Philosophy of education in a new key: Exploring new ways of teaching and doing ethics in education in the 21st century

Abstract

Within the rough ground that is the field of education there is a complex web of ethical obligations: to prepare our students for their future work; to be ethical as educators in our conduct and teaching; to the ethical principles embedded in the contexts in which we work; and given the Southern context of this work, the ethical obligations we have to this land and its First Peoples. We put out a call to colleagues whose work has been concerned with the pedagogies of professional ethics, the ethical burdens of institutional injustice, and the application of ethical theory to education's applied fields. In the responses we received it can be seen that ethical concerns in education are broad ranging, covering terrain varying from the preparation of preservice teachers, ethics in higher education, early childhood and care, educational leadership, relational and communicative ethics. Perhaps it could also be argued that this paper demonstrates Gibbon's observation that 'Assumptions about the particularity of this time as new and ripe with opportunity to make a difference through philosophy of education are not new and there's much tolearnfrom the persistence of wanting to imagine that they are ' (in Peters et al., 2020, p. 17). However, while the field of ethics is perennially con-cerned with human relations and pedagogical interventions to improve these, the responses collected here show that educational ethics is far from static. Educational ethics is a field that continues to develop in response to changing contexts.

The study of personal factors of adolescents affecting their attitudes towards the success and failure of the other

“…The key factors in professional self-determination are the abilities of students that ensure a high level of achievement in a particular field of activity and awareness of the level of their development; the level of career aspirations and the degree of its adequacy; awareness of the job, working conditions, social relevance and prestige, career opportunities, the required level of education, important professional qualities; dispositions reflecting motives, selectivity of students' interests; the opinion of peers, a reference group of peers, the nature of friendly relations [10], [27]- [29].…”

“…A constructive attitude towards someone else's success can become the basis for personal growth, choice of career path, and stimulate professional achievements. Important factors in professional self-determination include the ability of students to ensure a high level of achievement in a particular field of activity, social relevance and prestige, career opportunities, the required level of education, professionally important qualities [10]. Thus, the issue of the attitude to the success and failure of the other is an important psychological and pedagogical problem acquiring special significance in the context of person-to-person professions.…”

Hybrid Arabic Learning Based on Constructivism Theory for Higher Education

“…The hybrid pattern has brought students to another dimension beyond the most important elements of education, namely, character building. The hybrid model causes lecturers to lose the opportunity to convey values and character to students [56]; therefore, students must be ready to equip themselves to become fully human with a character if the moment of character planting is not obtained through hybrid learning, in' line with the projections of 21st-century education and its success is measured by the extent to which these students understand ethics and practice it [57].…”

Islamic Boarding School at University: A Strong Pathway for Integrating Religion and Science

“…with God as the only source of reference and paradigm to direct their thoughts and actions to always remember Allah (Hasan, 2009) . In addition to the foundation of the university's integration development program with Ma'had al-Jamiah, it emphasizes the aspect of character education (Islamic moral) (Maimunah & Haque, 2021), in accordance with the projection of 21st-century education, the fundamental component of education focuses on aspects of character education (Islamic moral), which prioritizes the quality of actions, and human behavior (Buchanan et al, 2021). In addition, because of the diversity of student backgrounds, an integrated education is the best provision for them at the beginning of entering the campus world.…”