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) | Lect. Tayyar 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 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | 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) | Lect. Tayyar 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 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |