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ERIC Number: ED440104
Record Type: Non-Journal
Publication Date: 2000-Apr-26
Pages: 20
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Uncovering a Relational Epistemology of Ethical Dilemmas in Early Childhood Education.
Tirri, Kirsi; Husu, Jukka
This paper discusses ethical dilemmas in early childhood education as identified by 26 kindergarten and early elementary school teachers. Ethical dilemmas are investigated in the theoretical framework of virtue epistemology. The method used in the study is a relational reading of teachers' narratives. Interpretive accounts are created to allow room for both care and responsibility voices in teachers' written reports. The moral stances of care and responsibility are identified as basic elements in teachers' professional morality. The empirical findings present conflicts between teachers and parents, collegial conflicts between teachers, and inter-institutional conflicts in the community. Analysis of the data reveals that the ethical dilemmas in early childhood education are very relational and deal with competing interpretations of the best interest of the child. Teachers have taken the moral stance of care by identifying the ethical conflict. However, the responsible professional action has been more difficult for them to accomplish. Most of the time, discussions have not produced the desired results. Ethical dilemmas in teaching invite teachers to consider the moral relevance of each dilemma by taking the perspectives of the involved parties. (Contains 36 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland