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ERIC Number: EJ945422
Record Type: Journal
Publication Date: 2011-Oct
Pages: 21
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-1554-5210
Discussing Ethical Issues in the Classroom: Leveraging Pedagogical Moments that May Otherwise Undermine Important Discussions
Simpson, Douglas J.; Hull, William J., Jr.
International Journal of Progressive Education, v7 n3 p6-26 Oct 2011
The authors identify, examine, and clarify three kinds of hindrances (dismissive/evasive tactics, logical stoppers, and ad hominem arguments) to teaching about ethical issues in P-12 schools. In discussing these three types of obstacles, they stress that the barriers themselves provide both challenges and opportunities for teachers. Indeed, they argue that properly understood and utilized the pedagogical impediments to open, educative discussions can be leveraged into superb learning experiences. The authors provide illustrations of how questions may inhibit teaching as well as examples of how teachers may turn them into opportunities for productive educational discussions. In addition, the authors emphasize the importance of teachers being prepared to discuss ethical controversies in teacher preparation programs and through professional development activities and, in turn, preparing for and guiding students to discuss controversial ethical issues. Embedded in their arguments is the claim that a democratic society is partially dependent on teachers for the critique and expansion of democratic values and processes and that educators need to support one another as well as be supported by others in their districts and communities as they pursue their educational responsibilities. (Contains 5 endnotes.)
International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A