What May be Learnt in Ethics? Varieties of Conceptions of Ethical Competence to be Taught in Compulsory School

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Franck, Olof,1958Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies (författare)

What May be Learnt in Ethics? Varieties of Conceptions of Ethical Competence to be Taught in Compulsory School

Artikel/kapitelEngelska2015

Förlag, utgivningsår, omfång ...

2015

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LIBRIS-ID:oai:gup.ub.gu.se/222346
https://gup.ub.gu.se/publication/222346URI

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Språk:engelska

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Ämneskategori:kon swepub-publicationtype

Anmärkningar

•The research project to be presented has received a grant from the Swedish Research Council and will run for three years from 2015 – 2017. The purpose of the project is to identify and elucidate varieties of conceptions of ethical competence and critically analyse and discuss them in relation to each other and in relation to ethical theory as potential educational content in compulsory school. The empirical starting point of the project is material from the test round of the national assessment of ethics within RE. The project critically examines how ethical competence is operationalised therein – what kind of competence which pupils in Swedish compulsory school are differentiated in relation to – and how this competence is spread among the pupils. The character of the ethical competence of the test is then paid attention to in relation to other ethical competences related to different curricula levels such as the institutional, the instructional and the experiential level (e.g. Goodlad & Su, 1992; Bråten, 2009). •1. What conceptions of ethical competence can be identified in pupils’ utterances in national tests and concerning experienced needs of ethical competence as expressed in interviews? •2. What conceptions of ethical competence can be identified in teachers' utterances in interviews regarding their commission and the goals of their teaching of national tests? •3. What conceptions of ethical competence can be identified in supranational policies and in a sample of national curricula? •4. What can be said about the identified varieties of conceptions of ethical competence in the light of each other as well as ethical theory, and as potential content in contemporary compulsory school? The framework through which the analyses of the qualitative material is carried out is based on abductive processes where the inductively identified set of conceptions is theoretically elaborated with help of the ethical theorists Martha Nussbaum, Peter Singer, Seyla Benhabib and Knud E. Løgstrup. Together with the findings of the quantitative analyses the overarching issue of varieties of conceptions of ethical competence will be examined and elucidated. •Methods/methodology (up to 400 words) The base to start from consists of an empirical material which the project members at Gothenburg University have at their disposal; material from the test round of the national assessment in RE of which ethics is one area. Concerning the material of the national test three main types of analyses will be conducted: First, a critical examination of the way to operationalise and measure ethical competence in the national test will be conducted. What conceptions of ethical competence are asked for and what conceptions are absent? Second, a qualitative content analysis of three tasks answered by 100 pupils in grade 6 and 100 pupils in grade 9 will be conducted. Here two questions are central: 1) What conceptions of ethical competence do the answers express? 2) Do the answers express other conceptions of ethical competence than the ones measured in the tests? Third, quantitative analyses will be conducted focusing pupils’ expressed ethical competences given the tasks of the tests. These competences will be supplemented in the project; first by focus interviews aiming at grasping pupils’ experiences of what has been taught and learnt concerning ethics in school, and second by what kinds of ethical competences they express that young people need. Conceptions of ethical competence will also be identified among teachers. Focus interviews will be conducted. Important questions of the interviews concern both what the teachers regard as important objectives of their teaching in ethics and what they actually do when they teach ethics. For the latter purpose the teachers will be asked to bring their teaching material to the interviews in order to make the discussions as concrete as possible. Further, conceptions of ethical competence are brought to the project through analyses of policy documents such as curricula. Here, first, the Swedish curricula and examples of syllabuses, mainly RE, will be analysed. But also some other national curricula, as well as a couple of supranational policies, will be analysed. In the analyses an abductive approach, starting in inductive qualitative content analyses of each group of empirical material, is conducted. In relation to empirically identified, named and described conceptions of ethical competence strategically chosen examples of ethical theory are used in order to understand and explain the character of the identified conceptions of ethical competence. In that way theoretical qualifications of the empirically identified conceptions of ethical competence are used as tools for renewed systematical analyses of the empirical material.

Ämnesord och genrebeteckningar

HUMANIORA Filosofi, etik och religion hsv//swe
HUMANITIES Philosophy, Ethics and Religion hsv//eng
SAMHÄLLSVETENSKAP Utbildningsvetenskap Didaktik hsv//swe
SOCIAL SCIENCES Educational Sciences Didactics hsv//eng
Ethics
competence
ethics education

Biuppslag (personer, institutioner, konferenser, titlar ...)

Lilja, Annika,1963Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies(Swepub:gu)xlannl (författare)
Göteborgs universitetInstitutionen för didaktik och pedagogisk profession (creator_code:org_t)

Sammanhörande titlar

Ingår i:http://www.eera-ecer.de/ecer-programmes/conference/20/contribution/34085/The European Conference on Educational Research, (ECER), Budapest 7 - 11/9 2015 Education and Transition - Contributions from Educational Research15

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