Morality and science teaching: expanding the idea of giving zakah

Bunyamin, Muhammad Abd Hadi

doi:10.1007/s11422-019-09917-y

Cited by 6 publications

(4 citation statements)

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“…Let us assume, for the sake of argument, that scientific integrity and research integrity are synonymous, at least in practice, and based as much on science as on morality . There remains another major theoretical and practical issue that is even more important: morality, like science, can change significantly over time and may differ between places, mostly due to societies, people, times and/or environment [ 7 ]. Even in Western societies, different countries, such as the United States and France, for example, have different views of the roles of public and private funding, with very different relationships between the state and markets.…”

Section: Theory Versus Practicementioning

confidence: 99%

Good practice in medicine and biology: scientific integrity needs global bioethics

2023

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We consider scientific integrity to constitute a new theory of morality of science, in a very specific deontological sense. Indeed, at least in practice, scientific integrity extends beyond scientific concerns, seeking to develop specific moral duties and/or procedures based on general moral values and/or standards, leading to common moral frameworks for usual scientific practices. This is, of course, necessary. Contemporary history has shown us only too well that usual scientific practices need common moral frameworks, especially in medicine and biology. However, like scientific practices, and medical and biological practices in particular, the persistence of certain moral values and/or standards and the priority attributed to them, can change significantly, due to changes in society, people, the times and/or environments, and they may be under strong tension. We therefore believe that a new theory of ethics of science, in a very specific teleological sense, may be required in this case, particularly in medicine and biology, in addition to scientific integrity. This ethical theory, through research, professionals and structures in ethics of science also called medical ethics, research ethics or bioethics in the fields of medicine and biology, should seek to identify and find specific ethical solutions to these tensions, applicable at a particular place and time, based on common ethical purposes and/or consequences. As a result, these specific ethical solutions may, or may not, lead to an evolution of common moral frameworks, which may, or may not, be developed on the basis of scientific integrity. In the fields of medicine and biology, this ethical theory is closely related to another theory, global bioethics, but with a number of new conceptual and methodological developments.

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Section: Theory Versus Practicementioning

confidence: 99%

Good practice in medicine and biology: scientific integrity needs global bioethics

2023

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“…The injustices are so great that this point can be overlooked. Also, different cultures can have different emphases with regard to democracy (Bunyamin 2019). How in the education system such complexities can be tackled we do not know, but they need to be made explicit in order to put them on the agenda for change.…”

Section: Students' Social and Emotional Development Within Group Work In Science Lessonsmentioning

confidence: 99%

Science education against the rise of fascist and authoritarian movements: towards the development of a pedagogy for democracy

Galamba

Matthews

2021

Cult Stud of Sci Educ

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In the twenty-first century, the rise and support of fascism-related views threaten freedom of speech, freedom of sexual orientation, religious tolerance and progressive agendas that advocate equity. We argue that mainstream science education generally does not, but should, educate students against fascism-related views—such as racism, sexism, homophobia and religious intolerance—with a view to strengthening mutual respect and the common good. We argue some science teaching practices are found to be suitable to fascism-like ideologies (e.g. race in genetics teaching), and that the use of the concept of ‘scientific literacy’ has focused on neoliberal possessive individualism. As a consequence, mainstream science education overlooks the development of sympathy, altruism and interpersonal skills. We also discuss the activity of science education in authoritarian, undemocratic regimes in history, showing that fascist regimes have long used ‘apolitical’ scientists’ achievements to establish and expand regimes’ intolerant and violent ideologies. We use that historical relationship to argue fascism is science education’s business. Given the fear that current political discourses in many countries are again swinging towards fascism, we outline potential pathways for science education which focus on the social and emotional development of students. We argue that to develop a pedagogy for democracy, that attends to equity and social justice, it is imperative it enables pupils to develop at a psychological level with diverse others, including through their own agency. This pedagogy builds on critical pedagogies.

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“…Schools might be well knowing that not all students were able to join because not all of them might have the devices (Johnson, Veletsianos, & Seaman, 2020) such as tablets or laptops. Making students compulsory to join online classes, thus, was deemed impractical and even less ethical from the justice point of view (Bunyamin, 2019), especially for students from poor families. Not all students are able to learn at home (Sudarmo, Nugraha, Mardhiah, Liow, & Aslan, 2021).…”

Section: Students' Attitude Toward Online Learningmentioning

confidence: 99%

The Pre-service Teachers’ Internship Program during the Pandemic: Prospects for a New Landscape of Teacher Education

Bunyamin¹

2021

revistageintec

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COVID-19 pandemic has made education goes online including teacher education programs. For the first time, pre-service teachers needed to teach online to school students when they were going through a teaching internship program. This study aimed to determine issues and challenges faced by pre-service teachers when teaching online during the internship program. The main theory used as the framework was the behaviorist perspective on education. A number of 71 pre-service teachers had filled in online surveys that included reflections of teaching for each online teaching session conducted. The reflections were used as the data source. Data were analyzed using a qualitative analysis method, namely coding strategies. Themes were generated and discussed. This study found three primary challenges faced by the pre-service teachers: (1) internet accessibility among school students, (2) students' interest and attitude toward online learning, and (3) knowledge and skills of conducting online teaching and learning including assessment of student learning. Implications for teacher education programs are discussed and recommendations are made to inform teacher educators and other relevant parties such as governments and philanthropies about ways to improve practice of online teaching of pre-service teachers.

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Morality and science teaching: expanding the idea of giving zakah

Cited by 6 publications

References 0 publications

Good practice in medicine and biology: scientific integrity needs global bioethics

Good practice in medicine and biology: scientific integrity needs global bioethics

Science education against the rise of fascist and authoritarian movements: towards the development of a pedagogy for democracy

The Pre-service Teachers’ Internship Program during the Pandemic: Prospects for a New Landscape of Teacher Education

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