An Empirical Moral Philosophy Perspective on Classroom Discussions of Controversial Issues

Autor/in	Saetra, Emil
Titel	An Empirical Moral Philosophy Perspective on Classroom Discussions of Controversial Issues
Quelle	In: Educational Theory, 72 (2022) 5, S.641-662 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12548
Schlagwörter	Ethical Instruction; Educational Philosophy; Discussion; Controversial Issues (Course Content); Teaching Experience; Student Experience; High School Students; High School Teachers; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Ethics instruction; Teaching of ethics; Ethikunterricht; Bildungsphilosophie; Erziehungsphilosophie; Diskussion; Controversial issues; Kontroverse; Studienerfahrung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Ausland; Norwegen
Abstract	In this article, Emil Saetra examines how teachers and students construct and experience aims and goods in classroom discussions of controversial issues. This study is situated within the emerging tradition of empirical ethics, and the research strategy comprised two main steps. First, Saetra used interview data to analyze, via the experiences of teachers and students, the following two empirical questions: (1) What goods normatively constitute educative discussions of controversial issues? (2) How are these goods constructed in time and space? Second, in the concluding discussion, Saetra makes explicit some normative implications of the empirical findings and discusses theses in relation to previous research. In brief, what emerges from the conjoined experiences of teachers and students is the notion that practice comprises multiple aims and drives. Moreover, because aims and drives are multiple, decisions regarding priorities will sometimes have to be made, and teachers may be subject to conflicting expectations. This means that practitioners must be able to make reflective judgments about what comprises acceptable ends, what projects should be undertaken to achieve those ends, and what actions ought to be performed as part of those projects. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01