Varieties of Conceptions of Ethical Competence and the Search for Strategies for Assessment in Ethics Education: A Critical Analysis

Franck, Olof

doi:10.1007/978-3-319-50770-5_2

Cited by 6 publications

(7 citation statements)

References 19 publications

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“…Osbeck discusses ethical insight and existential understanding as sub-competences of a more general ethical competence, as well as analytical, argumentative and normative sub-competences, and argues that the RE syllabus, national tests and assessment instructions are silent in relation to competences like ethical insight and existential understanding. In a second follow-up study to Osbeck et al (2015), Franck (2017) develops another scheme of sub-competences based on different material and analyses. Franck describes five sub-competences: reflective, conceptual, normative, analytical and action sub-competences.…”

Section: Assessment Of Ethics Education and Ethical Competencesmentioning

confidence: 99%

“…The three studies above exemplify different approaches to a discussion of ethical competence by approaching it as a totality (Sporre, 2017) or by discussing it in terms of sub-competences (Franck, 2017;Osbeck, 2017). Larsson (2017) demonstrates another approach by arguing for critical thinking as the ethical competence to be tested in his discussion of what ought to be the focal point of national tests.…”

Section: Assessment Of Ethics Education and Ethical Competencesmentioning

confidence: 99%

“…Even though this could be important in a discussion of forgiveness, it was not accredited in the assessment instructions, which focus on the argumentative competence. Franck (2017) argues that preparation for responsible agency, a capacity to act, is crucial in ethics education. In the test, such dimensions can be said to have been present in tasks where students have been asked to comment on or suggest alternative actions; however, it must be acknowledged that a capacity to act, or even willingness to do so, is not easy to evaluate through a test.…”

Section: Research Questions (A) and (B)mentioning

confidence: 99%

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Assessing ethics education through national tests—an advantage or not?

Sporre

2018

Journal of Curriculum Studies

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The purpose of this study is to describe, critically analyse and discuss the Swedish system of assessing ethics education in compulsory school through national tests. The publicly available tests from 2013 for grades six and nine have been studied as have the assessment instructions for teachers. Staff responsible for the test construction have been interviewed. The aims, core content and knowledge requirements of the curriculum were also studied. The concept 'ethical competence' was used as an analytical tool in the qualitative content analyses. Through the design of this study, the actual test, its process of construction and the curriculum were examined. The results suggest that ethics education, given (a) the curricular construction of what ability to assess, (b) complexities of test construction in ethics and (c) possible teach-to-the-test effects, runs the risk of being limited to an argumentative, conceptual competence, with ethics education being emptied of crucial content. However, being included in national testing can strengthen the position of a school subject. Is it then an advantage for ethics education to be tested in this way? The critical problems the study raises make the author conclude it to be a disadvantage for ethics education to be tested through national tests.

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Section: Assessment Of Ethics Education and Ethical Competencesmentioning

confidence: 99%

Section: Assessment Of Ethics Education and Ethical Competencesmentioning

confidence: 99%

Section: Research Questions (A) and (B)mentioning

confidence: 99%

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Assessing ethics education through national tests—an advantage or not?

Sporre

2018

Journal of Curriculum Studies

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“…As several authors have pointed out, the image of the purpose of religious knowledge may have been more clearly expressed than it was in Lpo 94, but at the same time, the new description of this purpose was more or less liberated from an emphasis on an ability to reflect on and talk about religion in personal terms and to develop one's own position (Björlin 2011;Selander 2011). The same applied to the knowledge requirements, which had a clear focus on analytical and conceptual abilities (Franck 2017;Osbeck 2017). 5 In sum, this supports an interpretation according to which RE in Lgr11 may be characterised as expressing a proclamative curriculum code.…”

Section: Proclamation and Dialoguementioning

confidence: 62%

Funded Research in Relation to Curriculum Development—Tendencies in Religious Education in Sweden 2001–2019

