DEONTOLOGY-ETHICS-AND-SOCIAL-RES...

useer544

Deontología: ética y responsabilidad social de la educación

1º Grado en Educación Infantil

Facultad de Ciencias Jurídicas y Sociales. Campus de Madrid -

Vicálvaro
Universidad Rey Juan Carlos

Reservados todos los derechos.

No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
 MODULE 1 (PART 1)
ETHICS
Philosophical discipline which treats moral subjects from the perspective of what is right, of duties and values, qualifying
conduct, acts, customs, character, and life in general as right or wrong, proper or incorrect, valuable or without moral
value

ETHICS NATURE

- First Nature: Feelings, temperament, impulses (angry, happy, etc)

- Second nature: The power to control ourselves. Habits acquired through education, that makes you a civilized
and moral person. Education had to teach children to acquired good habits by forming their character in the
sense of “second nature”. The acquired customs would form part of your identity and become natural for you.

ETHICS AS PHILOSOPHICAL AND PRACTICAL DISCIPLINE

- Ethics is not only about politeness

- There are decisions we take in life which are much more difficult than being polite or uneducated.
- A lot of decisions need relaxion.

Then, on which values do we base these decisions? Why are there values better than others, and how can I express these
values in practice?

- Ethics is more than a theoretical reflection on moral life, it is about the practice of these values.
- We are reasonable beings and use our rational capacities to live together in the best possible way for all of us.

THE ART OF LIFE

- Living for human beings is a kind of art, not an artificial one, is a part of the human nature.
- The art of life refers to the quality of life
- This art helps us in the choices of daily life and in our tasks as teachers.
- “As teachers, we want to give the new generation a good life, a life of quality”

OPINIONS AND FACTS

- A fact is registered, found, or discovered
- An opinion is an interpretation of signification

The difference between a human being and an animal is not about facts, but about signification. We have no absolute
sureness about the signification of something. The only way to make bearable our doubt about signification is to look for
confirmation in other people. Therefore, we have a need to share our interpretations with other people.

DEONTOLOGY
- Deontology is based on the idea that man as a social being is bound to duties.
- Deontology judges the morality of an action based on the adherence of that action to rules (Kant)
- The deontological code
- Deontology and professional ethics.

CONVENETIONS
- Real objectivity can only be reached in the hard sciences
- Ethics is about opinions
- Opinions on ethical questions cannot be true or false, but we can check then with the rest.
- Confirmation of our interpretations about moral signification through conventions is etiquette.
- Confirmation of our interpretations about moral signification through critical assessment is ethics.

Ethics is a philosophical discipline which has as a goal asking for the correctness of our opinion on the moral quality of
what we see and what we do and experiment.

a64b0469ff35958ef4ab887a898bd50bdfbbe91a-8662007

Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
 DOUBTS
- In a community we share out opinions. We are continuously in conservation to know where we agree and where
we disagree.
- Ethics is about doubts, the things we are not sure about. As Aristotle said: absolute sureness only exists for
animals and for gods
- “Ethics is something subversive, it undermines unanimity, which would turn a community in a herd of animals”.
- “Ethics creates problems and destroys the illusion of absolute truth, which leads to totalitarianism”

Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
- “Life is a discussion without an end, but this discussion helps us to reach mutual understanding”

SOCRATES AND THE BEGINNING OF ETHICS

According to Socrates the discussion in how we should life was threatened in two different ways:

- By people who pretend to possess the absolute truth and know the answers.
- By people who think that is does not make sense to discuss as the absolute truth does not exist (the Sophists).

FOUR ETHICAL STRATEGIES

- UTILITARIANISM: (Jeremy Benthman, John Stuart Mill) Which of the alternatives will generate the highest
benefits?
- CONTRACTUALISM: (John Locke, Thomas Hobbes) Which kind of rules we have to establish so as to be able to
live together?
- ETHICS OF DUTY: (Kant) Man as a rational being has to discover his duties in society and should search for
universal principles which are always applicable.
- VIRTUE ETHICS: (Aristotle) How can we use our faculties in an optimal way and become happy?

OCED (ORGANIZATION FOR ECONOMIC AND COOPERATION DEVELOPMENT) COLLEGE EDUCATED 25-34 YEARS OLD
Higher Education is not only to prepare students for the labor market; it is indeed to let them experience the life, decision
making, discover who they are. Higher ed. is to lead to a direction that is meaningful for them and for overall society.

MODULE 1 (PART 2)
KANT AND THE ORIGIN OF DEONTOLOGY
THE DISCIPLINE OF DEONTOLOGY

- Deontology is based on the idea that man as a social being is bound to duties.
- Deontology judges the morality of an action based on the adherence of that action to rules.
- It remains to ethics of duty
- This idea is based on the philosophy of Kant, who gave a new basis to ethics.
- Kant, in contrast to Aristotle did look for objectivity. This may be polemical now, but Kant did contribute to the
evolution of ethics.

KANT AND THE ENLIGHTENMENT

- During the Enlightenment the philosophers emphasized the rational nature of men.
- Men, by using reason, could understand the secrets of life in general, the principles of how a society should be
organized and become happy.
- The works of Aristotle were considered outdated.

KANT AND THE FOUNDATIONS OF ETHICS

- Kant wanted to base ethics on objectivity, on mathematical principles.
- He thought that ethics in his time had lost credibility. According to him ethics were not about true morality but
about superficial manners. It had very little to do with an honest reflection on how men should behave in society.
- He proposed a new methodology which he explained in his Groundwork of the metaphysics of morals (1785).

THE METHOD OF KANT

- Every man should examine his consciousness to be able to know his inner desires (his will) and judge them.
- Kant criticized Aristotle’s idea of prudence. A true moral person never depends on the objectives he establishes
for himself according to the circumstances. When a man or a woman takes in account the circumstances and

a64b0469ff35958ef4ab887a898bd50bdfbbe91a-8662007

si lees esto me debes un besito

Deontología: ética y respons...
Banco de apuntes de la
 looks for the best way to do the good, he or she also takes in account his or her own interest. That way it is never
possible to decide objectively over the moral good.
- According to Kant, the dominance of reason over the passions (emotions and impulses) cannot be the basis of
moral behavior. Aristotle was wrong in this sense.
- The secret of a moral person resides in his will. The will of a person decides how a person will use his or her
intelligence, in order to good or in order to do wrong.

Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
KANT AND THE UNIVERSAL MORAL LAWS
- A moral being acts out of duty: the duty to respect always, regardless of the circumstances, moral principles.
- Moral principles did not depend on the circumstances. They had to be universal and valid in every period, in
every place.
- As an exercise people should try to convert maxims of common sense in universal laws. May we steal or may
we lie in certain circumstances?
- According to Kant we may never do that. There are universal maxims which should be respected in all the
circumstances. Being moral does not have anything to do with living comfortably, not passing hunger, being
recognized by other people, having success in the world. These were subjective objects.
- Kant’s believed that the world was slowly progressing towards a true moral state: the kingdom of ends, where
everybody lives in harmony, and all share the same idea on what happiness means.

"It is not moral to lie because you may lose something. You should change your behavior in order to follow the universal
principles and being a moral person”

MODULE 1 (PART 3)
PROFESSIONAL ETHICS
WHAT IS A PROFESSION?

- A profession is defined by the occupational activity to which a professional is dedicated.

- This occupational activity is a specialized activity. A professional is an expert in a specialized filed.
- Professionals receive a specialized formation.
- Professionals receive payment for their activities.
- Professionals have a sense of belonging to a collective of persons with the same profession.

According to Max Weber, in the Middle Ages profession (Beruf) had a religious meaning. It was related to the monks who
dedicated their life to God.

Luther disconnected the word profession from the monastic world. Every man had to fulfil duties in their life in order to
please God, also people with “ordinary” professions.

Profession came to mean a divine calling to fulfil the duties of your job.

CALVINISM AND PROFESSIONAL ETHICS

Calvinists believed in predestination. God decided if you would be saved even before you were born. They searched for
a confirmation that they belonged to the chosen.

This was expressed in a disciplined life of hard working without pleasured. They thought that if you were able to life such
a life, this would mean that you would probably belong to the chosen. You were always disposed to do something extra,
something that is not strictly belong to your duties. This was the origin of professional ethics.

WEBER AND MODERN PROFESSIONAL ETHICS (MAX WEBER)

Weber distinguished two forms of modern professional ethics:

- Ethics of conviction: This referred to acting according to values, moral ideals, and principles (the Kantian ethics)
- Ethics of responsibility: This referred to the following technically correct procedures. It establishes a casual
relation between an act and its consequences.

a64b0469ff35958ef4ab887a898bd50bdfbbe91a-8662007

si lees esto me debes un besito

 Remember that if in the Ethics of Responsibility, we don´t act according to our values, ideals and principles, I guess you
can imagine the consequences. So, it´s better if we are ethical professionals applying both, our convictions and our
responsibilities in our actions.

ÉMILE DURKHEIM ON PROFESSIONAL ETHICS

Modern industrial society had a disappearance of professional norms and values as a consequence. People no longer felt
attached to a professional corporation. They lost their identity and sense of belonging to a professional group.

Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
TALCOTT PARSONS AND HIS CHARACTERIZATION OF PROFESSIONS
Parsons reflected on a professional ethics talking as an example the medical profession. A profession had 4
characteristics:

- Universalistic: You care for every sick person in society (not just persons of the society)
- Competence in specific tasks: A doctor had a specific formation and specific tasks
- Emotional neutral: You help your patients independent for emotional preference.
- The first objectives of doctors: to promote wellbeing of society

CRITIQUE TO PARSONS:

We shouldn´t only listen what professionals themselves say about their professions, they will say what is expected from
them. We should also take into account practice. Some say that medical ethics is some kind of a mask, behind which less
noble motives are hidden, like economic interest and social prestige.

TENSIONS/DILEMMAS IN THE WORLD OF PROFESSIONS

Corporations tend to establish privileges for their members. This is wrong if you part from the idea that a society should
be based on equality of rights and duties for all the citizens.

Traditional professions want to protect their interests against newcomers and try to expel them from the labor market.

Professionals who before exercised their job autonomously, often now depend on an institution and lost independence.

THE GENERAL CHARACTERIZATION THE PROFESSION APPLIED TO THAT OF THE TEACHER

- A teacher generally works within the context of an institution
- Teaching is considered to be vocational
- Teachers have a stable job and earn their livelihood with it
- Teachers do not tend to form corporations.

BASIC CHARACTERISTICS OF A GOOD PROFESSIONAL (AND A GOOD TEACHER)

1. Professionals have to be well informed about his job
2. They must be capable to take the necessary decisions (for example, to be just in the evaluation of schoolworks;
to know how to treat the pupils)
3. They need to express moral sentiments such as empathy and courage

1 and 2: technical competence; 2 and 3: being ethically upright

YOUR ETHICAL POSITION IN SOCIETY

Two ways to define your ethical position in society:

- Individually, by looking for the values which make you happy and are acceptable in society
- Look for the values which guarantee a socially just coexistence, the values which guarantee an open and just
society (respect, liberty, equality, solidarity, willingness to dialogue). This is especially important for teachers
who work within the context of a multicultural society

A PLURAL SOCIETY
The idea of ethics is to enrich our opinions, to discuss and dialogue with others in order to reach some level of objectivity
regarding the values which make sure that a society functions more or less in harmony.

Pluralism is the basis of our wish to communicate with each other, to hear our opinions, to enrich our ideas. Only can
exist within an open society, with a great variety of moral, political, religious, cultural and philosophical ideas.

a64b0469ff35958ef4ab887a898bd50bdfbbe91a-8662007

si lees esto me debes un besito

 THE PLACE OF A TEACHER IN SOCIETY
- Occupies a place in between the family and society.
- Occupies a role in the period between childhood and maturity of the pupils.
- Exercises his profession in between two generations

CONCLUSION
Professions are those occupational activities which

- Which give in an institutionalized form a specific service to society.

- Persons who dedicate themselves to their occupation in a regular and a stable way.
- Form with other professionals a collective.
- Become professionals after a large and specialized formation.

Being a professional should imply that you exercise out your profession with vocation (sense of responsibility), but
vocation is not the only motivation, also others such as status and economic rewards count.

MODULE 1 (PART 4)
RESPONSABILITY
DEFINITIONS:

- Being responsible for having done something

- Having the duty to do something or to prevent something in the future

FORMS OF RESPONSIBILITY (IMP!!!)

- Juridical responsibility: For example, parents are responsible for the damage done by their children.
- Legal responsibility: Ministers are responsible for the things taking place under their power, even if they were
not conscious when things went wrong.
- Moral responsibility: To be responsible for your own behavior, to ask questions regarding your own behavior.

CONDITIONS OF RESPONSIBILITY

- A person must be able to judge if his actions are responsible or not and be able to think about the consequences
of his actions.
- It must be possible to attribute these consequences to people. A person must be able to experience the
consequences of his or her own actions as events which he or she has caused.
- The person must be able to render an account of his deeds to the person who takes him to be responsible.

MORAL RESPONSIBILITY

A person can have the feeling of being responsible for something without the necessity of a second person who tells him
that he is so. This is the essence of moral responsibility:

- Your own conscience: being a responsive person.

- Responsiveness: A human being is responsive for reasonable arguments and can decide to act according to
them. An animal cannot. Morality emerges with the decision to act according to reasonable principles.

PRAISE AND BLAME

Acting out of a moral sense of responsibility means that your conduct is able to be valued with praise or with blame (it is
not just about following the rules or the law).

Acting according to the law can even be considered immoral (role of bank directives in the economic crisis).

a64b0469ff35958ef4ab887a898bd50bdfbbe91a-8662007

Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
 MODULE 2 (PART 1)
USEFULNESS OF ETHICS IN EDUCATION
OBJECTIVES OF EDUCATION
- Teachers mediate between the family and society.
- Teachers complete the education a child receives at home.
- Teachers make sure that pupils become critical, creative, and solidary persons.

Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
- Teachers make sure that they become good ethical professionals and that they will be committed to the greater
good.
- (This is to be done in a different way in each of the educational stages).

OBJECTIVES IN PRE-PRIMARY EDUCATION

- To stimulate the intellectual, physical and emotional development of the child.

- To increase control over their body.
- To increase communication skills (respect, solve conflicts)
- To acquire educational habits and costumes.
- Transmit universalistic values.
- To develop their artistic skills.
- Learn to write and read perfectly.

OBJECTIVES IN PRIMARY EDUCATION

- To learn the necessary attitudes for living in an open and plural society.
- To acquire basic instrumental knowledge (language, mathematics, ICT, etc.)
- Abilities and skills for personal development (working independently, responsibility, self-confidence, critical
sense, etc.)
- Must write and read.

OBJECTIVES IN SECONDARY EDUCATION

- Get deeper into subjects treated in primary education, emphasizing more the role of the pupils themselves
(learning taking initiatives, how to learn by themselves)
- Preparation for choosing an academic career or choosing a profession.
- Greater demand on strength, discipline, capacity to study and perseverance.

OBJECTIVES IN VOCATINAL TRAINING

- A high level of technical competence in a certain vocation.

- Knowledge of the sector of their future vocation
- Develop attitudes necessary for personal development (teamwork, coexistence, promotion of equality between
sexes, etc.)

OBJECTIVES IN UNIVERSITY EDUCATION

- Acquisition of specific knowledge necessary for their academic career.

- Develop a sense of belonging.
- Stimulation of the abilities, skills, attitudes and values.
- A broad knowledge, formation in humanities, to create experts with a future vision.

HABITS A TEACHER SHOULD AVOID

- Forgetting the duty of permanent education (regarding the contents of the subject and didactic formation).
- Not preparing the classes (too much improvisation).
- Establishing a too close a relation with your students (a relation between a student and that of a teacher cannot
be that of friendship)
- Punctuality.
- Not correcting adequately the exams.

a64b0469ff35958ef4ab887a898bd50bdfbbe91a-8662007

si lees esto me debes un besito

 - Practice ideological proselytize (taking advantage of your position of power and impose your philosophical,
religious or political ideas).

COMMITMENTS IN RELATION TO THE PROFESSION

Rules regarding the competence of a teacher:

- Teachers have to control the basic principles of the subjects they teach and to have an interest in the progress

Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
and the advances of the subjects they transmit to their students.
- They have to reflect on the teaching methods they use.

GOOD PRACTICES IS:

- Find out the previous knowledge of the pupils.
- Select the content to be able to adapt it to the level of the group.
- Take in account that contents are about:
o Knowledge, but also about:
o Skills (comprehensive reading, written and oral expression)
o Attitudes (appreciation for a work well done, respect towards persons and towards nature, sense of
justice, openness, and dialogue)
- Select the contents in a responsible way, taking in account that as a teacher you only have limited time to teach
and to evaluate the contents your pupils really learn.

REFLECTION ON DIDACTIC METHODS

The success of a teacher does not only depend on selecting well the contents. He/ she must also reflect on the didactic
methods.

- Teaching methods have to be congruent with our objectives of the formation of a solidary and critical person.
We should exclude the didactic procedures in which priority is given to competition over cooperation, to
individualism over solidarity, to success disregarding its cost over respect for the rules of the game, to passivity
over participation
- It is important to motivate the pupils, but motivating is not the same as entertaining. The time reserved for
education is a time for work.
- Do not overload pupils with material, your subject is not the only one.

RULES IN EDUCATIONAL RESEARCH

How should teachers reflect on their practice? How do they know if they apply the correct didactic methods? Taking in
account the reaction of the pupils, speaking with colleagues and by doing educational research.

