Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
ETHICS in EDUCATION | - | Spring Semester | 2+0 | 2 | 3 |
Course Program |
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 | 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. | X | |||||
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. | X | |||||
16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | 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 | - | Spring Semester | 2+0 | 2 | 3 |
Course Program |
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 | 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. | X | |||||
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. | X | |||||
16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | X |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |