| 1. |
- Arneback, Emma, 1974-
(författare)
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Moral imagination in education : a Deweyan proposal for teachers responding to hate speech
- 2014
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Ingår i: Journal of Moral Education. - : Taylor & Francis. - 0305-7240 .- 1465-3877. ; 43:3, s. 269-281
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Tidskriftsartikel (refereegranskat)abstract
- This article is about moments when teachers experience hate speech in education and need to act. Based on John Dewey’s work on moral philosophy and examples from teaching practice, I would like to contribute to the discussion about moral education by emphasizing the following: 1) the importance of experience, 2) the problem with prescribed morals, and 3) the need for moral imagination in education. My Deweyan proposal for teachers responding to hate speech in education is to use moral imagination in education and take contextual elements into consideration when deciding how to act. Doing this would facilitate work related to doing morals and help to prevent prescribing morals as something that has already been done and that teachers (and students) have to adjust to in schools without being part of the process.
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| 2. |
- Brüggemann, Adrianus Jelmer, 1981-, et al.
(författare)
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Bystander passivity in health care and school settings : Moral disengagement, moral distress, and opportunities for moral education
- 2019
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Ingår i: Journal of Moral Education. - : Routledge. - 0305-7240 .- 1465-3877. ; 48:2, s. 199-213
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Tidskriftsartikel (refereegranskat)abstract
- Bystander passivity has received increased attention in the prevention of interpersonal harm, but it is poorly understood in many settings. In this article we explore bystander passivity in three settings based on existing literature: patient abuse in health care; bullying among schoolchildren; and oppressive treatment of students by teachers. Throughout the article we develop a theoretical approach that connects Obermann's unconcerned and guiltybystanders to theories of moral disengagement and moral distress respectively. Despite differences between the three settings, we show striking similarities between processes of disengagement, indicators of distress, and the constraints for intervention that bystanders identify. In relation to this, we discuss moral educational efforts that aim to strengthen bystanders’ moral agency in health care and school settings. Many efforts emphasize shared problem descriptions and collective responsibilities. As challenging as such efforts may be, there can be much to gain in terms of welfare and justice.
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| 3. |
- Edling, Silvia, 1974-, et al.
(författare)
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Sensing as an ethical dimension of teacher professionality
- 2016
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Ingår i: Journal of Moral Education. - : Informa UK Limited. - 0305-7240 .- 1465-3877. ; 45:1, s. 46-58
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on the ethics of alterity and the ethics of dissensus, this study addresses how teacher professionality can be understood in relation to the notion of sensing. Both these ethics indicate a desire to oppose various forms of violence in society. The author challenges the assumption that all that is needed to oppose violence is the moulding of a proper moral character. According to Lévinas’ and Ziarek’s writings on sensing the Other, education alone will not overcome power dynamics and the unconscious distancing between people. Instead, these aspects need to be continuously addressed by teachers. Rather than trying to find the best ethical theory, we contend that theories cannot replace the critical judgement of teachers, which necessarily presumes a more widened view and more thoughtful choices in their ever-changing practices.
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| 4. |
- Edling, Silvia
(författare)
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The paradox of meaning well while causing harm : a discussion about the limits of tolerance within democratic societies
- 2012
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Ingår i: Journal of Moral Education. - : Informa UK Limited. - 0305-7240 .- 1465-3877. ; 41:4, s. 457-471
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Tidskriftsartikel (refereegranskat)abstract
- Curriculum guidelines in many democratic countries argue for the need to practice tolerance as a means to creating peaceful relations. Through moral education, young people are believed to be able to develop a way of being that respects plurality and decreases interpersonal violence in society. But where do students' personal involvements or the issue of unpredictability accompanying inter-personal relations fit into the discussion? This article draws on four young people's narratives as starting points to discuss the gap between progressive educational ideals and embodied ideals when it comes to stimulating peaceful relationships. The study indicates that these youths see themselves as persons who do not want to expose others to strong emotions (similar to the educational ideals of being tolerant), while at the same time struggling with strong emotions that tend to hurt themselves and/or others and paralyse their ability to actively interfere when people are being hurt. In order to understand these findings, Julia Kristeva's notion of ego ideal and the abject are used as analytical tools. Her reasoning contributes to understanding inconsistencies in (young) people's responses to others as significant to acknowledge when it comes to opposing oppression-inconsistencies which otherwise tend to be treated as temporal setbacks in the progression toward human perfection.
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| 5. |
- Irisdotter Aldenmyr, Sara, 1976-
(författare)
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Moral Aspects of Therapeutic Education : A case study of Life Competence Education in Swedish Education
- 2012
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Ingår i: Journal of Moral Education. - : Taylor & Francis. - 0305-7240 .- 1465-3877. ; 41:1, s. 23-37
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Tidskriftsartikel (refereegranskat)abstract
- Educational philosophers and sociologists have pointed out the potential risks of an educational trend of therapy, which seems to have connotations with Western macro-discourses of individualisation, popularised psychology and privatisation of the public room. The overall purpose of this article is to discuss potential risks and possibilities regarding moral aspects of therapeutic approaches in education from a teacher perspective. I will present the non-mandatory Swedish topic Livskunskap, life competence education (LCE), in a case study in the field of therapeutic education. The article is based on a small, qualitative empirical study of teachers’ experiences of teaching LCE and observations of LCE lessons. The empirical material is analysed through two theoretical lenses, the first being critical aspects of therapeutic education, the second being an educational theory of the ethics of care, mainly developed by Nel Noddings.
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| 6. |
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| 7. |
- Lilja, Annika, 1963, et al.
(författare)
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Understanding, acting, verbalizing and persevering - Swedish teachers' perspectives on important ethical competences for students
- 2020
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Ingår i: Journal of Moral Education. - : Informa UK Limited. - 0305-7240 .- 1465-3877. ; 49:4, s. 512-528
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Tidskriftsartikel (refereegranskat)abstract
- The delicate question of teaching ethics in compulsory school regained urgency in Sweden in 2013 when national tests were introduced in religious education, of which ethics is a part. In this article, a variety of ethical competences that teachers want their students to develop are presented, based on group interviews with 46 teachers. Grounded theory analyses show four main categories of ethical competence—to understand, to act, to verbalize and to persevere—which furthermore differ in what they are being directed towards. In addition, the categories are interpreted in relation to the ethical voices of Benhabib, Nussbaum, Løgstrup and Singer. The study shows that teachers view ethical competence as a combination of specific competences and certain directions that these competences work in defence of, indicating a broader perspective than the one shown in the national syllabus, which in turn supports previous research emphasizing teachers’ nuanced understanding of ethical concepts.
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| 8. |
- Orlenius, Kennert
(författare)
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Tolerance of intolerance : values and virtues at stake in education
- 2008
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Ingår i: Journal of Moral Education. - : Routledge. - 0305-7240 .- 1465-3877. ; 37:4, s. 467-484
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Tidskriftsartikel (refereegranskat)abstract
- The article addresses the issue of the tolerance of intolerance in an educational context. It concerns a real case in a Swedish upper secondary school some years ago, when a student was suspended from school owing to his sympathies with Nazi ideas. One hundred and twenty student teachers' responses to this decision were analysed in respect of the idea of toleration as a crucial value and tolerance as a virtue in a liberal democratic society. The main findings show that the suspended student is seen as a democratic risk factor by a majority of the student teachers. On the other hand, those who disagree, maintain that the school's handling of the situation and the attitude towards Sven, the suspended student, could be a democratic risk factor. The findings are discussed in the light of different views of democracy and human rights and of ‘the ethos of the teacher’. The article considers the idea of zero tolerance and maintains that the findings are in line with the related tendency to consider youth as a risk, instead of being at risk.
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| 9. |
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| 10. |
- Sund, Louise, 1970-, et al.