ETHICS RULES REGARDING EDUCATIONAL RESEARCH

1. To be as objective as possible. Although complete objectivity is not possible, you have to be critical to carry out
your research, to preserve your independency as a researcher.
2. Respect towards pupils. Children are more sensible than adult people, and do not have the same capacity to
oversee situations adult people have.
3. Solidarity with other researchers and with society. Do not copy research from others, you will publish the
results, etc.

MODULE 2 (PART 2)
VIRTUES IN EDUCATION
HABITS: Quality that allows the practice of certain actions with easiness, perfection and satisfaction.

VALUES: Well known as the human nature´ s perfection

VIRTUES: It is a good habit incorporated to a person´s life, consciously and with freedom; Knowing what they are doing,
why they do it, because they want to act like that

- Intellectual virtues: are virtues of the mind, such as the ability to understand, reason and make sound
judgement. May be taught, like logic and mathematics by teachers.

a64b0469ff35958ef4ab887a898bd50bdfbbe91a-8662007

si lees esto me debes un besito

 - Moral virtues: Not innate, rather they are acquired through repetitions and practice, like learning music
instrument. It is through the practice and by doing that one becomes a type of person Over a period of time
virtues become second nature.

MODULE 2 (PART 3)
EDUCATION IN THE HUMANITIES
THE EDUCATIONAL CRISIS ACCORDING TO MARTA NUSSBAUM

Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
According to her, the humanities are in danger. The last educational laws make less free time for the education in the
humanities and dedicate more to practical knowledges. This is a tendency in the Western democratic societies.

Humanities transmit values which keep democracies alive, so the policy to give less space and time to the humanities
endangers also democracy.

She distinguishes two educational models: Education for Profit and the Human Development model (which is her choice)

THE EDUCATION FOR PROFIT MODEL

The argument of politicians who promote education for economic growth is that with economic growth democracy will
automatically prosper. However, this can be discussed (China until recently had a spectacular economic growth, but no
democracy).

Education for economic growth needs basic needs basic skills, literacy and numeracy. It also needs some people with
more advanced skills in computer science and technology. It barely dedicates attention to the humanities.

Is equal access to higher university education, terribly important?

THE HUMAN DEVELOPMENT MODEL

Arts and literature stimulate people to see the world in new ways, increase critical capacities and therefore are no reliable
servants of ideology.

The Human Development Model parts from the idea that all persons have a human dignity that must be respected by
laws and institutions.

The Human Development Model is committed to democracy, since having a voice in the policies that govern one’s life is
essential for a dignified life.

Education in the humanities and the arts is essential in the Human Development Model. It helps to increase empathy and
other capacities needed in a democratic society.

ABILITIES NEEDED FOR DEMOCRACY

- To think well about political issues affecting the nation. The ability to think critically, to debate, to reflect.
- To regard fellow citizens as people with equal rights, even though they may be different in race, gender, religion
or sexuality.
- To have concern for the lives of others.
- To judge political leaders critically, but with a realistic sense of the possibilities available to them.
- To see one’s own nation as a part of a complex world order, in which solutions require sophisticated and
intelligent deliberations, which often advance only very slowly.

THE ANTHROPOLOGICAL VIEW OF NUSSBAUM

However, we are not born with these qualities, we have to develop them. This is because of our particular nature and
because of the way we behave in certain situations.

A human being both has forces inside which give democracy strong support and forces which rebel against mutual respect
and reciprocity.

a64b0469ff35958ef4ab887a898bd50bdfbbe91a-8662007

si lees esto me debes un besito

 Human infants, when born, are in between a world in which all seems to turn around the satisfaction of their desires on
the one hand, and an awareness of their helplessness on the other hand.

Children at a very early age develop disgust at their own bodily waste products (urine and feces). These are signs of our
animal nature and of our helplessness, and they produce feelings of shame. Now what does the child do? Children
distance themselves from their own animal nature, by projecting the properties of animal nature on other children.

ANTHROPOLOGICAL VISION NUSSBAUM 2

Children are also capable of feeling gratitude and love towards other human beings. Love towards other persons who
support their needs. Children are increasingly able to see the world from the perspective of these other persons
(positional thinking).

These feelings of empathy are unstable, as children, because of their feelings of helplessness are also willing to control
the situation, to control other people

PERNICIOUS EFFECTS OF SITUATIONS

Empathy is also threatened because of certain situations:

People behave badly when they are not taken responsible personally.

People behave badly when nobody raises a critical voice. It is often difficult for a person to communicate his or her
perceptions and ideas when nobody else does.

People behave badly when human beings over whom they have power are dehumanized and de-individualized.

