Ethics and the Aims of American Higher Education

Amiran, Minda Rae

doi:10.1002/9780470996454.ch40

Cited by 4 publications

(3 citation statements)

References 8 publications

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“…4 There is, of course, a rich tradition in the philosophy of education, which criticizes educational systems along these (and other) dimensions, which implicate grading as an important feature of those systems. See, for example, Dewey (1916), Goldman (1972), Freire (1972, Noddings (1984), Hooks (1994), Amiran (2007), Sandel (2020). I ignore these criticisms for rhetorical purposes, since my argument does not depend on them.…”

Section: Endnotesmentioning

confidence: 99%

Measurement and desert: Why grades cannot be deserved

Napoletano

2021

Thought: A Journal of Philosophy

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It is typically thought that a student deserves-or at least can deserve-a grade in a class. The students who perform well on assessments, who display a high degree of competence, and who complete all of the required work, deserve a good grade. Students who perform poorly on assessments, who fail to understand the course material, and who fail to complete the required work, deserve a bad grade. In this paper, I raise a challenge to this conventional view about grades. In particular, I challenge the idea that grades-understood appropriately-can be objects of desert for class performance. In other words, grades are simply not the kind of thing that can be deserved. The argument is roughly as follows. In general, when some property or quality of ours is measured, where that property or quality is something that makes us deserving of something, the measurement, itself, is not the thing that is or could be deserved. Grades, however, are a measure of student performance, where performance is meant to be the basis on which students deserve their grades. Since they are mere measures of performance, grades are not and could not be deserved on the basis of performance, and so are not possible objects of desert. Rather, they serve as evidence of the desert basis (academic performance, e.g.) that grounds a student's being deserving of other objects (praise or recognition, e.g.). In short, grades, at

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Section: Endnotesmentioning

confidence: 99%

Measurement and desert: Why grades cannot be deserved

Napoletano

2021

Thought: A Journal of Philosophy

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“…Esta forma de conceptualizar la educación superior como un bien económico ha sido cuestionada desde la vereda de la sociología de la educación superior, que ve en el "capitalismo académico" (Slaughter y Leslie, 1997), el "gerencialismo" (Deem y Brehony, 2005;Martin, 2011) y la mercantilización (Bok, 2003) distorsiones graves en la misión de servicio público de la educación superior (Readings, 1996). En efecto, se plantea que la libre búsqueda y trasmisión del saber no puede estar supeditada a las necesidades de la economía, si la universidad ha de cumplir su misión cultural de desarrollo del conocimiento y formación de nuevas generaciones (Amiram, 2003).…”

Section: Financiamiento Público a La Educación Superior Privada: Conceptos Centralesunclassified

Erario Público E Iniciativa Privada. El Origen Del Financiamiento Estatal a Las Universidades Particulares en Chile

2018

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“…6713, Section 4 which is the norms of conduct of public officials and employees that every public official and employee shall observe the following standards of personal conduct in the discharge and execution of official duties. Adams (2007) believes that education must be guided by an image of an educated man that is independent of particular vocations and professions, indeed independent of even the common requirements for the various vocations and professions. The impression that this gives is that the product of education and of the teaching process is a kind of prototype of what a good man is, regardless of what role this man will take in society.…”

Section: Introductionmentioning

confidence: 99%

Compliance with the Code of Conduct and Teaching Performance

Gernalin,

Bautista,

Maguate

2023

int.jour.sci.res.mana

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The main purpose of this study was to determine the compliance with the code of conduct and teaching performance of 347 public elementary teachers of 6th Congressional District of Negros Occidental using stratified random sampling. The descriptive research design was used. The modified survey questionnaire adapted from the study of Jongue (2010) and approved Individual Performance Commitment and Review Form (IPCRF) for S.Y. 2015-2016 was utilized to get the needed data. The data collected was analyzed using frequency and percentages, mode and Pearson-r correlation coefficient. Moreover, Focus Group Discussion (FGD) with 10 participants was utilized to enrich and supplement the results of the study. Results revealed that in terms of profile, majority of the participants were female, ages 31-40 and 11-20 years in length of service. For the teaching position, majority of the participants were Teacher 1 and Bachelor degree holders. For school location, majority of the participants were in the municipality. Furthermore, findings showed that the extent of the compliance with the code of conduct of the participants was “Always” and their overall teaching performance was very satisfactory. The study found significant differences in the variables and grouped according to the code of conduct. Finally, there were significant relationships found in various components of code of conduct and teaching performance. Recommendations on the findings for the capacity build-up of the participants in complying the code of conduct and teaching performance were given. Lastly, a Teachers Development Program (TDP) was proposed.

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Ethics and the Aims of American Higher Education

Cited by 4 publications

References 8 publications

Measurement and desert: Why grades cannot be deserved

Measurement and desert: Why grades cannot be deserved

Erario Público E Iniciativa Privada. El Origen Del Financiamiento Estatal a Las Universidades Particulares en Chile

Compliance with the Code of Conduct and Teaching Performance

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