(författare)
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Swedish teachers’ ethical reflections on a study visit to Central America
- 2014
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Ingår i: Journal of Moral Education. - : Taylor & Francis Group. - 0305-7240 .- 1465-3877. ; 43:3, s. 316-331
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Tidskriftsartikel (refereegranskat)abstract
- In this article we argue that culturally variable values and morals have a key role in educational initiatives that address a global dimension. The article suggests that looking at values and morals in relation to a teaching practice is a way of adding knowledge to this field. Our study inquires into how an intercultural experience can evoke ethical reflections on environmental and sustainability issues. The article is based on a qualitative empirical study of teachers’ experiences of a teacher development programme, where we analyse the variety of ethical reflections that emerge during a study visit to a Central American country. We build on a pragmatic analytical approach that takes John Dewey’s ethical thoughts on moral situations as a point of departure and deals with teachers’ ethical reflections in a way that takes the contextual and situated nature of morals into account.
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| 11. |
- Thornberg, Robert
(författare)
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Hushing as a moral dilemma in the classroom
- 2006
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Ingår i: Journal of Moral Education. - : Institutionen för beteendevetenskap och lärande. - 0305-7240 .- 1465-3877. ; 35:1, s. 89-104
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Tidskriftsartikel (refereegranskat)abstract
- Life in the classroom is governed by a variety of rules. One typical classroom rule is the rule of silence or low noise. Teachers often deal with students' noise-making and conversations by hushing them. This article reports an investigation of how hushing can create moral dilemmas for students at their desks in the classroom. This study is part of a larger ethnographic research project on values education in the daily life of school, conducted in two primary schools in Sweden. The findings show that students think that by hushing, teachers are now and then acting in the wrong way and, in consequence, the students are forced to go against the teacher to act in accordance with their own moral standards, or to give up, in order to avoid the risk of getting a reprimand. The analyses revealed three categories of moral dilemmas or conflicts with rules: indiscriminate hushing as (a) a conflict between morality and social conventions; (b) a pure moral conflict; and (c) a conflict between morality and authority.
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| 12. |
- Öhman, Johan, 1961-, et al.
(författare)
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Continuity and change in moral meaning-making – a transactional approach
- 2007
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Ingår i: Journal of Moral Education. - : Informa UK Limited. - 0305-7240 .- 1465-3877. ; 36:2, s. 151-168
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, research within the sociocultural perspective on moral learning has contributed important knowledge about how individuals develop their moral ability by participating in sociocultural activities. To a lesser extent, sociocultural research has focused on the role of individual continuity in these processes. The purpose of this article is to contribute to the progress of the sociocultural perspective by suggesting an approach that allows for an in situ analysis of how individuals' prior experiences take part in the processes of moral meaning-making, which also takes sociocultural activity into consideration. The philosophical and methodological basis for this approach consists of a combination of Dewey's transactional perspective on meaning-making and Wittgenstein's first-person perspective on language use. The article contains an empirical example that illustrates this approach. This analysis shows how prior experiences are re-actualised in an event and thus participate in the process of moral meaning-making, as well as contributing to the substance of the meanings made.
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| 13. |
- Giuliani, Elisa, et al.
(författare)
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Is Co-Invention Expediting Technological Catch Up? A Study of Collaboration between Emerging Country Firms and EU Inventors
- 2016
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Ingår i: World Development. - : Elsevier BV. - 1873-5991 .- 0305-750X. ; 77, s. 192-205
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Tidskriftsartikel (refereegranskat)abstract
- Firms from emerging countries are going global, and Europe is attracting around one-third of their direct outward investments. Growing internationalization constitutes an opportunity for technological catch up. In this paper we analyze Brazilian, Indian, and Chinese cross-border inventions with European Union (EU-27) inventors, during the period 1990-2012. Our results suggest that these inventions represent an opportunity for emerging country firms to accumulate technological capabilities, access frontier knowledge, and appropriate the property rights of co-inventions. This paper contributes to understanding catching up by emerging country firms. (C) 2015 Elsevier Ltd. All rights reserved.
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