Possible competences to be aimed at in ethics education: ethical competences highlighted in educational research journals

Possible competences to be aimed at in ethics education : ethical competences highlighted in educational research journals

Osbeck, Christina, 1969 (author): Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies

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

Lilja, Annika, 1963 (author): Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies

Sporre, Karin, 1952- (author): Umeå universitet,Institutionen för tillämpad utbildningsvetenskap,EthiCo project

(creator_code:org_t)

2018-06-04
2018
English.
In: Journal of Beliefs and Values. - : Routledge. - 1361-7672 .- 1469-9362. ; 39:2, s. 195-208

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Abstract Subject headings

The aim of this article is to present varieties of ethical competence that are highlighted in ethics and moral education research articles, and to discuss them in the light of competences stressed in the Swedish curriculum, understood as an example of ethics education in compulsory school. The material consists of 1,940 educational research articles published between 2000 and 2015, and the method of analysis is inductive, focusing on ethical competence. One finding is the similarity between the study’s tentative formulation of identified ethical competences in four categories, and Rest’s understanding of acting morally, captured in the four components: sensitivity, judgement, motivation and implementation. Based on the analysis of the articles, broader understandings of these focuses are developed, and later discussed in relation to Swedish ethics education, characterised as both a conservative and liberal values education. The analyses and comparison show the importance of the components of moral sensitivity and moral implementation and their relative absence in the Swedish curriculum, but also how moral judgement must include a competence to evaluate moral motivations, where empirically testable reasons are also central. Moreover, the risk of neglecting contextual, situational and knowledge-related aspects of ethical competence is highlighted.

By the author/editor: Osbeck, Christin ...; Franck, Olof, 19 ...; Lilja, Annika, 1 ...; Sporre, Karin, 1 ...

About the subject

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