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Descriptors:
Physical Activities; Ethics; Moral Issues; Adapted Physical Education; Educational Experience; Professional Services; Critical Thinking; Reflective Teaching; Professional Development; Educational Practices; Knowledge Base for Teaching

Abstract:
There has been little critical exploration of the ethical issues that arise in professional practice common to adapted physical activity. We cannot avoid moral issues as we inevitably will act in ways that will negatively affect the well-being of others. We will make choices, which in our efforts to support others, may hurt by violating dignity or infringing on rights. The aim of this paper is to open a dialogue on what constitutes ethical practice in adapted physical activity. Ethical theories including principlism, virtue ethics, ethics of care, and relational ethics provide a platform for addressing questions of right and good and wrong and bad in the field of adapted physical activity. Unpacking of stories of professional practice (including sacred, secret, and cover stories) against the lived experiences of persons experiencing disability will create a knowledge landscape in adapted physical activity that is sensitive to ethical reflection. (Contains 2 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Conflict; Moral Issues; Aptitude Treatment Interaction; Value Judgment; Cognitive Processes; Feedback (Response); Experiments; Thinking Skills; Suicide; Theories; Prediction; Models; Social Science Research

Abstract:
According to the dual-process model of moral judgment, utilitarian responses to moral conflict draw on limited cognitive resources. Terror Management Theory, in parallel, postulates that mortality salience mobilizes these resources to suppress thoughts of death out of focal attention. Consequently, we predicted that individuals under mortality salience would be less likely to give utilitarian responses to moral conflicts. Two experiments corroborated this hypothesis. Experiment 1 showed that utilitarian responses to non-lethal harm conflicts were less frequent when participants were reminded of their mortality. Experiment 2 showed that the detrimental effect of mortality salience on utilitarian conflict judgments was comparable to that of an extreme concurrent cognitive load. These findings raise the question of whether private judgment and public debate about controversial moral issues might be shaped by mortality salience effects, since these issues (e.g., assisted suicide) often involve matters of life and death. (Contains 3 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Twins; Crime; Family Relationship; Moral Issues; Intuition; Victims of Crime; Grandchildren

Abstract:
Three empirical studies document the intuitive spillover of moral taint from a person who engages in immoral acts to another individual who is related by ties of blood kinship. In Study 1, participants were more likely to recommend that the biological grandchild of a wrongdoer, compared to a non-biological grandchild, help the descendants of his grandfather's victims. In Study 2, participants were more willing to hold two long-lost identical twins in custody for a crime committed by one twin than to hold two perfect look-alikes for a crime committed by one look-alike. Study 3 provides direct evidence that spillover effects based on blood kinship are manifested in an intuitive sense of moral taint. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Research Design; Age; Focus Groups; Moral Issues; Metacognition; Internet; Multimedia Materials; Electronic Publishing; Age Groups; Epistemology; Preadolescents; Youth; Electronic Mail; Written Language; Telecommunications; Synchronous Communication; Educational Technology

Abstract:
The tweens are a transitional age group undergoing deep physical and psychological transformations. Based on a thirteen-focus group research design involving 103 students, and applying a tweens-centered approach, the characteristics of SMS, IM, Internet, digital photos, electronic games, and email were analyzed. Categories such as moral issues, psychological and social consequences, problems/drawbacks, general benefits, and technical attributes synthesized the main characteristics attached to each form of digital technology. Their relative relevance was not gender dependent. Furthermore, tweens exhibited both metacognitive knowledge and personal epistemological observations associated with most of the digital technologies. (Contains 7 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Biological Sciences; Scientific Research; Animals; Foreign Countries; Preservice Teachers; Social Attitudes; Student Teacher Attitudes; Ethics; Controversial Issues (Course Content); Case Studies; Gender Differences; Questionnaires; Moral Issues; Moral Values; Research and Development; Research Problems; Research Methodology; Science Experiments; Laboratory Experiments; Natural Sciences

Abstract:
Vivisection (live animal experimentation) is a controversial issue for many people. The purpose of this case study is to examine the attitudes of prospective teachers toward vivisection in education and research, to determine if gender has an influence on these attitudes, and to discuss the implications of these attitudes with regard to teaching of the disciplines in the life sciences. A sample of 100 prospective life sciences and natural sciences teachers from a South African university responded to a questionnaire on vivisection in education and scientific research. The responses were analysed qualitatively and quantitatively. The results showed that most prospective teachers are in favour of animal rights and that females are more averse to vivisection than males. A number of suggestions are made with regard to vivisection in schools and tertiary institutions. (Contains 3 tables and 2 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Experienced Teachers; Testing; Teaching Methods; Genetics; Biology; Hygiene; Expertise; Educational Practices; Teacher Role; Science Instruction; Genetic Disorders; Secondary Education; Interviews; Moral Issues; Pedagogical Content Knowledge; Models; Foreign Countries; Context Effect