EDUCATION FOR A HEALTHY DEMOCRACY

So empathy is a quality that needs to be educated, both on an individual level as in certain situations. Therefore education
for democracy should have the following objectives:

- To develop the pupil’s capacity to see the world from the viewpoint of other people.
- To teach attitudes toward human weakness and helplessness that suggest that weakness is not shameful and
the need for others not unmanly. To teach children not to be ashamed of needing help, not to be ashamed of
incompleteness, but to see this as an opportunity for collaboration and reciprocity.
- To develop the capacity for genuine concern for others. Both for those who are near and for those who are
distant

EDUCATION FOR A HEALTHY DEMOCRACY 2

To undermine the tendency of people to see minorities with contempt, as lower, as contaminating.

To teach real and true things about other groups (racial, religious, and sexual minorities) so as to counter stereotypes.

To promote accountability by treating each child as a responsible person.

To promote critical thinking, to promote the skill and courage it requires by raising a dissenting voice.

This all can be done through the humanities and the arts according to Nussbaum

MODULE 2 (PART 4)
THE TEACHER AND HIS ATTITUDE TO THE GROUP AND HIS COLLEAGUES
THE DEVELOPMENT OF SELF-RESPECT OF THE STUDENTS

If we want our pupils to become mature, and self-sufficient, we have to treat them as if they were.

This way a pupil will develop a positive self-image, as somebody valuable, as a person who deserves respect

a64b0469ff35958ef4ab887a898bd50bdfbbe91a-8662007

Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
 Does this mean that we have to feign, to pretend that pupils are mature when they are not? NOO! It means that we
TREAT them as if they were mature. In practice this means that I am treating a pupil with respect, offering my help, and
showing with my behavior that I do not consider myself superior, but simply as another being who tries to help.

THE ATTITUDE OF THE TEACHER TOWARDS THE GROUP

What kind of attitude should the teacher adopt in order to create an atmosphere which stimulates learning?

Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
- The teacher should create a climate of respect: leaving clear the rules of the game from the first day.
- Teachers should create a climate of trust: they should transmit their commitment to pupils as persons, and make
sure no one feels excluded.
- Teachers should stimulate collaboration among the pupils, create a “community of inquiry”
- Avoid a relation which is too horizontal or too vertical. Order must be preserved. Both the teacher and the pupils
should open themselves to each other, should be willing to dialogue, share experiences, should be aware that
we can learn from each other, and be generous, and accept the help of others.

ORDER IN CLASS

Respect to pupils implies maintaining order in class and putting limits to some kinds of behavior (violent, sexist, racist).

Respect is universal, which means that as a teacher on occasions you have to intervene in order to protect pupils against
the abuse of others.

Respect is not the same as a permissive behavior. Tolerance should not become indifference.

THE TRANSMISSION OF KNOWLEDGE: THE CURRICULUM

The teacher is bound to the curriculum which is legally imposed.

Although each teacher individually is only responsible for a small part of the curriculum, he or she should collaborate
with the other colleagues so that the pupils learn all that is needed in a certain stage of education.

Teamwork is necessary: teachers should work together so as to avoid teaching the same things and to avoid gaps in
knowledge are produced.

ACADEMIC FREEDOM

Teachers need certain independence for practical reasons: in order to adapt the curriculum to the level and the needs of
the group.

An excess of academic liberty will lead to arbitrariness, a lack will lead to a mechanization of teaching.

Academic freedom is a right which should be applied in the interest of the pupil

MODULE 2 (PART 5)
CULTIVATING THE IMAGINATION
THE STIMULATION OF THE IMAGINATIVE POWERS

Imaginative powers are important so as to defend an open and plural society.

Citizens cannot relate well to the complex world around them only by factual knowledge and logic alone.

Persons need to have the ability to think what it might be like to be in the shoes of a person different from oneself, and
to understand the emotions and the wishes and desires that someone might have.

SIR KEN ROBINSON - IMAGINATION

THE STIMULATION OF THE IMAGINATIVE POWERS

The cultivation of sympathy form part of democratic education, in both Western and non-Western nations.

Much of this cultivation must take pace in the family, but schools also play an important role.

a64b0469ff35958ef4ab887a898bd50bdfbbe91a-8662007

si lees esto me debes un besito

 Therefore they must give a central role in the curriculum to the arts and the humanities, cultivating a participatory type
of education that activates and refines the capacity to see the world through another person’s eyes

THE DEVEOPMENT OF EMPATHY

Seeing other persons with an inner world, as a full person and developing sympathy for these persons is not something
automatic. Several things are necessary in order to overcome this selfishness which is part of the nature of children.

Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
- In the first-place physical maturity. As children are growing, they become physically less dependent. When a
person becomes independent, he sees others less as instruments, as persons who just exist in order to take care
of them.
- On the other hand, children must become aware that weakness is part of life. We all have weakness and
therefore need to support each other. This recognition involves the ability to see the world as a place in which
one is not alone, a place in which other people have their own lives and needs.

THE IMPORTANCE OF PLAY

According to Nussbaum play is crucial in order to develop empathy and sympathy for other persons.

Simple nursery rhymes already stimulate small children to put them in the place of a small animal, another child, or even
an inanimate object, such as a star or the moon.

Nursery rhymes and stories are a crucial preparation for the ability to feel concern for others. They contribute to the
development of healthy attitudes in friendship, love, and later, in political life.

Play is crucial in order to develop empathy. It stimulates curiosity, wonder, surprise instead of anxiety.

THE ARTS, IMAGINATION AND EMPATHY

It is all too easy to see another person just as a body, which we might use for our ends, good or bad.

It is an achievement to see a soul in that body, and this achievement is supported by poetry, literature and the arts.

These ask us to wonder about the inner thoughts of other people.

Through imagination we are able to see the full humanity of people with whom our encounters in daily life are most of
the times superficial, and at worst infected by stereotypes.

And stereotypes normally emerge when we construct sharp separations between groups and suspicions that make
encounters difficult.

So we need instruction in arts and humanities that bring pupils in contact with issues of gender, race, ethnicity, etc.

MODULE 2 (PART 6)
THE PERSONAL VALUES OF TEACHERS AND THEIR RELATION WITH THE PUPILS
THE VALUES OF A TEACHER AND THE ETHICAL POLITICAL CONTEXT

What should teachers do with their own personal values? Should they leave them aside in order to be as neutral as
possible?

- Teachers should not forget about their own personal values, as these are part of their motivation in their exercise
of the profession.
- Neither should they impose their own particular worldview.

Teachers should demand from the pupils respect to the basic values of coexistence, but express their personal point of
view in a respectful way without imposing it.

Is it enough if the teacher sticks to the basic values of an open and democratic society?

It is unavoidable that the personal worldview of teachers influences them in their daily job. Each teacher develops a
personal teaching style, which is no problem as long as this does not contradict the basic values of an open and
democratic society.

a64b0469ff35958ef4ab887a898bd50bdfbbe91a-8662007

si lees esto me debes un besito

 Teachers should be critically aware of their personal values and may express them in class, should not hide them, but
should neither impose them.

THE CONSCIENTIOUS OBJECTION

Two strategies of teachers to solve a conflict of conscience regarding a subject they have to teach:

- To ignore the subject.

Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
o Ethically not acceptable, apart from being illegal
- To treat a subject from all possible perspectives, including the official one and your own, and leaving the pupils
to decide.
o Ethically acceptable, you do not deprive the students of knowledge
o Legal
o It is an example of intellectual honesty. In situations in which there is a deep disagreement on certain
questions and each person is convinced of his or her opinion, the most honest thing to do is to keep
open the debate

MODULE 2 (PART 7)
DEONTOLOGY CODES + SUMMARY
THE DEONTOLOGICAL CODE

The deontological code is a set of ethical norms, which are applied to every person in the practice of a profession.

These norms facilitate the understanding of the ethical requirements of a profession, the habits or virtues which are
related to the specific duties of a profession.

These norms establish the minimum of duties which have to be fulfilled by the professional when they do their work.

Practically all the professions have a deontological code, so do the teachers.

The deontological codes try to establish a balance between ethical norms and the technical qualities of a teacher.

DEONTOLOGY AND PROFESSIONAL ETHICS

Professional ethics is the discipline that studies the content of the norms of a profession, it reflects on it. It tries to discover
the ethical principles of a profession.

- Principles of benefits (what are the benefits of a profession and how should they be obtained).
- Principles of autonomy (how to treat other persons respecting their autonomy, dignity and rights).
- Principles of justice (how to establish priorities, distribute resources, etc.).
- Principles of non-maleficence (how to avoid doing harm).

Deontology translates these principles in norms and duties

NEED OF A DEONTOLOGICAL CODE

The profession of a teacher has a lot of different sides and dimensions, and a deontological codes helps us with some
guidelines regarding the enormous variety of tasks of a teacher.

