods, classroom policies, and interactions with students. |
| Teaching Methods: | |
| Assessment Methods: |
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 Study: 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 Study 1: Transporting Students Case Study 2: Contact with Students | Lecture Notes |
| 8 | Deontological ethics and Teleological ethics TROLLEY PROBLEMCase 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 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |