Case Method Strategies for Teaching Sexual Ethics to Relativists and Skeptics

Autor/in	Vacek, Edward
Titel	Case Method Strategies for Teaching Sexual Ethics to Relativists and Skeptics
Quelle	In: Teaching Theology & Religion, 20 (2017) 2, S.126-136 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-4868
DOI	10.1111/teth.12375
Schlagwörter	Undergraduate Students; Case Method (Teaching Technique); Sex Education; Ethical Instruction; Value Judgment; Questioning Techniques; Teaching Methods; Empathy; Moral Values; Moral Issues; Case Studies + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Ethics instruction; Teaching of ethics; Ethikunterricht; Werturteil; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Empathie; Moral value; Ethischer Wert; Moraltheorie; Case study; Fallstudie; Case Study
Abstract	Many undergraduates are culturally shaped to avoid making ethical judgments. They spontaneously adopt relativist and skeptical strategies such as "It all depends," or "Whose morality?" or "Who's to say?" as ways of fending off the challenge of making moral decisions. The current tsunami that is washing away traditional sexual norms is both a result and a cause of this cultural shift. Case studies can mitigate this decline and help students to grow in both confidence and ability to make good ethical judgments. The case method, used with a Socratic pedagogy, engages imagination and counters the deficits in empathy found in many contemporary students. It moves students toward understanding morality itself. Against skepticism, it assists students in exercising practical reason, culminating in decision. Five cases invite students to overcome extreme relativism, to look for and evaluate relevant differences, and to enter into ethical discussion with other students on the sexual issues they face in their college years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01