Emotional Responsibility and Teaching Ethics: Student Empowerment

Autor/in	Kretz, Lisa
Titel	Emotional Responsibility and Teaching Ethics: Student Empowerment
Quelle	In: Ethics and Education, 9 (2014) 3, S.340-355 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-9642
DOI	10.1080/17449642.2014.951555
Schlagwörter	Teaching Methods; Ethics; Role; Emotional Response; Educational Philosophy; Student Empowerment; Ethical Instruction; Citizen Participation; Moral Values; Instructional Effectiveness; Empathy; College Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ethik; Rollen; Emotionales Verhalten; Bildungsphilosophie; Erziehungsphilosophie; Studienberechtigung; Ethics instruction; Teaching of ethics; Ethikunterricht; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Moral value; Ethischer Wert; Unterrichtserfolg; Empathie; Collegestudent
Abstract	"This class is so [insert expletive] depressing." I overheard a student communicating this to a friend upon exiting one of my ethics courses and I wondered how my classes could generate a sense of empowerment rather than depression, a sense of hope rather than despair. Drawing from David Hume's and Martin Hoffman's work on the psychology of empathy and sympathy, I contend that dominant Western philosophical pedagogy is inadequate for facilitating morally empowered students. Moreover, I stipulate that an adequate analysis of the role emotion should play in pedagogy requires tending to the politics of emotional expression and how oppression functions. I argue that ethical educators have a moral responsibility to facilitate not only critical moral thinking but critical moral agency. Part of ethical education should involve the provision of tools for effective citizen engagement, and reasoning alone is insufficient for this goal. The role of emotion in ethical decision-making and action remains devalued and under-analyzed. Approaches that fail to adequately recognize the role of emotion in ethical education are to the detriment of effective ethical pedagogy. I recommend a number of methods for remedying this omission so as to provide tools for moral action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10