1. In the first place, the professional ethics of a teacher do not only refer to the teacher with the pupils, but also
relation of the with families, colleagues, inspectors, the editorials of schoolbooks, etc.
This means that the teacher moves in concentric circles. First the pupils and the colleagues, than the families,
than other professionals who are related to education, etc. The teacher, therefore, has also a lot of different
obligations
2. In the second place, as we have stated before, the teacher forms a person as a social and a human being. This
means that a teacher needs to have an enormous variety of skills, attitudes, habits etc.
3. All these skills have to be applied to practice, according to the circumstances. Therefore it is practical to have a
deontological code, which will give teachers some stable rules which show you how to behave in practice

a64b0469ff35958ef4ab887a898bd50bdfbbe91a-8662007

si lees esto me debes un besito

 A deontological code details each and every one of the commitments and obligations of a good professional. The
objective of the code is that the teachers know and fully assume their obligations, but it also has as a consequence that
society has confidence in education and that teachers are respected.

DEONTOLOGICAL CODE OF A GOOD TEACHER

The code is inspired in the following principles:

- Responsibility
- Being a good example
- Justice
- Veracity
- Objectivity
- Respect
- Social responsibility

The code also highlights the profesional conduct guide, which is socially and genuinely expected to be fulfilled from the
teaching professionals

COMPROMISE WITH STUDENTS

- Their actions must follow responsibility and exemplarity.

- They must show respect and empahty as well as to give the students the security and autonomy in their actions.
- Good practices, habits, methodologies, etc

COMPROMISE WITH OUR PROFESSION:

- Encourage dignity.
- Respect towards families, other professionals and institutions.
- Make efforts to access the truth, their learning.
- Understand the teaching role as a service.

COMPROMISE WITH KNOWLEDGE:

Teachers should be updated and improve their teaching methods and strategies and be more capable of fulfilling their
duty.

COMPROMISE WITH SOCIETY:

Education gains all its sense as a service to the society trough training and educating of its responsible citizens, gifted
with the cultural knowledge necessary to understand the time, country and the worlds in which they live.

COMMITMENTS IN RELATION TO THE PROFESSION

Rules regarding the competence of a teacher:

- Teachers have to control the basic principles of the subjects they teach and to have an interest in the progress
and the advances of the subjects they transmit to their students.
- They have to reflect on the teaching methods they use

USEFULNESS OF ETHICS IN EDUCATION

HABITS A TEACHER SHOULD AVOID:

- Forgetting the duty of permanent education (regarding the contents of the subject and didactic formation).
- Not preparing the classes (too much improvisation).
- Establishing a too close a relation with your students (a relation between a student and that of a teacher cannot
be that of friendship)
- Punctuality.
- Not correcting adequately the exams.
- Practice ideological proselytize (taking advantage of your position of power and impose your philosophical,
religious or political ideas).

a64b0469ff35958ef4ab887a898bd50bdfbbe91a-8662007

Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
 GOOD PRACTICE IS:

- Find out the previous knowledge of the pupils.

- Select the content so as to be able to adapt it to the level of the group.
- Take in account that contents is about:
o Knowledge, but also about:
o Skills (comprehensive reading, written and oral expression)

Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
o Attitudes (appreciation for a work well done, respect towards persons and towards nature, sense of
justice, openness, and dialogue)
- Select the contents in a responsible way, taking in account that as a teacher you only have limited time to teach
and to evaluate the contents your pupils really learn.

REFLECTION ON DIDACTIC METHODS

The success of a teacher does not only depend on selecting well the contents. He/ she must also reflect on the didactic
methods

- Teaching methods have to be congruent with our objectives of the formation of a solidary and critical person.
We should exclude the didactic procedures in which priority is given to competition over cooperation, to
individualism over solidarity, to success disregarding its cost over respect for the rules of the game, to passivity
over participation.
- It is important to motivate the pupils, but motivating is not the same as entertaining. The time reserved for
education is a time for work.
- Do not overload pupils with material, your subject is not the only one

RULES IN EDUCATIONAL RESEARCH

How should teachers reflect on their practice? How do they know if they apply the correct didactic methods?

- Taking in account the reaction of the pupils.

- Speaking with colleagues.
- By doing educational research.

Ethical rules regarding educational research are:

- To be as objective as possible. Although complete objectivity is not possible, you have to be critical to carry out
your research, to preserve your independency as a researcher.
- Respect towards pupils. Children are more sensible than adult people, and do not have the same capacity to
oversee situations adult people have.
- Solidarity with other researchers and with society. Do not copy research from others, you will publish the
results, etc.

a64b0469ff35958ef4ab887a898bd50bdfbbe91a-8662007

si lees esto me debes un besito