Embedding ethical thinking into the curriculum
“Ethical learning is impossible without the development of critical reasoning (Kant, 2003) and, at the same time, critical reasoning is reinforced by the aspiration for justice and the independence sought by ethical learning.” Boni & Lozano (2007: 825)
This workshop aims to give participants the opportunity to explore how (non-subject specific) the ethical thinking skills of university students might be supported and developed. There is a particular focus on the effectiveness of using ethical scenarios to encourage student debate on ethical issues and student reflection on different approaches to tackling ethical problems. The scenario-based approach considered is non-subject-specific and is readily transferable to a range of learning contexts and time frames. Example scenarios will be shared and the features of a well written scenario will be debated.
This workshop was designed and is based on research and work undertaken with Dr Chris Ribchester.
Comments
“I thought there was a great balance of research, reflection on your own practice of using the scenarios and practical guidelines for colleagues based on your own experiences.”
“Insightful and interesting presentation.”
The best thing about this workshop was “the combination of research and practice” and “the opportunity for discussion.”
“An inspiring workshop.”