From prejudice to reasonable judgement: integrating (moral) value discussions in university courses

Aalberts, Joyce; Koster, E.; Boschhuizen, R.

doi:10.1080/03057240.2012.677600

Cited by 12 publications

(13 citation statements)

References 12 publications

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“…In the previous section, we have concluded that science is not value free. However, students often automatically start reasoning from a value-free point of view (Aalberts, Koster and Boschhuizen 2012;Koster and Boschhuizen 2018;Fisher and Moody 2002;King and Kitchener 2004). Usually students suppose that science is about the facts and only about the facts.…”

Section: Calls It?mentioning

confidence: 99%

“…The course shows the complex relation between science and values in the scientific discipline of the students, but usually none of this is seen by them to apply directly to the role of values and convictions regarding their own scientific practices. Due to the way textbooks teach them to think about science, they still think of themselves as value-free agents of science (Aalberts, Koster and Boschhuizen 2012). During their studies, however, students become themselves more and more involved in the process of scientific research, and this process is thus (possibly unnoticed) influenced by epistemic and perhaps even non-epistemic values.…”

Section: Values: From Awareness To Self-awarenessmentioning

confidence: 99%

“…But if it is successful, then one of the main goals of the courseawareness of the relation between science and valuesis reached. Elsewhere one of us and two colleagues from VU University Amsterdam have shown that this approach is actually quite successful (Aalberts, Koster and Boschhuizen 2012). 10 In the retrospective assignment (phase D), students look back on their choices and arguments.…”

Section: Dolm In the Life Sciencesmentioning

confidence: 99%

“…After each phase, students record their experiences in a report. The report after phase D gives a summary of the learning process (Aalberts, Koster and Boschhuizen 2012).…”

Section: Introduction Of Dolmmentioning

confidence: 99%

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Science and Values in Undergraduate Education

Koster

Regt

2019

Sci & Educ

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While a conception of science as value free has been dominant since Max Weber defended it in the nineteenth century, recent years have witnessed an emerging consensus that science is notand cannot becompletely free of values. Which values may legitimately influence science, and in which ways, is currently a topic of heated debate in philosophy of science. These discussions have immediate relevance for science teaching: if the value-free ideal of science is misguided, science students should abandon it too and learn to reflect on the relation between science and valuesonly then can they become responsible academics and citizens. Since science students will plausibly become scientists, scientific practitioners, or academic professionals, and their values will influence their future professional activities, it is essential that they are aware of these values and are able to critically reflect upon their role. In this paper, we investigate ways in which reflection on science and values can be incorporated in undergraduate science education. In particular, we discuss how recent philosophical insights about science and values can be used in courses for students in the life sciences, and we present a specific learning modelthe so-called the Dilemma-Oriented Learning Model (DOLM)that allows students to articulate their own values and to reflect upon them.

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Section: Calls It?mentioning

confidence: 99%

Section: Values: From Awareness To Self-awarenessmentioning

confidence: 99%

Section: Dolm In the Life Sciencesmentioning

confidence: 99%

“…After each phase, students record their experiences in a report. The report after phase D gives a summary of the learning process (Aalberts, Koster and Boschhuizen 2012).…”

Section: Introduction Of Dolmmentioning

confidence: 99%

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Science and Values in Undergraduate Education

Koster

Regt

2019

Sci & Educ

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“…Using strategies such as dilemma orientated discussion groups (Aalberts, Koster and Boschhuizen, 2012), problem or inquiry based learning (Clouston and Whitcombe 2005) and appreciative inquiry (Roberts and Machon 2015) to encourage awareness and ethical decision-making (Cranton 2006;Mezirow 2003) can all aid to achieve an understanding of a principled and ethically constructed service. However, research in practice settings, an integral part of all professionally related health and social care programmes, has found that students, even at this nascent level of development, can become acculturated to the embedded cultures of speed, pressure and discharge before care and compassion (Maben, Latter and Clark 2007;Reiss 2010).…”

Section: The Principlesmentioning

confidence: 99%

Transforming learning: teaching compassion and caring values in higher education

Clouston

2017

Journal of Further and Higher Education

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As a result of reported failings in the care of people in the health and social care sector in the UK, HE providers who produce professionals to work in these areas being challenged to address caring values in the student body. As values are subjective and affective, this requires the learning environment to not only promote critical thinking and the development of professional competencies, but to facilitate personal growth and change within students at cognitive, emotional and spiritual levels. As the latter dimensions are frequently ignored in education, this is very challenging: it requires a curriculum that supports students to understand, reflect on and, if necessary, restructure their own caring values in order to develop a transcendent lens i.e. the ability to put others before their own self interests and that of the organisation in which they work. It also requires students to develop the skills to challenge others in situations were caring values are not achieved or sustained. This can only be accomplished as a coproduced phenomenon, as it requires students who are prepared to engage in the process and educators, in both HE and practice settings, who are able and willing to role model appropriate skills and facilitate a learning relationship in which students can grow. However, if the true wisdom of caring values is to be realised in everyday practice, then this kind of transformational learning has to be supported at wider structural levels, and this just may be its achilles heel.

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Philosophy and HPS in Teacher Education

Matthews

2021

History, Philosophy and Science Teaching: A Personal Story

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From prejudice to reasonable judgement: integrating (moral) value discussions in university courses

Cited by 12 publications

References 12 publications

Science and Values in Undergraduate Education

Science and Values in Undergraduate Education

Transforming learning: teaching compassion and caring values in higher education

Philosophy and HPS in Teacher Education

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