Ethics and the persuasive enterprise of teaching psychology.

Friedrich, James; Douglass, David

doi:10.1037/0003-066x.53.5.549

Cited by 19 publications

(11 citation statements)

References 39 publications

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“…Teaching is an inherently persuasive activity (see Friedrich and Douglass, 1998), and teachers must introduce balanced perspectives (particularly about controversial areas), openly identify their own biases, model the processes by which scholars evaluate competing ideas, and encourage students to seek independent conclusions. These requirements to avoid bias present more significant challenges to instructors of ideologically challenging courses or classes that encompass such topics as religion, human sexual relations, and the history of race relations in the United States (see, for example, AHA, 2007a; Hester and Paloutzian, 2006;Finken, 2006).…”

Section: Competent Teachingmentioning

confidence: 99%

Learning from the codes of the academic disciplines

Woody

2008

New Drctns Hghr Edu

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Ethical questions have long been the impetus for philosophical inquiry around the world. University teachers must wrestle with the challenging goal of incorporating millennia of ethics research from many cultures into the demanding environment of a college or university classroom. When ethical questions arise in the classroom, during advising or in other academic settings, university and college instructors may appeal to the ethical codes within their own discipline for guidance. The materials that follow briefly review teachingrelated sections of the professional codes of conduct from five disparate fields of scholarship (history, physics, engineering, nursing, and psychology) and seek common themes that can guide university and college instructors in general approaches to ethical dilemmas as well as specific situations. Across fields, ethical teaching reaches beyond classrooms; ethical teachers reinforce these ideas by modeling appropriate behavior, and ethical teachers seek to extend ethical behaviors beyond their students and into society at large. The article closes with appeals for explicit graduate education in ethics and for instructors to recognize the larger ethical context in which they teach.Discipline-specific ethics codes vary widely, and each code seeks to guide those involved in the variety of activities subsumed within the discipline. The disciplines chosen for this article reflect a range of theoretical scholarship, basic science, applied science, and physical and mental health care. Despite this extensive breadth of topical areas, the selected ethics codes share common ground, and each addresses appropriate education and training within a discipline. The materials briefly address differences in the approaches of the chosen ethics codes and then more thoroughly explore similarities, particularly those that translate into tangible classroom behaviors for university and college teachers. 39 4

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Section: Competent Teachingmentioning

confidence: 99%

Learning from the codes of the academic disciplines

Woody

2008

New Drctns Hghr Edu

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“…Ethical considerations for teaching, research, and practice have become central issues in psychological discourses (see, e.g., Friedrich & Douglass, 1998;Pope & Vetter, 1992). Nevertheless, several postmodern psychologists have challenged mainstream psychology's lack of reflection on morality, not as an object of study, but as a reflexive principle in psychological theory and practice.…”

Section: Ethicsmentioning

confidence: 99%

The Critique of Psychology

2005

Library of the History of Psychology Theories

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“…At the same time, in many ways teaching is a "process of persuasion" where instructors are in the unique socially sanctioned and desired role of systematically influencing the belief systems of students. 25 A decision-rule for ethical conduct must balance professors' rights and pedagogical obligation to share with student's their scholarly judgment and expertise with the students' rights to receive an objective evaluation of where a professor's views fit within the larger discipline.…”

Section: Design Description and Conduct Of Academic Programs And Comentioning

confidence: 99%