Osbeck

Franck

2020

Religions

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In 2001, the Swedish Research Council (VR) set up a new section to expand educational research. The section has now existed for almost 20 years without receiving much attention within research. During the same period, the demands on teachers to base their teaching on research have increased, e.g., through the revised Education Act, which can be understood as presupposing available relevant research and a research-based curriculum. In this article, the focus of funded research projects relevant to religious education (RE) during these years is explored. The resulting patterns are discussed against the background of published RE research and put in relation to a study of curriculum changes in Sweden during the same period. The overall aim of this paper is to discuss the relationship between RE research and RE curricula in Sweden. The study is conducted through content analyses of project applications and reports to VR, and of curricula. The research interest of the projects concerning ‘religion’ and ‘ethics’ are presented, and their possible contribution to curriculum development is also outlined. The absence of obvious research influence on current curriculum development suggests further research on this topic is required, since the legitimacy of the curriculum can be understood to be dependent on its being based on research.

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“…Ethical competence with its critical approach, including analytical and normative dimensions, is in this thesis suggested to be recognized as a foundational part of ESD competence. A critical analysis of the concept of ethical competence was performed by Franck (2017), applying a philosophical perspective. Using Ben Kotzee's distinction between action-guidingness and world-guidedness (2011), ethics is related to the former and morals to the latter.…”

Section: Integrated Problem-solving Competencymentioning

confidence: 99%

Philosophizing with Transdisciplinarity, Relational Knowledge and Ethics in Education for Sustainable Development

Grice

2017

Ethical Literacies and Education for Sustainable Development

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Education for sustainable development (ESD) raises critical questionsregarding what knowledge should be taught and what the learning outcomes should be. The aim of this thesis is to explore epistemological, ethical, and critical dimensions of ESD. There are two empirical sites. One is a transdisciplinary educational project with upper-secondary Swedish students (n=208) from 16 different schools; the other involves teachers (n=158) at a large Swedish upper-secondary school implementing ESD.The research design is emergent, combining empirical and theoretical studies. A questionnaire instrument to explore students' epistemic beliefs (personal theories of knowledge and knowing) was constructed. Exploratory factor analysis identified five dimensions: transdisciplinary, certain, quick, collaborative, and simple knowledge. These showed predictive power in a multiple regression analysis. Another instrument was constructed to examine teachers' ESD competences. Four dimensions were identified.Wicked sustainability challenges require the individual, education, and society to adopt new ways of thinking, learning, and acting. Calls for transformation, supported by supranational organizations, have contributed to an increased focus globally on competence-oriented knowledge in the curriculum. Ethical competence, action readiness, and normative competence are nested concepts explored theoretically in this thesis. Philosophizing with is a central method, which invites epistemology as a voice into the analysis. Transdisciplinary and pluralistic ESD allow for ethical issues to surface in the classroom. It is theorized that an ESD teacher needs to be both morally Preface When I first began to work as a teacher in upper-secondary school, there were five lecturers, holding doctorate degrees, in physics, mathematics, technology, Swedish and English, at my school. I was inspired by them and started as a "shadow" PhD-student in English literature without funding. For a few years I tried to combine full-time teaching with research studies, but in the end I had to choose. Many years later, falling back on a long teaching experience of English and Swedish, an opportunity of funding from a governmental grant (Kammarkollegiet) emerged, and I was able to accept a position as a PhDstudent at the Centre for Educational Sciences and Teacher Education [CUL, Centrum för utbildningsvetenskap och lärarforskning] in Gothenburg. I got a licentiate degree in pedagogical work in 2014, and now, this second leg of research studies, towards a doctorate degree, the municipality of Uddevalla has kindly made it possible for me to study half-time, teaching half-time. Special thanks to my headmaster Tomas Ländström for being instrumental in making this professional development possible, and thanks to Stefan Einarsson, head of Uddevalla gymnasieskola, for investing in this knowledge project, endorsed by the local educational administration of Uddevalla municipality. Thank you! I wish to express deep gratitude to my two supervisors Professor Olof Franck and Associ...

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Varieties of Conceptions of Ethical Competence and the Search for Strategies for Assessment in Ethics Education: A Critical Analysis

Cited by 6 publications

References 19 publications

Assessing ethics education through national tests—an advantage or not?

Assessing ethics education through national tests—an advantage or not?

Funded Research in Relation to Curriculum Development—Tendencies in Religious Education in Sweden 2001–2019

Philosophizing with Transdisciplinarity, Relational Knowledge and Ethics in Education for Sustainable Development

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