Examining the Effects of Instructor Advocacy or Neutrality on Students' Moral Development

Autor/inn/en	Bock, Tonia; Giebel, Heidi
Titel	Examining the Effects of Instructor Advocacy or Neutrality on Students' Moral Development
Quelle	In: Journal of Character Education, 17 (2021) 1, S.37-58 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-1223
Schlagwörter	Advocacy; Moral Values; Moral Development; Ethics; Educational Philosophy; Teacher Student Relationship; Comparative Analysis; Student Attitudes; Preferences; Teacher Characteristics; Introductory Courses; Catholics; Religious Colleges; College Faculty; Undergraduate Students; Decision Making; Behavior Patterns; Self Evaluation (Individuals); Self Concept; Personality Traits + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; Moral value; Ethischer Wert; Moralische Entwicklung; Ethik; Bildungsphilosophie; Erziehungsphilosophie; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Einführungskurs; Katholik; Fakultät; Decision-making; Entscheidungsfindung; Selbstkonzept; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal
Abstract	Although whether a teacher of philosophical ethics should explicitly endorse any theory or position has been a topic of decades-long debate, there is little empirical analysis of the effects of instructor advocacy or neutrality on students' moral development. Our study represents a step toward closing that gap. Using a quasi-experimental design, we found several pretest-posttest differences between students whose instructor strongly advocated a theory/position and those whose instructor was more neutral. Compared to students of neutral instructors, advocates' students showed a more pronounced decrease in preference for less-defensible ethical theories. Additionally, students of advocates reported an increase in several virtuous qualities, while students of neutral instructors reported a decrease. Finally, students of neutral instructors--but not students of advocates--reported a decrease in their ethically good behaviors. The results will be discussed in light of relevant literature regarding pedagogical college-level ethics instruction as well as broader approaches to moral education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01