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In moral philosophy, deontological ethics or deontology (from Greek: δέον, 'obligation, duty' + λόγος, 'study') is the normative ethical theory that the morality of an action should be based on whether that action itself is right or wrong under a series of rules and principles, rather than based on the consequences of the action. [1]
Teaching Ethics is a peer-reviewed academic journal devoted to the philosophical examination of ethical issues in all disciplines. Its mission is to foster dialogue about ethics instruction across disciplinary boundaries, with a focus on business, medicine, technology, law, and other areas of liberal education.
A 1989 study on the ethical implications of teaching to the test identified a range of practices, from broad-based instruction on general objectives to direct use of test items in teaching. The study concluded that ethical boundaries lie between general instruction and the use of specific test formats or questions, suggesting that practices ...
Ethical conduct in teaching is a vital factor in making sure students are taught fairly. An individual's "preconceived notions and opinions can emerge through our language choice, teaching methods, grading practices, and accessibility practices and it can have a tremendous impact on our students' learning and connection to school". [21]
The problem of the existence of ethical dilemmas concerns the question of whether there are any genuine ethical dilemmas, as opposed to, for example, merely apparent epistemic dilemmas or resolvable conflicts. [1] [5] The traditional position denies their existence but there are various defenders of their existence in contemporary philosophy ...
Abolitionist teaching, also known as abolitionist pedagogy, is a set of practices and approaches to teaching that emphasize abolishing educational practices considered by its proponents to be inherently problematic and oppressive. [1] The term was coined by education professor and critical theorist Bettina Love. [2]
Torah Aura has also published many books for supplementary school teachers, Jewish educators, and other Jewish educational leaders. This list includes: What We Know About Jewish Education (1992), a collection of articles by scholars in the field of Jewish education and geared towards informing the practice of Jewish educators in the field.
It is important for schools and higher education institutions to have clear academic integrity policies and procedures to address breaches of student academic conduct expectations. Six core elements of academic integrity polices have been identified as: access, approach, responsibility, detail, support, and equity.