Empowering Dialogues in Humanistic Education

Aloni, Nimrod

doi:10.1080/00131857.2012.753358

Cited by 10 publications

(12 citation statements)

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“…Society expects teachers to be guided by ethical principles in dealing with bullying. Teachers are perceived as professionals who help shape society and therefore, should be capable of making ethical decisions for the general good and for shaping the coming generations of citizens [1], [8].…”

Section: Ethical Dilemmas In Dealing With Bullyingmentioning

confidence: 99%

“…Studies indicate that challenging teachers with ethical dilemmas helps them develop emotionally, morally and operatively. Emotionally, dealing with ethical dilemmas arouses feelings of empathy, the recognition of feelings of others and their existential state, as well as concerns for assuring their dignity and welfare [1]. Morally, by engaging in such dilemmas, teachers elevate the importance of basic human values, egalitarianism and moral judgment based on concepts of universal human rights.…”

Section: Ethical Dilemmas In Dealing With Bullyingmentioning

confidence: 99%

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Team-based Simulations among Teacher Trainees: Ethical Dilemmas and Psychological Empowerment in School Bullying Cases

Davidoff¹,

Shapira‐Lishchinsky²

2019

IJTIE

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This study explores the effect of group simulations on teacher-trainees in comparison to case study groups in dealing with ethical dilemmas in school bullying. Simulations (role-playing) are defined as models of reality that provide learners with the opportunity to play the roles of different figures involved in situations under discussion. When faced with similar events in real-life experiences, teacher-trainees can extract from memory information and strategies learned from these simulations as if they really occurred.The population of the study comprised 90 teachertrainees in their third year of majoring in primary school education. Two experimental groups -a teambased simulation (TBS) and a case-study group had a meeting of 3.5 hours each month during 10-month period (10 meetings in total), in which they analyzed the same bullying scenarios that were based on the participants' real-life experiences. While both experimental groups discussed ethical dilemmas that arose in the scenarios, the TBS group engaged in roleplaying simulations and the case study group did not use role-playing simulations. An additional control group only completed the same psychological empowerment questionnaires filled out by both other experimental groups.The results, based on a mixed-methods approach, showed that the simulation group demonstrated significantly higher psychological empowerment in selfconfidence and decision-making when dealing with ethical dilemmas around bullying at school.This study offers an innovative approach for training educators to confront bullying-related ethical dilemmas in daily school life in an active and empowering way.

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Section: Ethical Dilemmas In Dealing With Bullyingmentioning

confidence: 99%

Section: Ethical Dilemmas In Dealing With Bullyingmentioning

confidence: 99%

Team-based Simulations among Teacher Trainees: Ethical Dilemmas and Psychological Empowerment in School Bullying Cases

Davidoff¹,

Shapira‐Lishchinsky²

2019

IJTIE

View full text Add to dashboard Cite

show abstract

“…They report stresses, challenges, and gaps that contending with the ield of education raises for them in their work. The most common stress is between the theoretical and the practical in education-between the humanistic philosophy that is taught during training [24] and the hierarchical and authoritative reality that teachers encounter in schools [25]. On the practical level, implementing empathic approaches in teacher-student interactions is a challenge when facing the reality of classrooms packed with students and educational policies that emphasize student achievements [26].…”

Section: Complexity and Uncertainty In Educationmentioning

confidence: 99%

The Role of Empathy in Dealing with the Complexity and Uncertainty within the Educational Field: Meaningful Learning at the “Museum Adventure” Course

Weinberger¹

2017

Empathy - An Evidence-Based Interdisciplinary Perspective

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Empathic practices highlight teachers' emotional, social, and cognitive competence and play an important role in taking beneicial action in the classroom. The current manuscript explains the need and the signiicance of empathic proiciencies in meeting the present needs of promoting meaningful learning processes and dealing with the uncertainty and complexity of the educational ield. The approaches, paterns of activity, and methods of qualitative researchers are proposed as a way to enrich the practices of educators in the context-based reality in which they live and work. The implementation of these ideas is presented through the description of a "Museum Adventure" course in an undergraduate education program for pre-service preschool teachers. The course aims to promote students' social understanding, sensitivity, and involvement.

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“…Dialogue raises awareness regarding the relationships of people with themselves, others, and their environment (Aloni, 2008). During their time in school, it is important to provide students the necessary support in a way that allows them to deepen their familiarity with themselves, accept others as they are, cope with differences, as well as empower strengths that help them develop and succeed.…”

Section: Intrapersonal Interactionmentioning

confidence: 99%

Using Photos and Visual-Processing Assistive Technologies to Develop Self-Expression and Interpersonal Communication of Adolescents with Asperger Syndrome (AS)

Shrieber

Cohen

2013

IJELL

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Empowering Dialogues in Humanistic Education

Cited by 10 publications

References 0 publications

Team-based Simulations among Teacher Trainees: Ethical Dilemmas and Psychological Empowerment in School Bullying Cases

Team-based Simulations among Teacher Trainees: Ethical Dilemmas and Psychological Empowerment in School Bullying Cases

The Role of Empathy in Dealing with the Complexity and Uncertainty within the Educational Field: Meaningful Learning at the “Museum Adventure” Course

Using Photos and Visual-Processing Assistive Technologies to Develop Self-Expression and Interpersonal Communication of Adolescents with Asperger Syndrome (AS)

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