Abstract:
Contemporary genomics research will impact the daily practice of biology teachers who want to teach up-to-date genetics in secondary education. This article reports on a research project aimed at enhancing biology teachers' expertise for teaching genetics situated in the context of genetic testing. The increasing body of scientific knowledge concerning genetic testing and the related consequences for decision-making indicate the societal relevance of an educational approach based on situated learning. What expertise do biology teachers need for teaching genetics in the personal health context of genetic testing? This article describes the required expertise by exploring the educational practice. Nine experienced teachers were interviewed about the pedagogical content, moral and interpersonal expertise areas concerning how to teach genetics in the personal health context of genetic testing, and the lessons of five of them were observed. The findings showed that the required teacher expertise encompasses specific pedagogical content expertise, interpersonal expertise and a preference for teacher roles and teaching approaches for the moral aspects of teaching in this context. A need for further development of teaching and learning activities for (reflection on) moral reasoning came to the fore. Suggestions regarding how to apply this expertise into context-based genetics education are discussed. (Contains 3 figures and 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Persuasive Discourse; Value Judgment; Siblings; Moral Issues; Reflection; Emotional Response; Tests; Correlation; Vignettes; Adults; Sexuality; Moral Values

Abstract:
While there is much evidence for the influence of automatic emotional responses on moral judgment, the roles of reflection and reasoning remain uncertain. In Experiment 1, we induced subjects to be more reflective by completing the Cognitive Reflection Test (CRT) prior to responding to moral dilemmas. This manipulation increased utilitarian responding, as individuals who reflected more on the CRT made more utilitarian judgments. A follow-up study suggested that trait reflectiveness is also associated with increased utilitarian judgment. In Experiment 2, subjects considered a scenario involving incest between consenting adult siblings, a scenario known for eliciting emotionally driven condemnation that resists reasoned persuasion. Here, we manipulated two factors related to moral reasoning: argument strength and deliberation time. These factors interacted in a manner consistent with moral reasoning: A strong argument defending the incestuous behavior was more persuasive than a weak argument, but only when increased deliberation time encouraged subjects to reflect. (Contains 2 notes and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Music Education; Music Teachers; Teacher Behavior; Music; Interaction; Ethics; Moral Values; Moral Issues; Role of Education

Abstract:
The hardship and pleasure of a life in ethics, as in music, springs not from a commitment to the veneration of stability, refinement and consistency, as some political and aesthetic discourses often suggest. Rather, the productive tensions of ethical living arise from a restless interaction between constant motion and adaptability; both marks of critical thinking and being. This article is premised upon a simple distinction between "ethics" and "morals," in which ethics refers to questions of flourishing, and the struggle with one's own inconsistencies--and those of others. While morals refer to externally or internally "imposed constraints that govern how one should and should not treat other people." This distinction is important in supporting a greater emphasis on critical frameworks for ethics, but also in making the case that mistakenly equating the codification of behaviors found in "morals" with the embodied becoming found in "ethics," can quickly lead to misguided educative actions that may emphasize social inequity, skill over understanding, and the development of aesthetically narrow music doing rather than creative production. The author argues that an ethical commitment to an impactful education in and through music requires one to focus on "authorship" and not simply on music "doing," while evaluating the implications of "music production" rather than simply "music making." To be clear, the author's contention is that the role of ethics in education is not the institution of norms or practices, but rather the formation of "framings" as exemplary capacities of educated individuals. These framings are understood not simply as a capacity to appreciate and value, or to elucidate appropriate or normative ways of practicing. Rather, framings can be extrapolated as a constant pedagogical interaction with inconsistency, failure, dissent and choice. (Contains 16 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Addictive Behavior; Play; Moral Issues; Ethical Instruction; Computer Games; Video Games; Moral Values; Moral Development; Didacticism; Popular Culture; Game Theory; Values Education; Educational Opportunities; Reflection; Role Playing; Mass Media Effects; Mass Media Role

Abstract:
The growing interest in video gaming is matched by a corresponding increase in concerns about the harmful effects on children and adolescents. There are numerous studies on aggression and addiction which spark debates on the negative effects of video gaming. At the same time, there are also studies demonstrating prosocial effects. This paper focuses on how video games, particularly massively multiplayer online role-playing games (MMOs and MMORPGs for short) that allow interaction with other players, can play a part in players' moral and character development. Although there are many games with moral content, the MMO game "World of Warcraft" ("WoW" for short) is used as an illustrative example because of its popularity, to demonstrate how players, through game content and game play, are confronted with moral dilemmas which demand decision-making, social obligations and responsibilities, perspective-taking and empathy, perseverance and delayed gratification. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethics; Moral Issues; Public Policy; Federal Legislation; Antisocial Behavior; Intellectual Property; Conferences (Gatherings); Educational Policy; Educational Technology; Computer Assisted Instruction; Higher Education; College Faculty; Faculty Development; College Instruction; Teacher Surveys; Technology Integration

Abstract:
Purpose: The purpose of this paper is to plan a relevant, professional development conference for the faculty of a small, private, suburban college in upstate, New York. The Provost and Senior Vice-President led a college-wide committee of faculty, administrators, and staff in a survey method to discover the priorities of the faculty, in further development of excellence in teaching and learning. Design/methodology/approach: The committee designed 20 essential questions, and asked faculty to select three questions, in order of priority, to be used to guide the theme of the conference. Faculty members were also given the option to write their own question, if their choices were not reflected in the original list. Of the 207 full-time faculty members, 155 responded to the survey within a two-week period. Findings: Of the 155 survey respondents, 22 selected question 11, "In what ways do we weigh the political, ethical and economic implications of technological platforms against their pedagogical potential, and how can we model these kinds of complex decisions for our students?", as one of three choices. Social implications: In this second decade of the twenty-first century, there is a strong sense of urgency to examine and revise current public policy, so that society may connect with the realities of the present. Originality/value: The paper addresses those needed changes in greater depth, and provides a framework for exploring issues of ethics, and the dilemmas faced by educators in the twenty-first century, with regard to teaching and learning in higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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