Beyond asking ‘should’ and ‘why’ questions: Contextualised questioning techniques for moral discussions in moral education classes

Wong, Mei Yee

doi:10.1080/03057240.2020.1713066

Cited by 7 publications

(4 citation statements)

References 15 publications

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“…These scenarios are not simply a case study designed to identify right or wrong actions, they are more a complex narrative identifying multiple factors that we recognize can influence decision-making. Embedding ethical dilemmas into morally themed scenarios, to highlight the grey areas in such situations, enables a deeper discussion to take place that can facilitate thinking and reasoning (Wong, 2020) and in turn, allow students to successfully understand and navigate the situation. The method by which the scenarios are explored with students is important.…”

Section: Addressing Ethical Decision-making: Scenariosmentioning

confidence: 99%

“…In an attempt to overcome this, we aim to combine an understanding of the academic integrity values and how they are operationalized in the institution, with specific delivery of related educational information and examples pertaining to the misconduct type of concern and then offer a range of scenarios to allow students to practice their decision-making skills. Similarly to Wong's (2020) description of moral stories, the scenarios produced for the academic integrity workshops are comprised of multiple characters (students, peers, friends, the university) which facilitate discussions of personal and societal perspectives on academic integrity situations. Intertwined with the characters are high stakes implications for not breaching the policy, e.g.…”

Section: Addressing Ethical Decision-making: Scenariosmentioning

confidence: 99%

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How to Talk About Academic Integrity so Students Will Listen: Addressing Ethical Decision-Making Using Scenarios

Penaluna

Ross

2022

Academic Integrity in Canada

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The field of academic integrity in higher education has made significant gains in exploring the proliferation of integrity issues, the frequency of student misconduct behaviours, and in identifying strategies for embedding academic integrity education more broadly into the curriculum. Regardless of calls for institution-wide approaches which focus on preventing academic misconduct, those of us engaged in the field can attest that there will always be a need to address academic misconduct behaviours and support the development of those students who engage in them. As student affairs practitioners in a Canadian post-secondary institution, we present our approach to creating meaningful teaching and learning experiences that enable students with misconduct violations to critically explore potential misconduct situations and practice the skills needed to make alternative decisions. Utilising existing work that frames academic integrity as ‘standards of practice’, this chapter demonstrates our application of key themes from the academic integrity literature within our teaching and learning practice. Recognizing that mandated academic integrity education can be a challenging learning experience, we discuss our approach to engaging these students in analyzing the common situational factors that post-secondary students face that pose potential academic integrity conflicts and the way ethical decision-making frameworks can support their ability to navigate academic integrity concerns in the future. We conclude the chapter with our key learnings and recommendations for implementing an engaging experience with students who are mandated to attend instruction following an academic integrity violation.

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Section: Addressing Ethical Decision-making: Scenariosmentioning

confidence: 99%

Section: Addressing Ethical Decision-making: Scenariosmentioning

confidence: 99%

How to Talk About Academic Integrity so Students Will Listen: Addressing Ethical Decision-Making Using Scenarios

Penaluna

Ross

2022

Academic Integrity in Canada

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“…to encourage the social construction and development of character qualities. Such activities that promote meaningful engagement with a topic through conversations, questioning, discussion, reflecting and reasoning enhance students' social and critical thinking skills (Wong, 2020), and also have a positive impact on their emotional, social, moral and academic development (Lovat, 2017).…”

Section: Developing Character Qualities: a Review Of Current Practicesmentioning

confidence: 99%

Conversations through Web 2.0 tools: Nurturing 21st century Values in the ESL Classroom

Jose¹

2021

rupkatha

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21st century skills framework proposed by the World Economic Forum (2015) suggests that the development of foundational literacies, competencies and character qualities in students can help them function as responsible and productive global citizens. However, most educational systems focus only on developing foundational literacies like reading and writing, numeracy, scientific literacy, etc. This paper describes an exploratory research conducted to investigate how the 21st century ESL teacher can nurture the development of competencies and character qualities through language development tasks delivered using digital tools. The paper is based on the premise that since character qualities are both social and individualistic in nature, they are ideally delivered through collaborative events and acquired best through self-reflection. Reporting from an ESL teacher’s perspective, the paper elucidates how participating in the communication, collaboration, critical thinking and creativity activities mediated through web 2.0 tools can facilitate the acquisition of character qualities like curiosity, persistence, adaptability, social and cultural awareness, etc. It was found that certain features of web 2.0 tools like participatory environments, asynchronicity and ease of use for creating content offered students multiple opportunities for meaningful, sustained and reflective conversations. Using observational data, the researcher identifies the acquisition of character qualities and the development of competencies in students through these conversations.

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“…Teaching young people to make choices, and to critically reflect on how their choices and actions impact both their lives and the lives of others, is fundamental to education for moral development. As they engage with the conflict perspectives and choices inherent in moral dilemmas, students explore and reflect on critical issues that are connected to their lives and experiences (Blatt & Kohlberg, 1975;Wong, 2020). Such critical moral reflection can occur in post-incident restorative dialogue, or through proactive restorative dialogue techniquessuch as peace circles infused into classroom curriculum practice-that encourage students' reflection and invite their diverse input.…”

Section: Engaging Moral Education Through Peacebuilding Pedagogymentioning

confidence: 99%

Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships

Parker

Bickmore

2020

Journal of Moral Education

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Restorative justice pedagogies, such as dialogue or peacemaking circles, allow students to learn how to share and listen with peers, set boundaries for moral dialogue, and engage constructively with each other's perspectives. This study is part of a larger project focused on teachers' professional development and circle implementation. The focus of this article is on one teacher's approach to using circles in teaching her intermediate health curriculum unit, situated in a school with a strong restorative justice initiative. In this restorative classroom, dialogue was integrated into regularly enacted academic as well as interpersonal curriculum; this interrupted, or at times reaffirmed, the status quo. Data includes classroom observations, professional development observations, teacher and student interviews, and a reflective researcher journal. Dialogue enacted in this classroom illustrated moral issues students grappled with, relating to sexual health, inclusive sexual identities, and sociocultural relationships. Results illustrated how the teacher's pedagogical choices transmitted values and shaped opportunities for critical dialogue, and that students' social and cultural capital impacted how certain topics were discussed.

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Beyond asking ‘should’ and ‘why’ questions: Contextualised questioning techniques for moral discussions in moral education classes

Cited by 7 publications

References 15 publications

How to Talk About Academic Integrity so Students Will Listen: Addressing Ethical Decision-Making Using Scenarios

How to Talk About Academic Integrity so Students Will Listen: Addressing Ethical Decision-Making Using Scenarios

Conversations through Web 2.0 tools: Nurturing 21st century Values in the ESL Classroom

Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships

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